Analyzing Scope Creep

Change is inevitable within a project.  How a Project Manager reacts to that change is essential for the success of the project.  If the Project Manger fails to change, the project could fail.  When change happens, it is important to communicate it effectively.  "Scope creep is an upset client who was not (or claims not to have been) told how long the change delays the project and how much it raises the project's cost" (Portny, Mantel, Meredith, Shafer, Sutton, & Kramer, 2008; p. 346).

I personally have had several experiences with scope creep.  Last year, I was part of a project team to develop new curriculum for a new course.  Initially, the project was smooth.  However, it was not long until problems started to arise.  Communication about the requirements, standards, and objectives of the course were changed several times and information was being thrown at us from many different angels.  Several different departments and administrators were telling different members of our team different things.  It was hard to keep it all straight and we quickly because confused and frustrated.  This breakdown was due in part to a change in the expectations of the course.  At the time, myself and the other stakeholders did not deal well with the issues.   If I had been in the position of managing the project at that time, I would have managed and controlled the scope of the project in a different way.  I would have set up a communication system that allowed one channel of information being communicated to the team.  I would have required that the changes be submitted in writing and with ample time to adapt.  I would have held team meetings which would have ensured that everyone was on the same page and aware of what was expected of them throughout the process.

"Avoiding scope creep is not possible.  However, monitoring it, controlling it, and thereby reducing some of the pain is possible" (Portny, et. al, 2008; p. 347).  A Project Manager must take an active role in the project in order to effectively steer the project towards success.



Portny S. E., Mantel, S. J., Meredith, J. R., Shafer, S. M., Sutton, M. M., & Kramer, B. E. (2008). Project management: Planning, scheduling, and controlling projects. Hoboken, NJ: John Wiley & Sons, Inc.

Estimating Costs and Allocating Resources

When you are working on a project, budget and resources are two huge considerations.  You must be able to estimate and allocate these properly in order to successfully complete the project.

Luckily for you, I have found two really great tools that can help you with this process.

The first is an Activity Cost Estimates Template.  This template will help walk you step by step through the process of properly estimating the cost of completing an activity.  There are many templates available for free on the Internet.  Taking advantage of a template will help you as a Project Manager make sure to take into account many different areas.  The templates can be edited and adjusted to meet your specific need, however, they are often a very good starting point for many PM's.

The second tool is a Project Management Breakdown Structure.  This site can be utilized in many ways to help organize the project planning process.  By breaking down the project into its most simple parts, it is easier for a Project Manager to estimate costs and identify resources that will be needed.  Many projects can seem overwhelming at first.  This site serves a good guide to organizing all of the information for the project.  It also hosts several really informative external links and a wide variety of suggestions and implementation strategies.

As you continue through your journey of Project Management, its important to remember that it will not always be an easy road.  Sometimes you may encounter obstacles or something you were not anticipating.  It is during these times that is important you are able to adapt and keep moving forward.  A good plan is essential, however, the ability to modify the plan and to adjust accordingly will be vital for your projects survival.

Learning from a Project "Post-Mortem"

Lessons learned after a project is complete are often the most valuable. 

Reflecting back I can identify several major lessons that I have learned and grown from after the completion of a project.  During my first year teaching at the high school level, I was asked to serve as a member of a team to redesign curriculum for a newly proposed course.  My supervisor, my mentor teacher, two veteran teachers, and myself worked hand in hand to develop the curriculum.  This process was completely new to me and therefore I experienced many road bumps along the way. 

Now viewing the project "post-mortem" I have recognized many processes, project artifacts, and activities that helped us to find success.  First, the lines of communication were open and used frequently.  We held bi-weekly meetings in which a clear agenda was adhered to.  In addition, resources from other departments and previously developed curriculum were used as resources.  My supervisor delegated tasks and activities which allowed each member of the team to take responsibility and ownership of their own unique aspect of the project.  Each member of the team participated effectively and met all deadlines.  For my first experience writing curriculum, I was very pleased with the experience and happy with our end product.

Although I found this project to be very successful, it could have been even more successful with some slight changes.  The only people to review or give feedback to the curriculum we were developing were individuals already within our team.  If we had branched out or asked for outside feedback from other teachers or even students, we may have been able to identify additional areas in need of improvement or clarification. In addition, since we were each working on our own portions of the curriculum, parts of the finished project felt a bit choppy.  This could have been avoided with some additional collaboration or final editing.

 

Greer, M. (2010). The Project Management Minimalist: Just Enough PM to Rock Your Projects! (Laureate Custom ed.). Baltimore: Laureate Education, Inc.

Communicating Effectively

"The key to successful project management is effective communication-- sharing the right message with the right people in a timely manner" (Portny, Mantel, Meredith, Shafer, Sutton, & Kramer, 2008; p. 357).  This week I observed the same message in three different modalities: written text, audio, and video.  After each different modality, I reflected on what the message meant to me and various ways in which it could be interpreted. 

As written text

This modality allows for formal communication which can allow you to "present factual data more effectively" (Portny, et. al, 2008; p. 358).  A message in writing is effective because it can help to minimize misunderstandings and provide a clear message to a wide audience.  The e-mail in this weeks example, could have easily been forwarded or copied to other members of the team who required the same message.  I like communicating in written text because it also documents conversations.  There can be no debate about what was said or the date and time the message was sent.  Written text can serve as historical record of conversations and can be referenced over and over again for clarity.

Some of the drawbacks to written text include not being able to access nonverbal signals.  The written text could be  interpreted by the reader in a way that they writer did not intend.  The writer also is never sure when/if the reader actually reads the message.  Often I have found important e-mails in my spam folder weeks after they were sent.  Written text can also easily get misplaced or overlooked if it is thought to be unimportant or not relevant to the reader.

As audio

After reading the written text modality, it was nice to listen to the audio of the same message.  Although not totally personal, the audio message does give some clues into the tone of the message and the feelings behind the messengers words.  The message was clear and to the point.  The message was not spoken too quickly and did give accurate details about the task that should be completed.  An audio message can often be replayed and stored to reference again in the future.

As audio, messages do have some negative aspects.  For example, if the speaker had an accent or used jargon that was unknown, the message would be difficult to understand.  In addition, if no return contact information is given, the listener may not be able to ask questions or follow up with the message.  As with the written text, it is possible that the message is not received or listened to and the project manager can not be guaranteed that their message has been received.

As video

The video brought a nice human component to the message.  I could see the speaker and feed off of her body language and tone of voice.  By being able to see her, I could perceive the message as she intended.   For me, video is fun to watch.  I like to feel as though I have face to face contact with others and interact as if they are having a conversation with me. 

Some of the drawbacks to the video modality include inability to view the video.  Some technology requirements limit a persons ability to view videos or they may not be able to access the video in a time sensitive manner.


"In today's workplace, communication takes numerous forms" (Portny, et. al, 2008; p. 357).  If these forms are used together they can be truly effective.  For example, an audio message followed by a written message could ensure that the message is delivered and understood.  Communication is key and should be of the utmost importance for any project manager.

Portny S. E., Mantel, S. J., Meredith, J. R., Shafer, S. M., Sutton, M. M., & Kramer, B. E. (2008). Project management: Planning, scheduling, and controlling projects. Hoboken, NJ: John Wiley & Sons, Inc.

Welcome!

Hi I'm Jenny and I look forward to sharing my insight and journey as I learn about Project Management.  I welcome your feedback and comments and am excited to being this discussion.