Saturday, September 21, 2013


The Art of Communication

Have you ever heard the phase “It’s not what you say; it’s how you say it”?  This is the thought that came to mind when I reflect on this week video The Art of Communication.  The same message delivered three different ways can change the way it may be interpreted by the recipient.  I would also say, the mode in which the message was delivered is just as important as well.   One important point Budrovich mentioned in this week resources was to “tailor your communication strategy to fit the specific needs of each stakeholder”.  (Laureate Education, 2009)  The message being delivered was clearly sent to someone who is obviously busy.  My first question would be; How can I best get this important message to this individual and get a timely response?  The e-mail message was probably the most effective mode of delivery given the current state of technology.  The voicemail would probably require a longer response time if someone is in a meeting and the face-to-face may not be possible.  The message I hear in all three modes is a sense of urgency.  Whereas I see the e-mail being the best mode of delivery, the tone of the e-mail seems more abrasive in an attempt to communicate the importance of what is needed.  Another problem I see with e-mail is it is too vague.  We can only assume the recipient knows the exact report and the exact data that is needed by the writer of the e-mail.  Stolovich tells us to “avoid ambiguity”.  (Laureate Education, Communicating with Stakeholders, 2009)  The e-mail will probably need follow-up on the recipient part to clearly clarify the information they are being asked to deliver causing even further delays.  Stolovich says communications should be “clear, concise, and focused”.  (Laureate Education, Communicating with Stakeholders, 2009)  The voicemail would have the same issues here as the e-mail again causing more delay.  But the face-to-face would be good for meeting the need of immediate feedback or answers to questions.

The audio message and the face-to-face message came off with a bit more sensitivity.  The tone seems mild and less threatening than the e-mail.  The statement in the message that said “I might miss my own deadline, if I don’t get your report soon” took on a whole different meaning for me in the e-mail vs. the voicemail/face-to-face message.  (Laureate Education, The Art of Effective Communication, 2009)  I felt as if there would be some type of repercussion or retaliation from this statement in the e-mail.  The same statement in the voicemail and face-to-face message spoke a tone that said to me “I understand you are busy but I really need your report to complete mine”…non-threatening.  This to me was a more sensitive approach.  Stolovich tells us to be sensitive when communicating with stakeholders.  (Laureate Education, Project Management Concerns: Communication Strategies and Organizational Culture, 2009)   

It is important in all three modes to document the communication.  Stolovich reminds us to document oral communications.  (Laureate Education, Communicating with Stakeholders, 2009)  However, one of the most important tips I gathered this week was “adjust your behavior to fit whatever is convenient for them [stakeholders]”.  (Laureate Education, Practitioner Voices: Strategies for Working with Stakeholders, 2009)  


References

Laureate Education, I. (Director). (2009). Communicating with Stakeholders [Motion Picture].

Laureate Education, I. (2009). Practitioner Voices: Strategies for Working with Stakeholders. Baltimore, MD.

Laureate Education, I. (2009). Project Management Concerns: Communication Strategies and Organizational Culture. Retrieved from Laureate Education, Inc.

Laureate Education, I. (2009). The Art of Effective Communication.

Thursday, September 12, 2013

Project "Post-mortem"


Project “Post-mortem”

My project from my Distance Learning class which I was excited about doing initially, turned out to be my biggest nightmare of the semester.  The project was to develop an online orientation training module for a Philosophy class using a Course Management System (CMS).  I did not know what a CMS was at the start of the class but I was eager to learn more about it.  The instructor suggested several CMSs to research and allowed us to choose the one we would use.  Having zero experience with CMSs, I did my research and decided to use Moodle.  I did a trial module on their website and felt confident I could easily develop my project on this platform.  I began to prepare my materials and everything came to an abrupt halt when I was not able to load Moodle onto my computer.  I contracted the instructor for help and he informed me there was a problem with Moodle’s download.  He then suggested I try another CMS which happened to be one I had never researched.   I did switch to Coursesites and the nightmares began.  Needless to say, I did not get the desired outcome the instructor nor I expected.

As I look back on this project today, there were both high and low points.  There were quite a few successes.  I had actually worked the ADDIE method on paper and had a plan in place.  I did an analysis of the project and prepared to develop it.  I had developed strong course modules on paper.  I felt completely satisfied I would be able to execute my plan in the CMS.  However, I was ill prepared for using the Coursesite platform.  My lack of knowledge using the technology was the biggest contributing factor to the undesirable outcome of the project.  It did not matter how well planned I was on paper.  Dr. Stolovich even said “the why is more important than the how”.  (Laureate Education, 2009)  I got stuck in the “how”. 

If I were applying the Project management process, I would say I experienced “scope creep” and did not even know it.  (Laureate Education, Practitioner Voices: Overcoming 'Scope Creep’, 2009)  The change in CMS was a major modification for me and ultimately caused a major setback.  Had I understood scope creep during this project, I would have taken Dr. Van Rekom advice.  She said “scope creep is inevitable – build in time and money for it ahead of time”.  (Laureate Education, Practitioner Voices: Overcoming 'Scope Creep’, 2009)  Identifying limitations could have also been employed in this project.  My lack of experience with any CMS was surely a limiting factor.  Consequently, my timelines were stretched to the maximum.  This left no time for checks and balances resulting in errors being left behind in the final (unfinished) product.

My greatest lesson learned from this project was spoken about from every practitioner this week.  Dr. Stolovich said it, Dr. Van Rekom said it and now I am say it.  “Scope creep is inevitable” so prepare for it!  (Laureate Education, Practitioner Voices: Overcoming 'Scope Creep’, 2009)


References


Laureate Education, I. (2009). Practitioner Voices: Overcoming 'Scope Creep’. Retrieved July 11, 2012, from Walden Univ. Mobile Learning: https://class.waldenu.edu/webapps/portal/frameset.jsp?tab_tab_group_id=_2_1&url=%2Fwebapps%2Fblackboard%2Fexecute%2Flauncher%3Ftype%3DCourse%26id%3D_1341360_1%26url%3D

Laureate Education, I. (2009). Project Management and Instructional Design. Retrieved Sept 4, 2013, from Project Management and Instructional Design: http://mym.cdn.laureate-media.com/Walden/EIDT/6100/CH/mm/eidt6100_instructional_design.html