Upon the conclusion of any project, questions may be raised regarding the actual effectiveness of the implementation. In The Project Management Minimalist, Greer (2010) raises various post-mortem questions regarding the project, its effectiveness, and thoughts surrounding best practices and better approaches for the next release (p. 42-43). Referencing some of these questions, the following provides a high-level post-mortem analysis for a project executed and implemented for a regional supply chain customer service organization.
In January 2010, the regional Customer Service Centers were faced with a massive overhaul in system integrations and upgrades. Such changes prompted differences in business with customers as well as daily business processes. By March 2010 the return rate increased 3 times more than the previous year. With raised concerns, the Returns Business Process Owner raised the task in determining the reason for such an influx and how the data translated into a quality performance metric. Through data validation two areas of opportunity were identified: training and system functionality. From a training perspective, it was identified that the Associates required cognitive skill building in the area of customer returns. The training session were scheduled in June through July 2010. Each session was structured in three two-hour blocks and delivered by one instructor and facilitator daily. To drive learner engagement, the sessions focused on cognitive skill building through interactive group activities and open forum discussions. Due to the limited timeframe, the training was delivered without performing an initial needs assessment or conducting a formal evaluation phase. At the conclusion of each training session the associates were asked to complete a reaction survey on a non-mandatory basis (Evans, 2010).
From a general overview of the project, there were many identified successes. Many of the completed reaction surveys reflected extremely positive reactions and feedback regarding the approach to the subject matter and training environment. Many times, training sessions conducted for the organization were instructor-led and highly didactic. To promote learner engagement, the sessions took on the structure similar to an open forum, or outlet, for the associates to discuss concerns or regarding the returns process among peers which promoted engaged discussions allowing the chance to dispel misconceptions and provide insight on how to effectively and efficiently approach the varying customer situations when managing returns. Because of such an approach, learner engagement was higher than expected driving success in the area of interpersonal skill building, collaboration, and communication. To drive deeper engagement, learners were further stimulated by viewing “how to” directed video podcasts. The podcasts served a dual purpose. One purpose of the podcasts were to engage the learners visually and in an auditory manner to potentially commit the process to memory, and the second purpose was to allow the learner to have access to the podcasts for later retrieval for self-learning, and/or reinforcement, sessions.
Conversely this approach also created a greater possibility in training variances. Although the training was led by a primary instructor with rotating facilitators, at times the posing of different questions from session to session caused a slight deviation from the prepared materials and training session structure.Yet, the most challenging aspects of the project were in making the attempts to draw out cognitive reasoning in relation to the processes. It was unfortunate that during the information sessions, the Return BPO was unable to provide any insight regarding the intricate processes and how each impacts the site (local) or regional model. Taking this into consideration, it would have been ideal to schedule mandatory meetings with the BPO to ensure all pertinent information was being addressed and the processes were aligned with the intended regional model.
Another identified area of opportunity was in direct relation to the lack of a needs assessment and a formal evaluation. Due to time constraints, the conduction of a needs assessment was curtailed eliminating visibility to any learner weaknesses and/or strengths to aid in the design and delivery of the training. Assumptions were high in the area of delivery, being certain to steer away from a traditional method of delivery (i.e. didactic) versus the more unconventional method (i.e. open forum). Although the collected reaction surveys identified this as a success, it masked any underlying issues for those associates that were not readily active during the sessions or may not have comprehended the information being delivered. To rectify this issue in future trainings, a mandatory reaction survey will be conducted prior to and after the sessions to set the tempo and gauge the best approach for those attending each session.
In retrospect, the project lacked project management. Portny, et al. (2008) urge consideration of whether a project should begin before moving forward with any aspect of the project at all (p. 77). If it has been determined to proceed with the project, than unlike the manner in which the returns project was handled, it is essential to establish, or define, a plan. Although the overall concepts were presented, the returns project lacked a firm and formal plan. For instance, the involvement of other team members would have alleviated strain on the primary instructor and would have level set expectations regarding deliverables and goals. As noted by Portny, et al. (2008), it is ideal to “Prepare a separate description of needs for each category of personnel to be recruited” (p. 85). Doing so provides transparency to the needs and responsibilities of those actively involved in the project and promote organization and efficiency. With such lessons learned, it is recommended, regardless of how small or large of a project that project management be highly considered.
Resources
Evans, R. (2010, August 11). The importance of evaluation [Msg 1]. Message posted to http://sylvan.live.ecollege.com/ec/crs/default.learn
Greer, M. (2010). Project “post mortem” review questions. In The project management minimalist: Enough PM to rock your projects!. Retrieved from http://sylvan.live.ecollege.com/ec/courses/56611/CRS-CW-4894953/educ_6145_readings/pm-minimalist-ver-3-laureate.pdf
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.
Thursday, March 10, 2011
Sunday, March 6, 2011
EDUC-6145-1 Project Management
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Special thanks to Lisa for pointing me in a better direction.
Special thanks to Lisa for pointing me in a better direction.
Sunday, February 27, 2011
Distance Learning: An Instructional Designer’s Perspective
As the world continues to become more innovative in the use of technology and making technology accessible throughout the world, more social connections are created. Figuratively speaking, “yesterday” connecting with another individual equated, at the very least, to having a face-to-face interaction. The introduction of telephony, correspondence, radio, and the internet changed the very notion of what it meant to be “connected” to another individual, a cause, a subject matter, and even the classroom. As the world experiences social change the need to remain connected becomes greater. It is imperative as an instructional designer to understand the flux of the world and be able to meet the needs of today’s distance education learner. Today, online courses, virtual classrooms, and online degree programs are prevalent and readily in demand to meet the flexible lifestyles of millions. Yet the looming question still remains, what does the future have to offer in respect to distance learning, distance education, and instructional design?
Siemens (Laureate Education, Inc., 2010) would urge that the growth of online utilization and accessibility would provide a greater understanding and “growing comfort” to its audience; such capabilities would also drive a sense of “global diversity” and interaction throughout the world closing a gap or disconnection. Naone (2011) would argue, however, that the future of distance learning and the instructional design approach would be more learner-centric and emotion based. In Computers Get in Touch with Your Emotions, Naone touches upon the innovative methods in which Design Interactive have taken to understand how to effectively train naval defense service men and women through the use of biotechnology. Although this method is in a research and development phase, this type of interaction would offer the world of instructional design a new approach to all methods of learning. It would ultimately stimulate a learner based environment upon their cognitive output in turn generating the need to for instructional designers to understand the concepts of emotional intelligence (Goleman, 1998) and cognitive load theory (van Merri¨enboer, J. G., Sweller, J., 2005) at a more finite level. Whether seeking the answer through the methods of closing the global gap or through highly learner-centric driven approaches, the commonality between the two remains: the need for instructional design.
Part of being an instructional designer is taking on the responsibility of identifying how to be an effective proponent of change: positive change. To aid in improving societal perceptions of distance learning and distance education it is essential to work closely with those requesting guidance and those requiring it, explain how implementing change would promote positive results and drive success towards desired goals or needs in a more efficient manner through analysis, assessments, and evaluations, and drive the benefits of distance education through the continuous development of effective and efficient courses backed by supportive data to drive a deeper success. To have a positive influence on or a positive force in the field of distance learning or distance education it is imperative to continuously learn and understand not only the industry and direction of instructional design but past, current, and forecasted societal changes that would have potential impact to instructional designer worldwide. For instance, as the need for democracy was declared by millions of Egyptians and those in support of the nation’s liberties, on Feb 1, 2011 in counteraction of the planned peaceful protests to drive President Mubarak out of office the nation’s internet access was disabled (Wedeman, B. et al., 2011). How were distance learners, educators, and organizations impacted by this social cataclysm? In the efforts toward environmentalism (Kovarik, n.d.; Barton, 2002) organizations have changed methods in training delivery streamlining the need for paper-based or instructor-led training by incorporating the use of online modules and interactive media. What impacts did such a change have on meeting deliverables or learner capabilities? In each case, whether through societal turmoil or radical change, it would be critical for an instructional designer to understand how to approach the needs of the learner.
As an instructional designer, it is important to formulate analyses to better assess situations to find effective approaches that meet the needs of the learners or intended goals and objectives set forth by the learner, educator, or client. In order to do so, continuous knowledge of learning theories, models, and concepts aid in the development of an instructional design approach that would be beneficial for the proposed time or when the societal climate shifts. Taking such a formative stance would provide an avenue for those seeking an instructional design answer closer to acceptance of distance learning as a feasible method or mode of approaching learning in turn creating a more positively receptive of distance education. With this in mind, perceptions of distance learning may be shifted to a more positive view.
Yet with any change there is skepticism. Simonson, Smaldino, Albright, and Zvacek (2009) argue “communications with someone you can see has a visceral element that is missing when that person or group of people is not “in sight”…The heart of distance education is the concept of separation of teacher and learner” (pp. 125). In such cases it is the role of the instructional designer to aid in smoothing the transition, for example, from a traditional based classroom setting to a blended or an online environment as effectively as possible by promoting continuously engagement and opportunities of interaction with a learner’s colleagues and instructor; for it is the visceral and emotional connection that aids in driving self-motivation or building a strong foundation toward success.
Resources
Angeli, E., Wagner, J. Lawrick, E., Moore, K., Anderson, M., Soderlund, L., Brizee, A., & Keck, R. (2010, December 9). Reference list: Books. Retrieved from http://owl.english.purdue.edu/owl/resource/560/08/
Angeli, E., Wagner, J. Lawrick, E., Moore, K., Anderson, M., Soderlund, L., Brizee, A., & Keck, R. (2011, February 3). Reference list: Electronic sources (web publications). Retrieved from http://owl.english.purdue.edu/owl/resource/560/10/
Barton, G. (2002). The green movement. In American environmentalism (pp.127- 170). California: Greenhaven Press.
Goleman, D. (1998). Appendix 1: Emotional intelligence. In Working with emotional intelligence (pp. 317-318). New York: Bantam Book.
Kovarik, W. (n.d.). Environmental history timeline. Retrieved from http://www.environmentalhistory.org/?13c4cfd8
Laureate Education, Inc. (2010). The future of distance education. [Video file]. Retrieved from http://sylvan.live.ecollege.com/ec/crs/default.learn?CourseID=4744647&Survey=1&47=6571740&ClientNodeID=984650&coursenav=1&bhcp=1
Noane, E. (2011, February 24). Computers get in touch with your emotions. [Web log content]. Retrieved from http://www.technologyreview.com/computing/32429/?p1=MstRcnt&a=f
Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2009). Teaching and learning at a distance (4th ed.). Boston: Pearson Education, Inc.
van Merri¨enboer, J. G., Sweller, J. (2005, June). Cognitive load theory and complex learning: Recent developments and future directions. Educational Psychology Review, 17(2), 147-177. doi: 10.1007/s10648-005-3951-0
Wedeman, B., Pleitgen, F., Watson, I., Ahmed, H., Faraj, C., Abdelaziz, S., Abedine, S., Theodorou, C., Verjee, Z., & Lee, I. (2011, January 31st). As Mubarak cuts communications, major demonstrations expected. [Web log content]. Retrieved from http://www.cnn.com/2011/WORLD/africa/01/31/egypt.protests/index.html
Siemens (Laureate Education, Inc., 2010) would urge that the growth of online utilization and accessibility would provide a greater understanding and “growing comfort” to its audience; such capabilities would also drive a sense of “global diversity” and interaction throughout the world closing a gap or disconnection. Naone (2011) would argue, however, that the future of distance learning and the instructional design approach would be more learner-centric and emotion based. In Computers Get in Touch with Your Emotions, Naone touches upon the innovative methods in which Design Interactive have taken to understand how to effectively train naval defense service men and women through the use of biotechnology. Although this method is in a research and development phase, this type of interaction would offer the world of instructional design a new approach to all methods of learning. It would ultimately stimulate a learner based environment upon their cognitive output in turn generating the need to for instructional designers to understand the concepts of emotional intelligence (Goleman, 1998) and cognitive load theory (van Merri¨enboer, J. G., Sweller, J., 2005) at a more finite level. Whether seeking the answer through the methods of closing the global gap or through highly learner-centric driven approaches, the commonality between the two remains: the need for instructional design.
Part of being an instructional designer is taking on the responsibility of identifying how to be an effective proponent of change: positive change. To aid in improving societal perceptions of distance learning and distance education it is essential to work closely with those requesting guidance and those requiring it, explain how implementing change would promote positive results and drive success towards desired goals or needs in a more efficient manner through analysis, assessments, and evaluations, and drive the benefits of distance education through the continuous development of effective and efficient courses backed by supportive data to drive a deeper success. To have a positive influence on or a positive force in the field of distance learning or distance education it is imperative to continuously learn and understand not only the industry and direction of instructional design but past, current, and forecasted societal changes that would have potential impact to instructional designer worldwide. For instance, as the need for democracy was declared by millions of Egyptians and those in support of the nation’s liberties, on Feb 1, 2011 in counteraction of the planned peaceful protests to drive President Mubarak out of office the nation’s internet access was disabled (Wedeman, B. et al., 2011). How were distance learners, educators, and organizations impacted by this social cataclysm? In the efforts toward environmentalism (Kovarik, n.d.; Barton, 2002) organizations have changed methods in training delivery streamlining the need for paper-based or instructor-led training by incorporating the use of online modules and interactive media. What impacts did such a change have on meeting deliverables or learner capabilities? In each case, whether through societal turmoil or radical change, it would be critical for an instructional designer to understand how to approach the needs of the learner.
As an instructional designer, it is important to formulate analyses to better assess situations to find effective approaches that meet the needs of the learners or intended goals and objectives set forth by the learner, educator, or client. In order to do so, continuous knowledge of learning theories, models, and concepts aid in the development of an instructional design approach that would be beneficial for the proposed time or when the societal climate shifts. Taking such a formative stance would provide an avenue for those seeking an instructional design answer closer to acceptance of distance learning as a feasible method or mode of approaching learning in turn creating a more positively receptive of distance education. With this in mind, perceptions of distance learning may be shifted to a more positive view.
Yet with any change there is skepticism. Simonson, Smaldino, Albright, and Zvacek (2009) argue “communications with someone you can see has a visceral element that is missing when that person or group of people is not “in sight”…The heart of distance education is the concept of separation of teacher and learner” (pp. 125). In such cases it is the role of the instructional designer to aid in smoothing the transition, for example, from a traditional based classroom setting to a blended or an online environment as effectively as possible by promoting continuously engagement and opportunities of interaction with a learner’s colleagues and instructor; for it is the visceral and emotional connection that aids in driving self-motivation or building a strong foundation toward success.
Resources
Angeli, E., Wagner, J. Lawrick, E., Moore, K., Anderson, M., Soderlund, L., Brizee, A., & Keck, R. (2010, December 9). Reference list: Books. Retrieved from http://owl.english.purdue.edu/owl/resource/560/08/
Angeli, E., Wagner, J. Lawrick, E., Moore, K., Anderson, M., Soderlund, L., Brizee, A., & Keck, R. (2011, February 3). Reference list: Electronic sources (web publications). Retrieved from http://owl.english.purdue.edu/owl/resource/560/10/
Barton, G. (2002). The green movement. In American environmentalism (pp.127- 170). California: Greenhaven Press.
Goleman, D. (1998). Appendix 1: Emotional intelligence. In Working with emotional intelligence (pp. 317-318). New York: Bantam Book.
Kovarik, W. (n.d.). Environmental history timeline. Retrieved from http://www.environmentalhistory.org/?13c4cfd8
Laureate Education, Inc. (2010). The future of distance education. [Video file]. Retrieved from http://sylvan.live.ecollege.com/ec/crs/default.learn?CourseID=4744647&Survey=1&47=6571740&ClientNodeID=984650&coursenav=1&bhcp=1
Noane, E. (2011, February 24). Computers get in touch with your emotions. [Web log content]. Retrieved from http://www.technologyreview.com/computing/32429/?p1=MstRcnt&a=f
Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2009). Teaching and learning at a distance (4th ed.). Boston: Pearson Education, Inc.
van Merri¨enboer, J. G., Sweller, J. (2005, June). Cognitive load theory and complex learning: Recent developments and future directions. Educational Psychology Review, 17(2), 147-177. doi: 10.1007/s10648-005-3951-0
Wedeman, B., Pleitgen, F., Watson, I., Ahmed, H., Faraj, C., Abdelaziz, S., Abedine, S., Theodorou, C., Verjee, Z., & Lee, I. (2011, January 31st). As Mubarak cuts communications, major demonstrations expected. [Web log content]. Retrieved from http://www.cnn.com/2011/WORLD/africa/01/31/egypt.protests/index.html
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