Project Management for Instructional Designers (Part three of a four-part series)

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This is part three of a four-part series on Project Management for Instructional Designers for the EDU 627 course.

Last time, we discussed the differences and similarities between instructional design and project management, and the domains where both processes function best. This week, we will be discussing the importance of communication in instructional design and project management.

In all facets of life, communication is critical. Among friends, peers, partners, colleagues, business, countries, and everything in between – communication is critical to success. Entire programs and projects, or worse, can go under with poor communication. In the worse of possible calamities, a failure of communication can lead to war among nations. This nearly happened during the Cuban Missile Crisis of 1962, but thankfully, the crisis was averted, else we might not all be here today reading this blog.

Circling back to instructional design (ID) and project management (PM), given the magnitude of occurrences that can spiral out of control, a communication plan can be critical to the success of a project. Having a communication plan allows for a PM to ensure that all stakeholders are informed of any and all details that are necessary, and how, and when, said stakeholders will be informed (Bowen, 2002). Having an effective communication plan is vital, as the plan will help ensure that there are no surprise disasters that suddenly appear as time progresses.

In a simple business sense, ensuring that all communication is planned out is just fiscally sound. Any mistake of communication can potentially lead to lost time, and there is no greater expense than time, as time is never something anyone can get back once spent, let a lone the financial cost that accompanies lost time.

A very simple communication plan should include the following: Reflecting inward, I had a very recent experience that demonstrated to me just how important communication is to ID and PM. I discussed this issue with my classmates earlier this week in our class discussion board as the timing of the issue aligned perfectly with the subject of this week’s course topic and blog. I am working with my first subject matter expert (SME) helping to develop a 100 level college course at the university I work for, and I did not effectively communicate with the SME in a way that allows for the SME to connect to the message I was trying to send.

In my role as an ID, most people I work with when developing or redeveloping a course are SMEs, but often lack knowledge in pedagogy. Often, SME’s seem to get right to the point and start throwing outcomes and assignments and objectives, that are not well-defined or aligned.

Through email correspondence, I was communicating regularly with a SME and presented the SME with a template that serves as a storyboard with supporting documents, advising the SME to fill out the various parts of the document with the course material and send back to me so I can review the content. The storyboard template I received back from the SME for a course development did not make use of any of my pedagogical one sheeters or handouts I provided. It was in this moment that I quickly learned that with this SME, written communication is not as effective. The SME was slightly overwhelmed by all of the documentation provided and was not processing the information effectively.

I had a video call with the SME and went over everything the SME did and offered my input. The SME seemed to connect to what I was saying as I was explaining outcomes, alignment, and backwards lesson planning. The SME seemed to really grasp at everything and seemed pretty excited about making corrections to their storyboard.

Dr. Fells, my instructor, echoed some sage wisdom I wish to impart in this blog. “We should take the time to listen and learn (as quickly as possible) how our SMEs communicate best” (S. Fells, personal communication, February 12, 2020); and when communicating, allowing the SME to choose how the process will flow and know that they are heard, really helps with the collaboration. In leadership, being heard and empowered are essentially the main ingredients to employee autonomy. Employees that feel empowered gain a sense of autonomy, which directly leads to higher engagement levels in the workplace. I do guide the process, but I empower the SME to choose how the process will flow, with me chiming in ideas and suggestions along the way.

I would like to close out this blog entry with this wonderful resource provided to me by one of my own classmates. When I shared my experience with my classmates, one of them provided me with this resource article that gives advice on how to spot different learning types. Knowing how a SME, or anyone an ID and PM are working with, processes information, allows for clearer communication when collaborating.

Be sure to check back for part four, due out in approximately two weeks from the date of this entry.

References:

Bowen, A. (2002). Sample Communication Plan Examples for the Project Manager. Retrieved https://www.brighthubpm.com/templates-forms/16931-an-example-communication-plan-for-the-project-manager/#key-elements