In this part of the series, we have just made it to final four-part series on Project Management for Instructional Designers.
Previously in the part three series, EDU 627 course discussed how communication is key to how a project manager works with all parties involved within the decision making. However, for this final four-part series, you will be able to see in totality how project management goes hand in hand with instructional design, and also the importance of distinguishing between the two. Throughout this journey, Project Management for Trainers has been used as a guide to understand the difference between the two.
For example, project managers will commonly use the ADDIE Model (Analysis, Design, Development, Implementation, and Evaluation) in terms of incorporating the project from beginning to end. On the other hand, instructional designers not only rely on the ADDIE Model, but they better yet factor in communication strategies, the risks for what would occur if a plan needed to change, and most importantly, a tight schedule. To provide a better understanding of the similarities and differences between the two, here is an outline on how both concepts with simultaneously with each other, but also while showing the difference between the two. As we can see, the creator of this chart explained the PM process similar to Russell when they highlighted the importance of the stages of initiating, planning, execution, controlling and closing. ID is what we have been discussing for the duration of this course.
Project Management Instructional Design
Projects begin when a sponsor identifies an organizational need that requires more than just a few steps to accomplish. This individual or group conducts analyzes resource allocation to answer such questions as: How will this project enable the organization to reach its goals? The project manager is appointed, a project charter is generated, and potential constraints are identified.
A group or individual within an organization identifies a performance problem. A need analysis is conducted to identify performance gaps and decide if there is a learning need. If training is required, a key question to answer at this point is: how will training contribute to the overall performance of the organization and help it reach its goals?
The next step in the project management process is to create a project blueprint. The project blueprint where all related details including time, costs, responsibilities, staffing, scheduling, and other factors are detailed.
Similarly, the design phase of training results in a blueprint for the training project including the objectives, schedule, deliverables, instructional methods, and evaluation plan.
This is the action phase of the project where the plan is carried out. The project manager coordinates all activities required to complete the project in a timely manner and within budget.
Using the design document as a guide, the training program is developed with materials created internally or purchased from vendors.
|Controlling In this phase, project leaders verify the scope of the project and manage changes in costs, quality, risks, and schedule as the project is implemented.||ImplementationAt the beginning of this phase, training programs are piloted which often results in changes to content or delivery of the materials. Further, data is collected throughout training to ensure that the objectives are met.|
The close out phase of project management involves the verification that all project requirements are met noting approved changes. Further, lessons learned are documented, project records are archived, and project outcomes are tied to organization goals.
In this phase, the trainer must identify the extent to which the training program achieved its goals related to satisfaction, learning, behavior change, and organization improvement.
References: Russell, L. (2016). Project Management for Trainers, Second Edition. VA: Association for Talent Development.