How to Handle Scope Creep??

Project Description:

This project was implement to effectively implement an learning management system that would facilitate GMP training, which is mandated by the FDA, to provide accurate electronic training records for auditing purposes, to increase management’s  visibility of the Training system compliance state and to strengthen the sites compliance position by reducing the number of deviations.   

The objective of the project was:

·         to reduce the human error related deviations related to lack of training.

·         to improve the site’s compliance state by providing evidence of knowledge transfer and training effectiveness

·         and,  to ensure all job position have adequate training requirements in their curricula

Two phases of the project were established, but phase I was planned to address a critical state of the manufacturing area for the products.  The plan and project milestones included:

1.      Provide training to managers on how to perform Curriculum Development analysis for department and position specific training requirements (PSTR).

a.      49 Employees

2.      Perform an assessment of job descriptions compared to current position specific training requirements forms by position to confirm that employees are assigned appropriate position specific training. 

3.      Develop electronic training modules for SOPs to be uploaded and maintained in Noven University for 184 courses.

4.      Develop Curriculum with assigned position specific training in the learning management system for 28 positions affecting 70 employees.

5.      Convert training records from paper to electronic records to be maintained in an electronic repository for auditing purposes.

6.      Eliminate the use of training records forms for audits to reduce the possibility of misplaced training records; and, to reduce the time invested in the  maintenance of training records in different repositories used during audits to verify training.

a.      Current Training Forms Being Used: 

·   New Employee Introductory Training Form

·   Group Training Form

·   Individual Training Form

·   Required Training/Re-training Form

7.      Testing and Implementation of courses, curriculum and learning management system

8.      Monitor Compliance

The timeline was very aggressive since the FDA had committed to a reinspection in 90 days.  The project was time lined for a 45 days completion and implementation to allow for system and user trouble shooting. 

Scope Creep:

During the assessment of position and job descriptions it was identified that there were only job descriptions for 60% of the positions, making it almost impossible to meet the September 15th deadline since job description would have to be created from scratch.  The stakeholders requested that new job descriptions be developed and used for the curriculum building process.  Several meetings were held with the stakeholders and the team to identify how to manage the timeline and the new deliverable/tasks.  Because this was an FDA requirement, there was no negotiating with the timeline. 

How  to managed the issue and control the project timeline:

As the project manager I prepare a request for staff (additional resources) that would become shared costs by each department who did not provide the required job descriptions for each position being addressed.  I prepared a resource allocation plan identifying 3 persons, 1 from each department affected, included the amount of time it would take to develop a job description and presented it as a change of scope to the stakeholders.  The stakeholders agreed that it was the responsibility of each manager to have a job description for each position in their department, and Human Resources role to verify this task is completed.  As a result, the stakeholders divided the expense of the 3 additional resources needed between each department, QA, QC and Manufacturing, as well as Human Resources since it was identified as a hole in their system.  A Change of Scope was signed by the Project manager and Stakeholders. 

Additional Advice:

It happens in every project, you begin with a specific goal or objective and as you rollout the project something else needs to be done, or it’s a great opportunity to do an additional task.  One of the biggest challenges that I have experienced is balancing the timeline or budget.  Research indicates that 65% of project do not successfully meeting the timeline or budget. (Portny).

A successful project manager will always determine the scope, consistently review the project plan and communicate to the team and stakeholder(s); formally address any changes immediately and in writing; do not sway from the approved timeline; and finally be realistic when developing the timeline and budget, and be flexible.

Estimating Cost and Resources:

Project managers will often be asked to estimate the cost or time allocation for training programs.  Below are excellent resources that will help you understand the process:

Michael Greer’s PM Resources

website:  http://michaelgreer.biz/?p=279

This website contains excellent information on basic rule of thumb when calculating time for an instructional design project.  In addition, Michael Greer provides additional  resources , techniques and tools for instructional designers and developers in his books and papers. My experience with his material, such as “The Project Management Minimalist: Just Enough PM to Rock Your Projects!” has been exemplary.  

Big Dog & Little Dog’s Performance Juxtaposition

Cook, J. How to estimate training time and costs.

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

The website contains excellent explanation of many aspects of cost estimateing and recourse allocation.  Don Clark explains budgeting, training cost guidelines, estimating developments and many other time budgeting resources.  In addition, they provide a guideline in the “average design time to create a one hour training program.  It also provides a case study and a training cost estimator that can assist in understanding the process.

ASTD

Defelice, R.A., Kapp, K.M.  Time to Develop One Hour of Training

Website: http://www.astd.org/LC/2009/0809_kapp.htm

“Designing training is as much of an art as it is a science. However, that doesn’t mean we should abandon the act of trying to figure out how long it takes to develop an hour of training” (Defelice and Kapp). As instructional designer we cannot forget this.  This website contains the result of a survey conducted to provide a basis for how long it takes to develop a one hour of training for different delivery methods.  In additional this website contains excellent information about topics we have reviewed during the past few weeks. For Example:

1.    Conduct an orientation for the SME and key project stakeholders.

2.    Communicate, communicate, communicate.

3.        Be prepared to help implement change management.

“The Art of Communication”

Any basic communication model demonstrates that perception comes from our experiences, culture, word choices, values and judgments.  We use all of these elements to encode and decode messages;   and, communication only occurs when the circles are overlapped.  Otherwise, misunderstanding is inevitable. (Campbell & Baker) 

 Project Managers spend the majority of their time communicating in meetings, phone calls, documenting, writing reports, memos, presentations and emails.  The manner and modality a person chooses to communicate the message may have an implication on how the message is interpreted.  For example, in this week’s Blog Assignment we were asked to interpret a message as it was delivered in different modalities. 

The message was: 

Hi Mark:  I know you have been busy and possibly in that all day meeting today, but I really need an ETA on the missing report.  Because your report contains data I need to finish my report, I might miss my own deadline if I don’t get your report soon.  Please let me know when you think you can get your report sent over to me, or even if you can send the data  I need in a separate email.  I really appreciate your help. Jane

Email:

The written message was received in the format of an email.   The content was clear and concise as Stolvich recommended in the video,   when “communicating with Stakeholders”.  Jane included a purpose, advised about her situation, and included an alternate solution to solve the immediate request.  Although her salutation and content were friendly and polite, her tone felt anxious.  My initial reaction was a question;  why did Jane send an email instead of making a phone call?   It produce an internal concern and thinking process in me of why she choose to document in writing that I have not provided her with required information.  This was clearly my emotional effect when decoding her message.

Voicemail:

Jane’s voice mail made the message less threatening to me even though she was more demanding in her tone when delivering the message.   She clearly stated that because of my lack of response to her need, she would miss a deadline, although her message was polite and professional.  

Face-to-face:

Jane’s tone and body language was friendly and professional.  Her message was clear and concise, but sounded much less demanding than the voicemail.  She clearly confirmed the urgency of her need, and reminder him of the deadline he missed.  Because Jane was leaning over the cubicle and her arms cross, it seemed almost as if they were having a friendly conversation.

Although the three modalities are accepted in project management, and Jane’s message were clear and concise, provided the purpose, situation and possible solution, my preferred communication modality is face to face.  It allows me to visually communicate, to listen to the tone of the message and the person’s facial gestures as well as their body language (Stolvich) which helps in the interpretation process.

References:

Greer, M. The Project Management Minimilist: Just Enough PM to Rock Your projects! Laureate International Universities

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.

Stolovitch (n.d.) Video Program: “Communicating with Stakeholders” Lecture presented for Laureate Education, Inc. Retrieved July 13, 2011, from: http://sylvan.live.ecollege.com/ec/crs/default.learn?CourseID=5364557&Survey=1&47=7867857&ClientNodeID=984650&coursenav=1&bhcp=1

The Post-Mortem Process

A post-mortem process for a project “means a close examination of all parts of the project to determine its successes and failures” (Campbell). No matter what its called close-out or a post-mortem, what is done after the project is key to the success of future projects.

Earlier this year, N Pharmaceuticals announced its need for a new and innovative documentation system that would house over 1,000 standard operating procedures, 200 controlled forms, and over 30 corporate policies. After several need and feasibility assessment meetings, and software presentation by different vendor the project team was committed and agreed to the change from Documentum to MasterControl. The project included the installation of the new software while maintaining a parallel system with the older documentation system, validating the each process, establishing test scripts and testing the system to ensure all scenarios functioned as expected.

The “MasterControl” project affected every department in the organization, so the project team was established using a “Functionally Organized Structure to ensure more response is provided to the needs of the different organizational areas. Separate units were established based on their specialty” (Portny, p 63).

Although the project was closed successfully, it was not without its challenges and even a “scope creep”, which could impacted the timeline and budget. During Phase I: Determine Need and Feasibility, the team brought together all department heads to discuss their specific documentation needs. This process was well organized and provided an accurate needs and feasibility assessment. As Phase II: Create Project Plan began to unfold, it seemed that based on the selection of members from each area the team was well represented by expertise, management and other key roles. The Project Manager developed a timelines, budget and identified required resources. A project charter was developed and signed by all stakeholders. The Kickoff meeting was well staff, which set the stage for the approved project plan to be presented.

In Phase III: Create Specifications for Deliverables, the “blueprint” which was presented in Microsoft Project was well detailed as to the deliverables and member assignment. The timeline was refined, and the work processes were reviewed. Phase VI: Create Deliverable was a smooth process since all of the deliverable were developed by the vendor, MasterControl. All the team members had the opportunity to provide feedback as to the specification; and, work processes for creating the deliverables. And finally, Phase V: Test and Implement Deliverables was clearly where the team encountered the challenges. It was quickly noticed that the person reasonable for the creation and publishing of the training modules, one of the key deliverables of the project, 620 lectora courses, she was not consulted when the timeline was established. The training manager was given 3 days to complete the updating and republishing, There were 620 courses and it takes approximately 30 to 45 minutes to update the link, publish lectora file and test in the QA and PD environments. This challenge presented a budget issue sine one person, even two could not feasibly develop those courses in 3 days. As the project manager, I had to establish as plan to correct the oversight. I met with the training manager, we developed an estimate for the work, and the resources that would have to be assigned to this part of the projects.

In summary, the project was completed successfully and the “post-mortem” meeting helped to identify strengths and weaknesses, which will benefit the team as a group, and individuals as they continue to participate to carefully plan and include all necessary team members from Day 1.

References:

E-book: The Project Management Minimalist: Just Enough PM to Rock Your Projects!
Step 2: Get your team together and start the project (pp. 10–12)
Step 3: Figure out exactly what the finished work products will be (pp. 13–16)
Project "Post

Portny, S. E., Mantel, S. J., Meredith, J. R., Shafer, S. M., Sutton, M. M., & Kramer, B. E. (2008). Project management: PlanningMortem" Review Questions (pp. 42–43)

The PM Minimalist

The PM Minimalist

My Journey Continues...

Welcome my fellow scholars to Distance Learning blog as we launch in our Project Management adventure. I look forward to working and learning from all of you.

Elia Lora

"Each year, organization launch critical projects involving millions of dollars in capital investment plus significant requirements for project savvy human capital. The processes and methods of project management will provide us with the structure, focus, flexibility, and control to help guide these significant investments to outstanding results, on time and within budget" (Campbell, G.M. & Baker, S.).

Reference:

Campbell, G.M. & Baker, S. The Complete Idiot's Guide to Project Management. 4th Edition. Penguin Group.

Reflection - Distance Learning

Social perception of distance learning is changing the more prevalent these programs are integrated into our society. The number of students participating in college-level online courses has out-distanced all other forms of distance learning, in a remarkably short amount of time (Waits & Lewis, 2003; Allen & Seaman, 2006 & 2008). With the development of technology and globalization, social, cultural and educational aspects of life have taken an impactful change; and with these changes, “hardware and software innovations are making telecommunications distance education systems more available, easier to use and less costly. Distance education has entered into the mainstream” (Simonson, pg 4). With the technology and access, society expects to be able to perform any tasks, from anywhere, at anytime and immediately. Education is no different, as a distance learner who travels on a regular basis for my employer, I expect to have access to my classes, resources, library and even the professor with no obstacles or constraints provided I have an internet connection away, which now are offered everywhere.

But before I form an opinion on what the perception of learners will be in 5, 10 and even 20 years, it is important to begin by looking at the past. In a matter of three years, online education went from the potential of being in the mainstream of education to being The Sloan Consortium has been examining whether distance learning was a mainstream form of education for several years. “In the first report, Sizing the Opportunity (Allen & Seaman, 2003), indicated that online and/or distance learning was growing rapidly and was perceived positively by faculty and administrators. A second report, Entering the Mainstream (Allen & Seaman, 2004), reported that online education was becoming a regular component of higher education. The third Sloan Consortium report (Allen & Seaman, 2005) confirmed the impact of online education. According to this report, 40% to 60% of schools with traditional courses also offer online courses and programs” (Simonson, pgs 4-5). Clearly, history speaks for itself, although there are still many learners who prefer the traditional classroom environment, I believe that distance education will continue to grow as fast as the technology that supports it.

As a proponent of distance learning, and as an instructional designer, it is my responsibility to ensure that online courses are designed with the distance learner in mind. “Well-designed courses were reported to produce more positive learning outcomes and to be related to overall student satisfaction. Design and quality are important” (Simonson, p. 67) Student satisfaction is an important aspect in the success of distance learning. Biner, Dean, and Mellinger (1994) conducted two studies that focused on learner satisfaction. In the first study, “using factor analysis, students’ satisfaction was identified with the following seven factors: Instruction, Technology, Course Management, At-site personnel, Promptness of material delivery, support services and out-of-class communication with the instructor. The second study confirmed the results of the first study” (Simonson, p.70).

In essence, an instructional designer can provide the most impact on society’s perceptions of distance learning by designing and implementing quality distance learning courses with well developed goals and objectives, providing a solid syllabus and technical support information to the learners. An excellent example is Walden University, who specialized in online courses. Learners are provided a few days before the class starts to get familiar with the online environment, the syllabus are clear, rubric scoring are included for each assignment, constant communication with the students and instructor are encouraged, we well as excellent support and resources availability.

“A critical part of the process is to consider the components of a successful learning system (Dick et al, 2004). These components are the learners, the content, the method and materials, and the environment, including the technology. The interaction of these components creates the type of learning experience necessary for student learning” (Simonson, 127). As instructional designer can provide a positive impact on the distance learning field by developing and maintaining the following competencies (Thach, et al):

1) Interpersonal Communication
2) Planning Skills
3) Collaboration/Teamwork Skills
4) English Proficiency
5) Writing Skills
6) Organizational Skills
7) Feedback Skills
8) Knowledge of Distance Education Field
9) Basic Technology Knowledge
10) Technology Access Knowledge.

References:
Simonson, M., Smaldino, S., Albright, M., Zvacek, S. (2009) Teaching and Learning at a Distance. Foundations of Distance Education. 4th Edition. Pearson.

Thach, E.C., Murphy, M.L. Competencies for distance education professionals. Educational Technology Research and Technology, Volume 43, Number 1, 57-79, DOI: 10.1007/BF02300482