Establishing Project Scope and Goals

It is critical at the outset of any project to clarify its scope and goals. Failure to do that will lead to projects that spiral out of control and disappoint instructional designers, managers, and learners. The question is: how to do that?

There is no simple answer to that question. But seasoned instructional designers have learned lessons about how to do that based on experience.

First, get all or most stakeholders in the room at the same time. If an instructional project is to cover an entire organization, then representatives of key departments should be present. If an instructional project is to include customers or clients, they, too, should be represented. One trick of the trade is to establish a governance structure such as an advisory board, composed of representatives from different stakeholder groups. If that is not possible, then conduct interviews or focus groups with representatives from those stakeholder groups.

Second, make sure that the problems are clear and, if possible, measurable. As a simple example, suppose that managers feel that an organization's customer service needs improvement. Find out how they measure that service and what behaviors they associate with excellent customer service.

Project goals are somewhat akin to performance goals. They should be clear, action-focused, and measurable. Another way to think of them is the well-known SMART goals. SMART goals are specific, measurable, attainable, relevant, and time sensitive.

Finally think of the project with the end results always in mind. Try to encourage stakeholders to clarify the outcomes they envision upon project completion. Try to create a shared vision of what project success will look like. Then work toward achieving it.

Writing Proposals for Instructional Design Projects

An instructional design proposal is like any other proposal. Most proposals have predictable parts. They include:

• A statement of the problem: What is the problem to be solved?
• A statement of the solution: What is the recommended solution? What is the justification for that solution?
• A list of action steps: How will the solution be implemented?
• A timeline: Over what timespan will the action steps be implemented?
• A budget: How much will it cost over the timeline?
• A staffing list: Who will work on the project, and what essential qualifications do the staff members bring to the project that will be important in completing the project?

Tricks of the Trade in Writing Proposals

Experienced instructional designers learn tricks of the trade when preparing project proposals. One is to focus questioning of clients around the questions listed in the section above. There is no more certain sign of novices than that they must go back to the client after initial meetings to gather additional information to write the proposal. An experienced instructional designer knows better and focuses questions on the various aspects in the preceding list to formulate a quick yet effective proposal back to the client. (Failure to respond with a proposal on a timely basis may mean losing client support—or sends a signal that the project is not a priority.)

Other issues should be considered when writing proposals. One issue is that without initial data collection, it is difficult to know if the client has identified the root cause of a problem or is asking for treatments on mere symptoms only. Gathering information from people is the best way to avoid that problem, but it is difficult to do if nobody has funded (or allocated a budget for) a project. One idea is to gather data using fast, low-cost electronic methods such as e-mail prior to initial proposal submission but then gather better data later. Another idea is to write a general proposal that merely reflects back to the clients what they asked for but then bring key stakeholders together immediately upon proposal acceptance to calibrate a better work plan.

A second issue in proposal writing is to develop a budget that illustrates not just the project cost but also the likely returns to the organization. Do not wait until the end of a project to calculate return on investment; rather, gather information about the cost of the problem and then compare the benefits of solving the problem to project costs. In that way, clients feel—and properly so—that they are making an investment and will get a return rather than just spending money.

Using Planning and Management Tools for Instructional Design Projects

Many tools can assist instructional designers when they undertake instructional design projects.

The most obvious tool is to use project management software to help to manage projects. Perhaps best known is Microsoft Project.^TM It is a software program that makes it easier to track projects. However, many free alternatives to this well-known software program exist (see, for instance, www.maketecheasier.com/5-best-free-alternatives-to-microsoft-project/).

But other tools are possible. A sample list includes:

• Collaboration software
• Dashboards
• Scorecards
• Role and responsibility charting

Even software tools as diverse as Skype, Zoom, Yammer, and many others may have important applications for instructional design projects. Such tools enable virtual meetings and messaging among instructional designers.

Establishing and Using Methods to Reallocate Funds

When developing a project plan, establish ways to redistribute funds, within existing project constraints, to manage differences between planned and actual project performance to meet project obligations. For instance, match the project budget to deadlines. If deadlines are not reached, or are reached sooner than expected, be prepared to compensate by making adjustments to the budget. Establish a regular schedule to review the budget and expenses compared to project deadlines. Find out, too, what procedures are used in the organization to justify budget variances, differences between planned and actual expenditures.

Planning and Monitoring Equipment and Facility Requirements

Consider equipment and facility requirements when preparing a plan for an instructional design project. Each project requires specialized planning for equipment and facilities. For instance, during a performance analysis, members of an instructional design team will typically need workspace and equipment. Although there is a temptation for the management of a client organization to supply whatever spare space and equipment may already be available, the project leader should see that necessary resources and facilities are requested in advance and are available when needed.

To plan equipment and facilities, begin with a master scheduling and control chart for the project. For each activity on the chart, estimate equipment and facility needs. Consider what will be needed, how much will be needed, and when it will be needed. Then allow time for the equipment and facility requests to be reviewed, approved, and acted on.

Establish a sign-up system for allocating equipment and facilities, since they may face conflicting demands. Make sure that the project leader resolves conflicting demands as they arise. Monitor equipment and facilities against the master scheduling and control chart. Each time a piece of equipment or a facility is used, ask instructional designers to track it. Then review equipment and facility use periodically.

Managing Multiple Priorities and Identifying/Resolving Project Issues

Conflicts frequently arise during instructional design projects. One reason is there are often multiple priorities. To address these conflicts and manage multiple priorities, consult the initial project goals. If time is of the essence, the team leader should decide. If the conflict can wait for a team meeting or for e-mail responses, put the issue to a vote by the team.