Dr. Chris Show

Continuing our talk about project management in instructional design today I wanted to share an important connection between the development of a project budget (or at least a budget proposal) and the work breakdown structure (affectionately referred to as the WBS). The key, of course, is to have a very detailed work breakdown structure, properly notated, and then to systematically move through and estimate, price, or get quotes for each item on the work breakdown structure.

And as a bonus, I'll share my thoughts on how to include contingency funds in your budget for when the "stuff" hits the fan.

Once a project has been initiated and is moving forward it's important to plan the project. Probably a tie for most important documents with regards to project management are the Project Scope Document and the Work Breakdown Structure.

There are several components to the scope document which serves to "set the stage" for the project and to clarify the goals of the project, the deliverables of the project, and to place limits on the project. The specific elements are:

* Project justification

* Product scope description

* Acceptance criteria

* Deliverables

* Exclusions from the Scope

* Limitations

* Assumptions

The Work Breakdown Structure is just that, a systematic breakdown of all of the steps involved. I personally like to include a limited work breakdown structure (Affectionately referred to as a WBS) with the project scope for further clarification. This can be the primary phases or tasks of the project together with the subtasks a layer or two deep of extra detail.

As I continue to share about project management in instructional design I wanted to take some time to talk about the "Project Charter" which is a very important document. And the specific format and formatting of the document aren't very important but what goes in the document is critical to setting a project up for success.

Here are my must-haves in a project charter:

* Title of the project

* Basic description of the project

* Projected start and finish dates

* Estimated budget

* Project objectives

* Assumptions about the project and ideas for the approach

* Constraints about the product or process

* A list of deliverables

* Authorization to move forward with the project

Project managers working on instructional design projects have the same types of responsibilities as project managers working on other projects. With the addition of needing to have a solid understanding of instructional design.

Some of these involve hard project management skills such as:

* Defining scope

* Activity and resource planning

* Developing schedules and timescales

* Budgeting

* Project Documentation

* Risk management

* Project Process Monitoring

* Managing the Project Team

* Quality control

There are also leadership and soft skills needed such as:

* Team leadership

* Oral and written communication

* Negotiation

* Delegation

* Coaching and mentoring

* Conflict resolution

Luckily these are all skills that can be learned.

One of the key skillsets an instructional designer should have is solid project management skills. After all much of what we do as instructional designers is to manage projects and understanding what a project is and how to effectively manage a project can make a world of difference.

Essentially a project is something that has a defined beginning and end so it's temporary in nature. A project also produces a unique product or service, such as a workshop or course. A project will have specific resources (usually people) assigned to the project. And finally, a project should have a set of approval criteria to formally end the project.

There are also some specific steps that go into a successful project which may have different names where you are and may be more detailed if you follow the full PMBOK.

1. A project charter is created with a description of the project and its purpose.

2. Requirements are defined

3. Assumptions and constraints are defined

4. The project scope is documented

5. A Work Breakdown Structure is developed

6. Resources (often people) are assigned to the project

7. A schedule is developed

8. A budget is developed

9. A change management procedure is developed/adopted

10. The project's work is monitored and controlled.

11. When the work is done and the "product" is complete the project is formally closed and the product is formally accepted.

These days there is a lot of talk about credentials. And sometimes it comes from large tech firms and other big corporations declaring that they are removing the need for the classic credentials of a Bachelors or Masters. Sometimes it is in the quest for a replacement for the ancient credentials in the form of certifications or badges.

Ultimately the value of a credential is determined by the reputation of the authority behind it. This is why I think that the current state of the university credential is facing a few challenges. Ultimately though, there is too much history for the traditional degree to fade completely. The Master's degree, for example, started to become relevant in 1233 after an edict from the Pope. That's a lot of history of adapting to changing times.

Whatever credential you are looking for yourself or looking to implement in your organization remember that the reputation of the organization or underlying authority is what truly matters and not what it is called.

I've been reflecting a bit about the invisible nature of instructional design lately and have started to seek out examples of instructional design in my day to day life. Things like the instructions left for the warehouse workers on the ladders and lifts themselves. Invisible things that no one else would notice.

I've also been starting to look for examples of instructional design in the different training departments and organizations that I am connected to. Those examples are harder to find than random examples out in the world.

I think part of that has to do with the nature of instructional designers as a group that tries to be helpful but not make waves.

In the Bing Crosby song "Swinging on a Star" his three animals that we should avoid being like are a mule, pig, and a fish. And using a similar analogy I'm thinking we should also avoid being like the duck. And if you have an opportunity to observe a duck as they effortlessly glide across the water try to look beneath the surface. You'll notice that while the duck may look like it's gliding effortlessly across the water it's little ducky feet are going like crazy.

So while there are times that we should make it all look effortless, there are also important times that we stand up, show our work, and demonstrate our value.

Part of what's expected of kids in the Boy Scouts and Girl Scouts is that they "Be Prepared" and this is important in all aspects of life including instructional design. When giving a presentation or teaching a course/workshop there are a number of things that we can do to be ready for anything. This can include having an extra projector in our car, carrying extra whiteboard markers, or even chalk.

As instructional designers, there are things that we can do to support instructors in their effort to be prepared. This largely comes down to having alternative forms of instructional materials and having quality prep materials so that instructors can know the material forward and backward and even upside down.

It's also important that we keep these resources available and accessible because having a spare projector in the car isn't helpful if you took the train that day.

Finding photography that is free and easy to use is often a critical component of eLearning projects. Not all of us can afford the eLearning Brother's Stock package. The good one today at least is $1,500 a year per designer! Now if you can afford it I highly recommend you go for it. https://elearningbrothers.com/stock-assets/

For the rest of us there are other sites to look for from Pixabay to the collection of "Stock Photos of Women of Color in Tech" and of course our own cameras. I cover those in the video and share my list of resources at this URL https://www.christopherbergeron.com/50-copyright-friendly-image-sites-teachers-students/

One of the ways that instructional designers can make learning experiences more effective and enjoyable is providing learners with pre-workshop materials. A collection of resources that can help bring everyone up to the starting line, something to cover the entry-level skills that are not going to be covered in the workshop.

This week I was given just a set of materials for a course my son and I are going to be taking later this week. It was literally a textbook. Read the book and learn all the "stuff" really?

There are many ways to address pre-workshop materials but I recommend clear guidance on what specifically is expected, and having those expectations broken down into small chunks with their own learning materials. Following this idea of a collection of microlearning elements can give learners the ability to focus on the specific areas they need, and bonus points if you are able to provide these in as many mediums as possible.