That’s Creepy

Projects seem to take on a life of their own. Think Pinocchio, but without the magic. I am deep into the renovation of a post Civil War row home. The first physical phase of the project included a contractor. That made me the Project Manager and the Bank was the stakeholder. It was their money we were spending, so they were very interested in our progress. And I reported to them faithfully.

As Project Manger, I had much to learn. The biggest lesson was related to scope creep. Some things were unavoidable. We lifted the floor of an upstairs bathroom to discover the floor was a hodgepodge of wood bits and tree limbs. I wish I was joking. The floor was literally built using a tree limb. This was a necessary expansion of the initial project, because the stakeholder demanded it. The list of stakeholders included housing inspectors and the lender, but it also included me. How could I possibly feel safe placing weight on a tree limb nailed to random pieces of leftover scrap wood?

The scope creep continued when I began to view the 10% contingency fund as unaccounted for money. So the second wave of creepiness was my fault. I made the mistake of suggesting add ons. Portney warns us against making changes to a project after it is underway (Portney, et al, 2008). I can certainly attest to the value of that advice. I certainly learned from my mistake of allowing the project to progress into new areas without having firm documentation to account for the added strain to my resources (Practitioner voices, N.D.). I also relied on the experience of a valuable member of my project team, my contractor. Without a leash, he set about gobbling up project funds. He jammed straight through the contingency money, and I allowed him to do it by not standing firm and saying No! I should have required a weekly status report from him, including budget adjustments (Monitoring Projects, N.D.). This would have kept things out in the open and transparent.

The add ons fall squarely on my shoulders. However, there were other factors that influenced some of my decision making. Throughout this course, we’ve discussed to necessity of documentation, such as a change of scope form. Because of the type of mortgage we used, changing contractors in the middle of the project would have made it impossible to stay on track to meet the due date for deliverables. Each project has those variables that cannot be manipulated. In out case, the resources of time and money were locked in. Only scope was adjustable. I mistakenly adjusted it in the wrong direction. To a degree, I allowed these variables to influence me into accepting developments I didn’t want to deal with. I combined denial with the ostrich approach (Portney, et al, 2008). If there’s a next time, that won’t happen again.

Monitoring projects, [Video Podcast]. (N.D.). [With Harold Stolovich] Retrieved fromhttp://sylvan.live.ecollege.com/ec/crs/default.learn?CourseID=6051999&Survey=1&47=7412207&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.

Practitioner voices – you can’t win them all, [Video Podcast]. (N.D.) [With Vince Budrovich] Retrieved from http://sylvan.live.ecollege.com/ec/crs/default.learn?CourseID=6051999&Survey=1&47=7412207&ClientNodeID=984650&coursenav=1&bhcp=1

What did you say?

In an interesting experiment in communication, our class examined the same message in three different formats: e-mail, voicemail and face to face. The intention was to see how we would interpret the message being conveyed, and would our impression of that message change or be affected by the format it was delivered in.

Written:

In an email version, the message was polite and conveyed the urgency of Jane’s request. It showed due respect for Mark’s time and schedule. It wasn’t aggressive or unreasonably demanding. In all ways it was professional while maintaining proper business decorum.

Voicemail:

The voicemail seemed less cordial. Jane’s tone was more assertive than the electronic version of her request for report data. There were faint signs of frustration. I would stop short of describing her voicemail as curt, but it felt matter of fact. I didn’t sense the same concern for the demands of Mark’s schedule. However, it was still professional and respectful in its urgency.

Face to face:

Jane’s request was delivered in a very soft and friendly tone. Again, it showed respect for Mark’s schedule. I really got the sense that she understood the demands on his day and was asking him in an “if you can” tone, which helps almost anyone to be more receptive to demands that are placed on them. She didn’t assume that he would or should comply. She also smiled and used friendly facial expressions. This is the advantage of being face to face with someone. There are mannerisms and gestures that can assist our dialogue with others. Jane certainly utilized these things when speaking with Mark at his desk. So it’s no surprise that this was the modality that best conveyed the true meaning of Jane’s message.

The results of this exercise aren’t unexpected. Throughout the three weeks of class, communication has been a consistent thread. It repeatedly shows up in our textbook, our discussions and in the multimedia presentations in the classroom. Dr. Stolovich commented that communication is more than the words we choose. It’s also how we deliver those words. Attitude can be attached, for better or worse. As this exercise shows, communication is tone, body language and timing. Dr. Stolovich commented that we need to be mindful of who is the recipient of our communications, and how will they receive our message (Communicating with stakeholders, N.D.).

Communicating with stakeholders, [Video Podcast]. (N.D.) [With Dr. Harold Stolovich] Retrieved from http://sylvan.live.ecollege.com/ec/crs/default.learn?CourseID=6051999&Survey=1&47=7412207&ClientNodeID=984650&coursenav=1&bhcp=1

Project Experience

This post is a brief explanation of a project I’ve worked on that did not have the desired results that we had hoped for. The best example I can use is a learning module that I contributed to. It was a group project for a previous class. The module was designed to teach learners how to replace the hard drive in an iPod. It was intended to be transferable between face to face and on line formats.

We created a pre-module questionnaire that was effective at gauging the learner’s previous experience and comfort level with the process of dismantling an expensive piece of electronic equipment. We also created a post-module questionnaire to use for evaluative purposes. This helped us to make improvements that enhanced the functionality of the module.    We also created a short video demonstrating the process of the hard drive replacement. We also did a very good job of selecting test students who represented beginner, intermediate and advanced learners. This was helpful for a proposed refinement of the module. We knew how successful we were with engaging learners with various experience levels.

The module wasn’t without its achievements, but it wasn’t an overwhelming success. Every well structured project team has competent individuals in their respective roles. We didn’t have that. Our five member team consisted of 3 dedicated contributors, and two absentee teammates. Their responsibilities became burdens to the three of us. This meant we had to split our time and attention between dual roles. This may have been what led us to miss details from the analysis portion of the process. We didn’t initially consider placing minimum age requirements on the learners. After all, they were working with sharp tools and very small, expensive internal pieces.

We were on a tight timetable, but we still managed to add elements that were superfluous to the project. For example, we had technology resources that didn’t benefit the hands on process. We created a 1-2-3 type of learning experience. We discovered that we needed a 1 -1a – 1b – 1c – 2 – 2a etc. I major oversight was to create the module and hand it over to the beta students without all the team members having performed the process first.

Our module could have benefited from better assignment of roles. Much of the process was spur of the moment assumption of duties to cover for missing personnel. We developed an approach of assuming they weren’t going to be there, but it took a few weeks for us to arrive at that decision. We put the feelings of the individuals ahead of results. And no team member is bigger than the project. We would have benefited from having a single project manager. The design of the project dictated that the PM role be rotated weekly. It was helpful for relieving the burden from one person, but it had negative consequences on the processes and results.

Welcome 6145ers

I hope your visit will be an enjoyable one. As always, a new class presents new challenges and new opportunities to grow.

Reflecting

While working on my bachelor’s degree, I took many general education classes at a community college. At the time I was made aware that four year schools looked down on community colleges as being inferior. Community college was seen as the ghetto of education. Part of the reason for this is because they have an open door enrollment policy, and everyone is accepted. When I moved on to a four year school, I was just as prepared to succeed as any of my class mates who had spent the previous two years at our alma mater.

It’s been several years since my days at the community college. I don’t hear as many critics of that institution as I did when I was a student there. Community colleges are seen as a legitimate option for starting your degree. I see distance learning as following in the same path that community colleges once blazed.

The current perception of distance learning is continuing to become more and more positive. It is perceived as a viable alternative to a campus based education. I base this on my position with Laureate. I work in the department that develops the courses for Walden University. We are expanding at an amazing rate. We’re not growing just because we can. We’re growing because we need to, in order to deliver quality courses on time. If distance education wasn’t a viable option, there wouldn’t be the need for Walden and the many on line universities that have since opened their virtual doors to meet the demands for this format of education. My interviews, conducted for this week’s discussion, show that distance learning has reached the stage where skeptics are beginning to soften their stance of opposition (personal communication, October 25, 2011).

The future of distance learning will benefit from technological advancements. As Dr. Siemens pointed out, electronic communication has become commonplace. People no longer feel that they need to be in the same geographical location to effectively communicate. He also mentioned that education, business and government are combining to create a network of support for distance education (The future of distance education, N.D.). Because businesses are continuing to use distance learning for training purposes, it is becoming familiar to them. Presumably it is also effective for them, given the increased utilization of the format. These factors will undoubtedly lead business leaders to view applicants, with degrees earned from distance learning schools, as qualified employees. Furthermore, as established and respected brick and mortar schools continue to develop their own blended and on line degrees, they will give still more credibility to the format.

As an instructional designer, I can only do my part to help the organization I’m a part of. They have the reputation, but I can play a role in enhancing their reputation by producing good programs. To do this, I can follow the advice of Dr. Sabad. I will apply well built theories that are grounded in existing knowledge from that field. I will use verified concepts and principles to make instruction more effective for the learner. Also, I will strive to maintain a good balance between student autonomy and the structure of the course (Theory and Distance Learning, 2011). Many times I’ve heard people say, the best revenge is living well. As a graduate of a distance learning program, I can have a rewarding career with job satisfaction. When asked what I do for a living, I can tell them I take great pride in developing educational programs so people can improve their lives. And I am qualified to do this, because I have a master’s degree from an online university.

References

The future of distance education, [Video Podcast]. (N.D.) [With Dr. George Siemens] Retrieved from http://sylvan.live.ecollege.com/ec/crs/default.learn?CourseID=5693697&Survey=1&47=7412207&ClientNodeID=984650&coursenav=1&bhcp=1

Theory and Distance Learning, [Video Podcast]. (N.D.) [With Dr. Farhad Sabad]. Retrieved from http://sylvan.live.ecollege.com/ec/crs/default.learn?CourseID=5693697&Survey=1&47=7412207&ClientNodeID=984650&coursenav=1&bhcp=1

Migration

Attached to this blog post you’ll find a PDF entitled Converting to a Distance Learning Format. It’s a best practices guide with helpful suggestions and resources to assist a fictional trainer to convert his face to face training sessions to a blended format that will include distance learning components. Additionally, the trainer wants to make all of his training resources available to the employees through the company’s server. Among the challenges being faced is the need to increase communication between the employees in the trainings. Also, he needs to decide which elements of his existing trainings can be converted to the distance learning format. I hope you find my suggestions helpful

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OpenCourseWare

Massachusetts Institute of Technology: OpenCourseWare – U.S. Social Policy
http://ocw.mit.edu/courses/political-science/17-317-u-s-social-policy-spring-2006/

This is a review of an open course provided by M.I.T. through their Political Science program. I’ll jump right into a suggestion by Michael Simonson. A distance learning course should be student centered. It should provide opportunities for collaboration, and promote active learning. It should also provide the opportunity for the student to gain mastery of the material offered in the course (Simonson, Smaldino, Albright, Zvacek, 2009).

After exploring the tabs of this course, it stands up to these expectations. In addition to participating in the discussions, the students will have a further vested interest in the dialogue, because they will be responsible for creating the questions that will be the jumping off point for each week’s discussion. The frequency for creating these questions will be based on the number of students enrolled in the class. The syllabus advises the students to expect to be responsible for providing questions 3-4 times per semester. Furthermore, the due date for the questions is also clearly stated. Through this practice, active learning goes beyond the research that is typically required from each contributing member of the discussions. Creating the queries will take the student to a new level of involvement that can improve their critical thinking skills. Mastery of the course material is accomplished through a challenging term paper with an expected length of 20-25 pages. A paper of that scale requires any student to dig deeply into a subject. 

Dr. George Piskurich mentions that a comprehensive syllabus is necessity for any well designed distance learning course (Planning and Designing Online Courses, N.D.). I did a side by side comparison of The U.S. Social Policy course and the syllabus for Walden University’s Distance Learning course. When comparing the syllabi, I kept in mind that one of the courses is for credit and is contained within a full degree program, while the other is an individual course that is for personal accomplishment only. Both syllabi provide a well articulated course description. Walden’s syllabus provides clearly defined learning objectives for the Distance Learning course, M.I.T. does not. Learning objectives are a vital part of any course (Simonson, et al, 2009). Walden provides details on the delivery of their course, this is absent from the M.I.T. syllabus. Both syllabi clearly lay out the course schedule of assignments and accompanying grades. Simonson suggests that each assignment have an accompanying grading key with details of what is expected (Simonson, et al, 2009). The M.I.T. course doesn’t provide that. However, each component of the total grade is offered along with its corresponding percentage value toward the total course grade.

Overall, the M.I.T. course provides the details that Dr. Piskurich suggests. They aren’t all within the syllabus, but they are available in other tabs. It is suggested that a distance learning course be organized so that requirements are clearly stated for the student (Simonson, et al, 2009). The U.S. Social Policy class has a structure that consists of four sections. Each section is clearly defined in the Syllabus. Each section has a title, and shows the weeks that make up that segment of the course. This includes a breakdown of the lecture topics and assignments. To help facilitate the learning process, M.I.T. also offers a page of study materials. There is one key point that should be mentioned. OCW students are not afforded the opportunity to have direct contact with M.I.T. professors. This isn’t ideal, but it’s understandable given that the course is free.     

Dr. Piskurich suggests that course activities should not be too specific. This allows the student to expand on the activity in their own way (Planning and Designing Online Courses, N.D.). Here again I refer to the student created weekly discussion questions. This process allows the students to internalize the material which can help make it personally relatable to them. They can take ownership of the material because they have a stake in its development. The M.I.T. course stays in line with this philosophy by allowing the students to choose a topic from a pre-determined list, on which to write their term paper.

The U.S. Social Policy course is adapted from a face to face course M.I.T. initially offered in 2006. It has since been updated to address current policy issues. Given the modifications I mentioned above, it appears to be suitably designed for the distance format. The technology requirements are noted and they aren’t too demanding for the average user. To offer context, I accessed the course through internet service provided by a satellite company. Load up times lagged for their media, but no more than the media presented in Walden’s Distance Learning course. Here again M.I.T. follows the advice of Dr Piskurich. He suggests that the required technology for a distance learning course should be supported by the school or institution (Planning and Designing Online Courses, N.D.).

Dr. Piskurich also suggests that use of the technology be accessible to the student. They should be able to quickly learn how to maneuver through the course. This should be a comfortable process for them (Planning and Designing Online Courses, N.D.). Having been a student in a distance learning program for over a year, I may not be a good person to evaluate M.I.T.’s ease of use. My experience level may be above average. With that said, I was able to find my way around with relative ease.

References

Campbell, Andrea. 17.317 U.S. Social Policy, Spring 2006. (Massachusetts Institute of Technology: MIT OpenCourseWare), http://ocw.mit.edu (Accessed 08 Oct, 2011). License: Creative Commons BY-NC-SA

Planning and designing online courses, [Video Podcast]. (N.D.) [With Dr. George Piskurich and Jacqueline Chauser]. Retrieved from http://sylvan.live.ecollege.com/ec/crs/default.learn?CourseID=5693697&Survey=1&47=7412207&ClientNodeID=984650&coursenav=1&bhcp=1

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