Welcome to part 3 of the PM/ISD series. First we talked about the definition of a project and the importance of identifying stakeholders. Then we discussed project charters, design documents, and task analysis. Today the topics are the planning stage (including budgeting and a work-breakdown structure) and communication among stakeholders.
Though planning might seem like only another preliminary stage, it should actually take up about 40% of the total project time. After the project charter and design document, the next document to be produced by the project manager is the project-mananagement plan. During this stage, issues that must be addressed include “cost, time, quality, risk, and resources” (Cox, 2009,p.62).
The project plan references previous documents to create a new document, one that gives an overview and explains purpose and objective. The project plan document includes several subsidiary documents within: the scope statement, the schedule-management plan, the quality-management plan, and the communications-management plan. The scope statement details what deliverables will be produced by the project, but perhaps more importantly, it also lists what will not be included. This will help align stakeholders visions and aid their communication. The scope statement also lists anticipated major milestones with estimated dates of completion. This is general schedule management and will later be broken down into a more specific timeline. Once the project plan and its subsidiary documents are completed, it can be submitted to stakeholders to be approved. Then the scope statement can be used to create a work-breakdown structure.
The work-breakdown structure (WBS) is a hierarchy of tasks arranged in an outline. The most general, main categories are the overall goals of the project. These are each split into component tasks, which in turn can be split into more components, and the process repeats as needed. Eventually, the lowest level of the outline will consist of work packages. Each work package should take multiple days, but less than a month, to complete (Cox, p. 76). After the WBS is made, the project manager uses it to translate work packages into individual activities. Then these activities are properly sequenced.
So far our class has studied 5 weeks, and in the process we are creating own projects. My final project will be posted on this site in 3 weeks. I have decided to create a digital pen pal program for my English students. It will help them to practice their English with students from another culture, all the while learning about a different way of life. I have included a preliminary WBS for my project below.
1. Choosing the ideal pen pal class
2. Planning appropriate lessons that utilize the pen pal project
3. Designing and producing handouts and materials
4. Coordinating and setting guidelines with partner teacher
a. Arrange an online communication schedule with pen teacher
b. Meet often and regularly
c. Agree on plan and terms
5. Pilot Test
a. Choose student(s) for pilot testing
b. Exchange e-mails
c. Exchange videos
d. Text chat
e. Videoconferencing
f. Evaluate pilot testing
g. Adjust project plan accordingly
6. Parent Letter and Permission
a. Create information packet and permission letter for parents
b. Deliver materials to parents
c. Receive signed permission slips
7. Pre-Test
a. Test students for general reading/writing ability
b. Test students for general listening/speaking ability
c. Test students for cultural understanding of target country
8. Class is introduced to project
a. Explain project and schedule to students
b. Give class overview of future pen pal class
c. Introduce technology
d. Introduce the concept of culture
9. Class writes first collective e-mail
a. Students learn about e-mail writing conventions
b. Class collaborates on an e-mail, introduces itself and asks questions
c. Students review how to use e-mail, with English terminology
d. Class includes graphic files and links to online resources, if desired
10. Class receives first e-mail
a. Class reads e-mail together
b. Class discusses e-mail
11. Class makes collective video
a. Students agree on what should be included in video
b. Students learn about English video terminology
c. Video is produced in class
d. Video is uploaded and sent to pen class
12. Class receives video from other class
a. Class watches and discusses video
b. Students write about what they learned from the video
13. Matching students with appropriate pen pal
a. Teachers create student information charts
b. Teachers exchange information charts
c. Teachers work together to match students optimally, based on interests, ability
d. Students are told who their individual pen pals will be
14. Students write individual e-mails
a. Teachers introduce the e-mail writing activity
b. Class discusses what to write about
c. Students being writing e-mail in class, with teacher’s help
d. Students finish e-mails for homework; parents can help
e. Teacher checks before e-mails are sent
15. Students receive individual e-mails
a. Students receive e-mails from their pen pals
b. Students read e-mails and ask questions for comprehension
c. Each student reads the e-mail they received to the class
d. Class discusses what they learned and found interesting
16. Students write and send snail mail
a. Students write a physical letter
b. Students include a small physical gift (drawing, handicraft)
c. All letters are shipped in the same box to pen class
17. Students make individual videos
a. Teacher introduces individual video projects
b. Students make videos at home (or at school with the support of IT department)
c. Teacher checks completed videos
d. Students present videos to classmates before sending
e. Videos are uploaded and sent to pen pal
18. Students receive individual videos
a. Each student receives a video
b. Each student presents the video he or she received to class
c. Class discusses what they learned and found interesting
19. Students participate in synchronous text chat
a. Teachers arrange a time suitable for both classes
b. Students are introduced to the chat technology
c. Students practice chatting with their own classmates
d. Students participate in text chat with pen pal
20. Students participate in videoconference
a. Teachers arrange a time suitable for both classes
b. Students are introduced to the videoconferencing technology
c. Students practice video chat with their own classmates
d. Students participate in videoconference with pen pal
21. Final project and presentation
a. Students create a final project about what they learned and what interested them
b. Students present final projects at a class party
c. Teachers grade final projects
d. Students exchange final projects with pen pal
e. Teacher concludes project
22. Post-Test
a. Test students for general reading/writing ability
b. Test students for general listening/speaking ability
c. Test students for cultural understanding of target country
d. Pre-test and post-test are compared and analyzed
e. Students and parents interviewed or surveyed for feedback
In addition to planning activities and schedule, communication also must be planned if the project is to be successful. The project manager needs to set guidelines about how stakeholders will communicate. The mode of communication (meetings, e-mail, videoconference, etc.) should be determined, as well as the desired tone of messages. The objective, method, and frequency of communication should be detailed in a table for each stakeholder. Any sort of asynchronous (e-mail, online forum, social network) or synchronous (meeting, phone, text chat, videoconference) communication could potentially be used in projects. The mode of communication chosen depends on the nature of the project and the preferences of those involved. There might be a different type of communication for each stakeholder. One site that allows multiple people to post audio and text messages is Voicethread, allowing people to have a conversation and collaborate online.
Sometimes the integration of project management and instructional design might seem confusing, because of the many stages and documents. Next time, in part 4, in addition to discussing the ending stages, we will also summarize the entire project.
interopia 