Over the past 10 years, the standard format for the new hire training model consisted of a 6-week didactic learning session with intermittent practical sessions. The new hire training sessions tend to be driven based upon the business need and organization headcount. In 2010, the leadership team, consisting of the local Site Lead (Manager) and Supervisors, decided to schedule a new hire training to begin in the month of August. In preparation of the scheduled training the training team began project planning. August approached and the new hire class began and ended as scheduled. As the trainers evaluated areas of opportunity to prepare for potential trainings in 2011, the leadership team landed news on the team regarding an additional new hire training class intended to begin in the month of November. Although unanticipated, the trainers were prepared to revamp the August schedule for the upcoming class and extend the designated training room; the leadership team agreed.
As time grew closer to the November training start date changes to the training (project) plan became vast. To ensure the new hire associates received the appropriate human resource information and tools for the job the leadership team requested that five 1-hour or 2-hour modules be added to the training roster without the extension in project timeframe. The requested changes identified the need to change the scope of the project in relation to the timeline, resource allocation, and identify potential business impacts. In such cases, Greer (2010) offers potential solutions on how to effectively address and manage scope creep. One key element of consideration would be to remain calm (p. 36). Scope creep, whether positively or negatively impacting a project, can be overwhelming and at times generate additional energies in relation to the project team and resource allocation. To avoid becoming overwhelmed any change in scope should be backed by written approval by project stakeholders and/or the client (Greer, 2010; Laureate Education, Inc., n.d.).
The training team scheduled a meeting with the leadership team to further discuss the identified changes which resulted with an agreement between both parties to extend training an additional two weeks which allowed for the new hire associates to receive the equal amount of time of subject matter training in relation to previous programs. Unfortunately such a changed also extended the timeframe in which the trainers would be allocated to the project 100% of the time impacting the base business requirements. Looking back on the experience, the requested change would have been managed differently by scheduling the human resource information and tool sessions during a designated week either before or after the subject matter training to maintain focus and avoid potential business impacts and mitigate risk. To date, the new hire training has been under a microscope in relation to delivery methods and approach to further mitigate risk in direct relation to timeframe and resource allocation. To address many of the underlying issues the new hire training will be revamped to be inclusive of a blended and self-paced e-learning environment. Although ideal from a regional perspective, budgeting is another aspect of such a change and result of scope creep that must be considered to be success. Either way, obtaining approval is critical and being flexible in relation change is even more critical!
Resources
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
Laureate Education, Inc. (Producer). (n.d.). Practitioner voices: You can’t win them all. Video program retrieved from http://sylvan.live.ecollege.com/ec/crs/default.learn?CourseID=4744647&Survey=1&47=6571740&ClientNodeID=984650&coursenav=1&bhcp=1
Thursday, April 7, 2011
Thursday, March 31, 2011
How to Keep it within Budget
Whether as a client, an instructional designer, or a project manager, it is important to understand how to effectively work within and/or manage a budget. The purpose of this week's posting is to provide a few useful tools related to budgeting and provide visibility to some alternative options when approaching instructional design or projects in the near future.
Clark (2010), author of Estimating Costs and Time in Instructional Design, provides a high level overview on project budgeting and critical elements to consider when budgeting for a project. Clark provides examples of training cost estimates, development hours, and varying timeframes related to budgeting for a training project. Clark’s approach provides the novice and veteran instructional designer a sample checklist or sounding board in preparation of a project. Although each component is found to be beneficial, one component stood out the most: seat time. When taking into consideration project budgets, especially for training or educational projects, a project manager or instructional designer may overlook the necessity to factor in the “seat time” in relation to the budget. However “seat time” is something to strongly consider in relation to meeting project deliverables. Determining the “seat time” could ultimately determine the type of delivery method and the costs related to the chosen delivery method or style. For instance, while working on a current project to transform the current new hire training module from instructor-led-training (ILT) to a blended (or hybrid) training model consideration of the duration of ILT modules must be taken into account. Based upon limited resources and the need to train four satellite departments, the need for online and interactive learner driven methods is extremely high and necessary. Calculating “seat time” as a factor not only provides insight to the stakeholders and project team that may not have been seen had not been taken into consideration during budget planning resulting in making an less educated decision on how to best proceed with meeting the project deliverables in the most effective and efficient manner, but also considers the perspective of the learner and the time required to learn a subject matter versus from the instructor or facilitator perspective which also drives another aspect of success.
Radcliffe (2009) offers budgetary insight from an instructional designer perspective useful for the novice to the most veteran Instructional Designer in the presentation Course Development on a Budget – Reasonable Options to Save Time and Money. In this presentation Radcliffe offers alternative solutions in relation to project development and time management needs. Although Radcliffe does not address the methods on how to go effectively approach budgeting for a project, the alternative solutions offer another avenue to potentially alleviate frivolous product costs or inflated budgets. Course Development on a Budget – Reasonable Options to Save Time and Money (Radcliffe, 2009) provides a comparison of solutions and the benefits of less expensive selections. What was found most useful, from a personal perspective, were the high level breakdowns of user-friendly software that could aid an instructional designer to meet many of the desired results in relation to a project. For instance, SnagIt and Jing are great tools to meet various instructional design needs from graphic capture for document creation (e.g. training manuals) or multimedia presentations (e.g. online learning tools). In previous experiences, each has served as beneficial, supplementary, and cost effective tool/software to meet project deliverables with emergent turnaround times. For additional information, review the following presentation.
Resources
Clark, D. (2010, June 23). Estimating Cost and Time in Instructional Design. Retrieved from http://www.nwlink.com/~donclark/hrd/costs.html
Radcliffe, T. (2009). Course Development on a Budget – Reasonable Options to Save Time and Money [PowerPoint slides]. http://www.slideshare.net/tradcliffe/course-development-on-a-budget
Clark (2010), author of Estimating Costs and Time in Instructional Design, provides a high level overview on project budgeting and critical elements to consider when budgeting for a project. Clark provides examples of training cost estimates, development hours, and varying timeframes related to budgeting for a training project. Clark’s approach provides the novice and veteran instructional designer a sample checklist or sounding board in preparation of a project. Although each component is found to be beneficial, one component stood out the most: seat time. When taking into consideration project budgets, especially for training or educational projects, a project manager or instructional designer may overlook the necessity to factor in the “seat time” in relation to the budget. However “seat time” is something to strongly consider in relation to meeting project deliverables. Determining the “seat time” could ultimately determine the type of delivery method and the costs related to the chosen delivery method or style. For instance, while working on a current project to transform the current new hire training module from instructor-led-training (ILT) to a blended (or hybrid) training model consideration of the duration of ILT modules must be taken into account. Based upon limited resources and the need to train four satellite departments, the need for online and interactive learner driven methods is extremely high and necessary. Calculating “seat time” as a factor not only provides insight to the stakeholders and project team that may not have been seen had not been taken into consideration during budget planning resulting in making an less educated decision on how to best proceed with meeting the project deliverables in the most effective and efficient manner, but also considers the perspective of the learner and the time required to learn a subject matter versus from the instructor or facilitator perspective which also drives another aspect of success.
Radcliffe (2009) offers budgetary insight from an instructional designer perspective useful for the novice to the most veteran Instructional Designer in the presentation Course Development on a Budget – Reasonable Options to Save Time and Money. In this presentation Radcliffe offers alternative solutions in relation to project development and time management needs. Although Radcliffe does not address the methods on how to go effectively approach budgeting for a project, the alternative solutions offer another avenue to potentially alleviate frivolous product costs or inflated budgets. Course Development on a Budget – Reasonable Options to Save Time and Money (Radcliffe, 2009) provides a comparison of solutions and the benefits of less expensive selections. What was found most useful, from a personal perspective, were the high level breakdowns of user-friendly software that could aid an instructional designer to meet many of the desired results in relation to a project. For instance, SnagIt and Jing are great tools to meet various instructional design needs from graphic capture for document creation (e.g. training manuals) or multimedia presentations (e.g. online learning tools). In previous experiences, each has served as beneficial, supplementary, and cost effective tool/software to meet project deliverables with emergent turnaround times. For additional information, review the following presentation.
Course Development On A Budget
View more presentations from tradcliffe.
Resources
Clark, D. (2010, June 23). Estimating Cost and Time in Instructional Design. Retrieved from http://www.nwlink.com/~donclark/hrd/costs.html
Radcliffe, T. (2009). Course Development on a Budget – Reasonable Options to Save Time and Money [PowerPoint slides]. http://www.slideshare.net/tradcliffe/course-development-on-a-budget
Thursday, March 17, 2011
It's All In the Approach: The Art of Effective Communication
The Art of Effective Communication (Laureate, n.d.) offers three modalities regarding peer-to-peer communication concerning the need for data in order to meet a required deadline. The modalities were delivered in written (email) and spoken (voicemail and face-to-face) form. The following provides a summary of how each modality was interpreted or what was perceived based upon the content, tone, and delivery of the message.
Ironically, the need for the data referenced in the message was consistent across each modality. Yet the there was a variance in tone and expression. Although delivered in written form the email prompted more urgency to the reader while the voicemail gave a sense of concern. Since emotions were translated through visual stimulation during the face-to-face conversation, the message was perceived as more engaging and straightforward versus accusatory as it could have been portrayed to others via email.
Each modality delivered the message clearly however, the voicemail seemed to be conveyed best based upon the utilized words, phrases, and tone. For instance, the use of first and second person seemed to lack in emphasis than did other key words such as “ETA”, “report”, and “data”. One of the main factors that influenced this selection, or choice, was the tone of the message. Although sounding concerned, the caller was able to portray a sense of urgency in the need for the data without seeming overly accusatory. Most importantly, the closing was perceived as sincere unlike the face-to-face interaction which was perceived as less sincere.
As proven through this exercise, different interpretations or perceptions can be drawn through different modalities. The critical lesson learned from this exercise in relation to project work and/or project management is how important and effective or ineffective the mode and method of communication can be in situations. Portny, et al. (2007) find one aspect of success is the ability to communicate effectively, and argue that “Through communication people exchange and share information with one another, and influence one another’s attitudes, behaviors, and understandings” (p. 357). Taking this into consideration it is important to hone in on effective communication skills whether through written or verbal form by recognizing how to build a rapport with our clients and team members, when to introduce the use of first, second, or third person, to be aggressive in the approach, or decide the best mode of delivery to the intended audience. Starting off with these few items provide steps closer to potential success.
Resources
Laureate Media (n.d.). Art of effective communication. Retrieved from http://mym.cdn.laureate-media.com/2dett4d/Walden/EDUC/6145/03/mm/aoc/index.html
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.
Ironically, the need for the data referenced in the message was consistent across each modality. Yet the there was a variance in tone and expression. Although delivered in written form the email prompted more urgency to the reader while the voicemail gave a sense of concern. Since emotions were translated through visual stimulation during the face-to-face conversation, the message was perceived as more engaging and straightforward versus accusatory as it could have been portrayed to others via email.
Each modality delivered the message clearly however, the voicemail seemed to be conveyed best based upon the utilized words, phrases, and tone. For instance, the use of first and second person seemed to lack in emphasis than did other key words such as “ETA”, “report”, and “data”. One of the main factors that influenced this selection, or choice, was the tone of the message. Although sounding concerned, the caller was able to portray a sense of urgency in the need for the data without seeming overly accusatory. Most importantly, the closing was perceived as sincere unlike the face-to-face interaction which was perceived as less sincere.
As proven through this exercise, different interpretations or perceptions can be drawn through different modalities. The critical lesson learned from this exercise in relation to project work and/or project management is how important and effective or ineffective the mode and method of communication can be in situations. Portny, et al. (2007) find one aspect of success is the ability to communicate effectively, and argue that “Through communication people exchange and share information with one another, and influence one another’s attitudes, behaviors, and understandings” (p. 357). Taking this into consideration it is important to hone in on effective communication skills whether through written or verbal form by recognizing how to build a rapport with our clients and team members, when to introduce the use of first, second, or third person, to be aggressive in the approach, or decide the best mode of delivery to the intended audience. Starting off with these few items provide steps closer to potential success.
Resources
Laureate Media (n.d.). Art of effective communication. Retrieved from http://mym.cdn.laureate-media.com/2dett4d/Walden/EDUC/6145/03/mm/aoc/index.html
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.
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