Analyzing Scope Creep

Analyzing Scope Creep

As a student in Instructional Design and Technology, I consider my instructional design projects as personal experiences. Though those projects were successful, they were not without problems. Among all my projects, “Online Orientation Program” recorded scope creep. The project consisted of designing online orientation program for distance learners and should present strategies for succeeding in a distance learning environment and should provide an overview of what to expect when taking a distance learning course compared to a traditional instructor-led course (Laureate Education, 2011).
I designed an online, fully asynchronous 3-credit Geometry course for high school students. Trainees were expected to view interactive media presentations and complete online assessments. Students were expected to regularly participate in an asynchronous question and answer forum. Asynchronous discussions were to be delivered through Edu2.0, a course management system (CMS) tool that featured social networking media for threaded discussions forum.

Though the project was successful, Dr. Harold Stolovitch’s project post-mortem template pointed out some deficiencies. Instead of developing activities to engage the learners in the orientation and mechanisms for learner-learner and learner-instructor interaction, I offered rather activities for the geometry course, due to my misinterpretation. My immediate stakeholder (Professor Dawson) called my attention to the fact, the same mistake Simon Wilcowsky and his team made in the case study 23 (Ertmer and Quinn, 2007, p.178). That mistake generated scope creep that set me back for a week due to other project tasks, nevertheless I met the dead line. Dr. Dawson’s constructive feedback helped me handle the project scope creep. Now other stakeholders could benefit from a successful project design.

Looking back and using the tools of Project Management, I would use work breakdown structure (WBS) and would have to develop and monitor a mechanism to enable team members to objectively identify and manage project risks. Consistent risk management and monitoring should surface in all stages of a design project to avoid a poor design project outcome (Yee, Lievesley, and Taylor, 2009). I would have to communicate clearly with my client on agree upon project details for a successful project desired outcomes.

Geer (2011) advised project managers (PMs), instructional designers (IDs) and team members to take stock at the end of a project and develop a list of lessons learned to avoid repeating their mistakes in the next project. Though I did not develop an elaborate detailed document, I took note of what my professor revealed in her feedback. That is why today I could easily point out when an ID or a PM makes similar mistake. Revisiting the past helps shape personal skills. PMs and IDs should take lessons from the past to avoid the same mistakes. The digital age requires of us to remain on the learning curve for adoption and implementation of new and emerging technology (Johnson, Levine, Smith, and Stone, 2010) and technology communication tools.

Scope creep is a fundamental issue in a project management. Any PM could easily avoid scope creep through a clear and effective communication between all participants. The PM has the responsibility to have a sign off document listing agreed upon details for measures to avoid scope creep and have successful project outcomes.

References

Geer, M. (2011). The project management minimalist: Just 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.

Ertmer, P., & Quinn, J. (2007). The ID casebook: Case studies in instructional design. (3rd ed.). Upper Saddle River, NJ: Pearson Education, Inc.

Johnson, L., Levine, A., Smith, R., & Stone, S. (2010). The 2010 Horizon Report.

Laureate Education. (2011). Foundations of distance learning. Retrieved from http://sylvan.live.ecollege.com/ec/crs/default.learn?CourseID=4744647&Survey=&47=6623504&ClientNodeID=984650&coursenav=1&bhcp=1.

Yee, J., Lievesley, M., & Taylor, L. (2009). Recognizing risk-of-failure in communication design projects. Visible Language, (43)2, 227-251.