CHAPTER 12

Project Planning

In the post-savvy, iterative design phase, there are many loose ends that need to be tied up. Design continues following the same process as in the Savvy Start, although usually with a select team to speed things along and reduce costs. But, most importantly, there is planning to do.

In this chapter we will cover the following topics, which are essential to project planning:

• discussing expectations versus budget constraints
• identifying project costs
• defining the delivery platform
• addressing limitations
• creating a well-documented plan.

INITIAL PLANNING

Rapid collaborative design serves as the foundation to the successive approximation process. Bringing a team together to create quick and ugly prototypes starts the ball rolling toward an effective and engaging learning product. Iteration is the strategy from beginning to end; however, this flexible, creative process must usually produce a product by a certain date, do so within a budget, and produce acceptable results. That's the role of planning.

It's unfortunate that limitations are often set before the Savvy Start is finished. They are often set even before the project starts. While the SAM process is extremely good for fitting projects within preset constraints and producing the best possible product within them, it cannot overcome totally inappropriate constraints.

At the completion of the Savvy Start, enough information is known, and known for the first time, to determine mostly:

• the right content
• the right instructional paradigm
• the right modes of delivery
• the right resources that will be needed
• the right budget range
• the right amount of time to allow for project design and development.

 

This is a prime decision point. Can and should the project be properly funded and resourced? Or should less (or more) ambitious goals be set? Or should the project be aborted?

Although there needs to be flexible creativity in the project, the ability to manage for success depends on a structured plan that clarifies what needs to happen, when it will happen, who will make it happen, and how it will happen.

After the completion of the Savvy Start, it's time in the SAM process to begin developing a formal project plan.

Priorities

Priorities help a lot. With only a month to complete a project, it probably couldn't have many highly complex learning events. With a limited budget, the team may have to choose between professional illustrations and clip art. When resources are limited, multiple uses of designs may be necessary. But when costs of performance errors are high, impact is essential. When learners speak different languages or are a part of different cultures, localization is a requirement. Trade-offs are nearly always necessary. Will it be high-end media, numerous interactions, professional writing, quick completion, low cost, or any number of other project choices?

Realistic plans are built on compromises, and priorities are vital to setting the right ones. Setting priorities early in the project is also a great way for everyone on the design team to create and maintain expectations. To begin formalizing what is known about constraints and declaring priorities, necessary qualities or parameters of the following key components should be defined and then placed in rank order:

• timeline (schedule)
• media
• interactivity
• content
• instructional design
• budget
• partnerships (collaboration)
• reviews and approvals.

 

The team should be sure to add missing components that are important to the particular project and circumstances.

Project Costs

After the Savvy Start has been completed, there is a good basis for estimating how much the entire project is going to cost, what resources will need to be available, and how long it's going to take. While there may be pressure—as there is in many organizations—to determine a budget early in the process, even before the Savvy Start, doing so is truly unwise. It's like asking how much a wedding will cost without knowing how many attendees are expected, where it is to be held, whether it's formal or informal, whether dinner is to be served, and so on. Until an objectives x treatments matrix has been constructed, it's very hard to estimate how many different treatments will have to be used, how deep the content information will have to be, what media will be essential, and so on.

The range of possible costs is simply too large to have any value. The Savvy Start provides answers which, together with backgrounding information, a commitment of critical resources (such as SMEs, supervisors, and learners), and the new prototypes, narrow the range of possible costs and make it possible to provide well-founded estimates.

Hopefully, by this point in the process, the team is convinced that creating something ineffective will be the most costly path to take. Unfortunately, there may be a predetermined and inappropriate budget, probably too small, of course. If the budget cannot be expanded, it's back to the priorities and compromises with the hope that it will be possible to do something effective. The usual solution is to reduce content to the core of what's really needed and not less. Alternatively, a phased approach may be the best option. Each phase might be done well enough to achieve effectiveness on selected topics and justify similar investments later for remaining content.

When schedules and costs are not predicated on a Savvy Start, guesswork is at play and some red flags should be raised. Of course, it's possible to build learning solutions within a very wide cost range, but the solutions at opposite ends of the range do not have equal effectiveness nor the same return-on-investment. Underestimating the costs will likely create solutions that are so ineffective that the entire investment is at risk. Consequences include wasted learner time, lost opportunities to iterate and implement effective solutions, and learners becoming frustrated or disengaged with the effort needed to succeed. Launching an ineffective program is damaging and expensive.

Knowing initial cost expectations is important, although it's best if expectations are not formed until after a Savvy Start can inform them.

Delivery Platform

When remote learning or e-learning is being considered, it is essential to define the delivery platform capabilities and constraints as soon as possible. Determine if systems can support high-end graphics, sound effects, streaming video, animation, real-time communications, and so on. The design of the final application will be affected greatly by platform capabilities—even what might at first seem like minor limitations, so determining what is possible should be done before further design efforts are undertaken.

In e-learning the limitations or opportunities offered by the delivery system fall into two basic areas: the individual hardware, such as laptops or mobile devices, and the network. Although the cost of capable multimedia computers is miniscule in comparison to the cost of wasted learner time and the costs of poorly trained performers, it can be difficult in both corporate and academic institutions to upgrade hardware as necessary to support optimal learning experiences.

As we move toward a more distributed environment with browser-based applications and tools, the impact of software versioning is also a necessary limitation to the learner's systems. Many of today's development platforms offer new and exciting methods for creating and presenting multimedia content. However, delivery of these applications and the output they offer may be beyond the limitation of the learners' browser or device.

Some designs will not be viable if the delivery platform doesn't have access to highspeed communications as learners work. For example, if learners will be involved in multiplayer games, computers will need to be networked and have uninterrupted access. If the instructional design provides exercises based on each learner's growing competencies, records of the learner's response history must be available to the computer, even if the learner uses a different computer for each session.

PRAGMATIC CONSIDERATIONS

SME Access and Content

Experts are often very busy people. Those who hold the standards for an organization's best practices and those most esteemed for both their knowledge and teaching abilities in educational institutions are often busy with an extraordinary workload. While these very people may be among the most enthusiastic supporters of training and development, their involvement in a time-sensitive project is often problematic. Development teams frequently list delayed access to SMEs and delayed approvals as the primary cause of budget and schedule overruns.

It's always important to remember that content developed for one form of instructional delivery, such as instructor-led classroom instruction, is not sufficient for other forms—especially for interactive instruction, where the invention of learning experiences and providing learners the opportunities to make mistakes and learn from them requires much more content depth.

Project Teams, Approvals, Decision Making

With the experience gained by the end of the Savvy Start, the team usually develops a unique relationship and forms thoughts about how everyone can work together for project success. But the select group willing and able to participate in this start-up phase is not likely to continue at the same pace working through additional design, planning, and development. Part of good project planning takes into account who will be continuing and what new players will need to do to catch up and become productive.

Again—and most important—are the issues of getting approvals and decisions made. It's easy for an organization to demand delivery at a certain time, such as readiness for school opening in the fall or the scheduled time of a new product launch, and then delay the timely completion of reviews and approvals without warning. Planning needs to consider whether there is an authority ready to assure reviews and approvals occur as scheduled or whether there is likely to be slack that can delay the project and run up costs.

If the scope of the project changes, who will approve the changes and budgetary ramifications, if any? If an approval is late, who has the authority to obtain it or approve a change to the project schedule? It's smart to solidify problem resolution measures to be taken as part of project planning—while project enthusiasm is high and no project problems are on the table.

Responsibilities

Who is (and is not) going to be able take responsibilities for continuing roles? The project manager needs to be wary of delegation that removes real decision makers from the process. Major problems may result because the person who steps back and isn't involved closely may retain the power to veto decisions made by his or her delegate. When people do not fully understand why decisions were made, vetoes can cause problematic delays or poor direction.

Documentation

Many organizations have expectations, whether defined formally or historically, for how projects are to be documented and managed. In any case, having a well-documented project plan is important and a topic deserving an expanded discussion beyond the scope of this book. There are many available resources devoted to this topic, including my own (Allen and Lipshutz, in press). We note herein when and where project planning is appropriately undertaken in successive approximations and provide an example plan for guidance (see pages 134-156).

Figure 12-1 demonstrates an effective way to visualize the start dates for each of the steps in the SAM process.

Figure 12-1. SAM Project Start Dates

However, having solid start dates is only one aspect of the type of information you will need and want to document during your SAM project. Included on the following pages is a sample project document created for a mock course development. Note this project document not only includes project milestones and deliverables, but also incorporates into a single document the business need, performance challenges, learner needs and instructional treatments to address these needs. It reveals much of the work undertaken in good project planning and provides a framework for it.

Sample Project Plan

e-Learning Training for Statistical Process Control at ABC Company

Project Overview

Business Problem

In order to maintain its high design and product development Pr°blem quality standards, ABC Company has a recurring need to train new employees and re-educate its existing employees on basic Statistical Process Control (SPC) techniques and the benefits of using SPC in a manufacturing or engineering environment. Currently, ABC Company teaches this content in instructor-led classes at its main training center. The current course content needs to be updated as many of the underlying SPC forms have changed, needs to be translated into three languages for employees outside the U.S., and the Quality Assurance department must meet a surge in demand for this training based on new quality initiatives that ABC Company is rolling out in six months.

Analysis of the related needs of ABC Company stakeholders during the initial analysis and design cycle (referred to as the “Savvy Start”) is reported in the Savvy Summary Report.

Performance Gap

All engineering and manufacturing employees of ABC Company must be able to analyze and / or apply SPC techniques in their job roles. Thirty percent (30%) of the existing employees are not using SPC correctly or at all. ABC Company is re-focusing efforts on quality in all its manufacturing and engineering operations in the U.S. and abroad and wants its employees to possess the skills to properly use SPC.

The Solution

ABC Company has determined that use of a comprehensive multimedia-based computer training course will provide the most cost and instructionally effective method of training a diverse group of ABC Company employees (titles and roles) in SPC principles and techniques.

The course will consist of various lessons that will include highly interactive instructional elements to engage learners and increase their correct use of SPC principles in their work. This course while primarily designed for ABC Company employees will also be made available to ABC Company suppliers looking to hone their SPC skills. The goal is to roll the training out by (date).

ABC Company Vision/Mission Statement

Vision: To be a recognized Performance Improvement Leader. Mission: To ensure continuous individual and organizational performance improvement, supporting quality initiatives and corporate strategic goals.

ABC Company has initiated the eLT SPC project to support these aims.

ABC Company Criteria for Success

Desired finished course and organizational impact characteristics:

• Observable impact on job performance with evidence that trainees in the target audiences actually use SPC on the job to measure the consistency of processes (i.e., training that teaches SPC concepts and skills and motivates trainees to apply them on the job).
• High degree of support and buy-in by ABC Company stakeholder organizations for implementation of the eLT SPC in the learning environment leading to high usage of eLT SPC product (i.e., stakeholder representatives and organizations foster effective implementation, encourage audience members to complete the eLT SPC training, and support application of their SPC knowledge and skills to improve processes).
• eLT SPC should be a leap beyond the current standard of instructional effectiveness, creativity, and lasting impact that has been achieved by previous ABC Company eLT products.
• eLT SPC should be a worthy candidate for award recognition in multimedia training industry.

Desired characteristics of design and development process:

• Design and communication process that allows ABC Company to make informed choices about the impact of design decisions.
• Development and communication processes that are “agony free” (i.e., avoid negative surprises), enjoyable (i.e., including as many positive surprises as possible), and a general sense by ABC Company that its expectations have been met or exceeded.
• ABC Company should not have to catch major content errors or do significant editing to achieve desired level of clarity and fit for target audiences.
• ABC Company desires skill and knowledge transfer with regard to the SAM process and its methods for designing and developing memorable learning experiences.
• Achieve open, direct, and solution-focused communication so that problems are identified and resolved as soon as possible.
• Where possible, identify opportunities for ABC Company to improve its processes to simplify administration and record keeping.

Design and Development Process

The project will be using the SAM design and development process to create the eLT. This process is the successive approximation model of design and development.

Content & Objectives x Treatment Matrix

Matrix  

The below matrix shows the initial identification of the eLT SPC content, its sequencing and the instructional treatments that can be successfully designed and developed to meet ABC Company's learning objectives within the given budget and schedule constraints and is based on what was learned during the information gathering and SAM cycles:

Instructional Treatments

Following are descriptions of the contexts and instructional activities identified on the previous matrix.

Process Context (Dynamic):

a. Variation Viewer that allows learners to see and control special variation and view effects on chart.

Charts (Dynamic):

a. Tally chart (with bars and specs overlay) that responds dynamically to three or fewer learner controls (sliders) for special variation: X, XX, and XXX.

b. Normal curve (with spec limits) that responds to slider controls for location and spread and shows percent defective.

c. Tally chart—blank for learner construction. Data are generated according to parameters; learners plot points from generated data. System can automatically complete tally chart after learners successfully plot (n) points.

d. Chart—blank for learner plotting. Chart type is adjustable by author. Data are generated according to parameters; learners plot points from generated data. System can automatically complete chart after learners successfully plot (n) points.

e. Time order plot (plotted automatically) compresses into tally chart; then bell-shaped overlay is added.

f. Chart with generated data and boundaries/control limits that can be dragged up and down; chart type is adjustable by author.

g. Chart interpretation and investigation model: Chart type is adjustable by author (X-bar and R, Individuals and Moving Range, C, and P). Data and rules used to detect patterns are adjustable by author. Special causes are associated with one or more investigation tools.

Basic tools (available for all audiences):

• logs
• interviews with process participants
• possible tool = information extracted from SWI

Advanced tools:

• information extracted from sampling plan (could be extracted from Control Plan or header of control chart)
• previous control charts / logs
• information extracted from PFMEA

Learners drag sliders, drag circle/box, or click points to locate shift, trend, or point out-of-control. Learners examine process information tools to identify the associated cause. They collect evidence to support their claim.

Classification:

a. Classification without all categories (no justification): Learners receive a series of items (one at a time) and one category for classification. If the item can be appropriately classified into the given category, learners select the category, and the next item in the list appears. If the item cannot be appropriately classified into the given category, learners click a button to indicate that another category is needed. The correct category appears, and learners select it. Two categories are now available as the next word in the list appears. If, at any time, learners classify an item into an incorrect category, the category disappears from the screen and does not reappear until learners receive an item that necessitates the category be reinstated (“Give me another category”). After incorrectly classifying an item, learners must continue to try to classify that item until they have located the appropriate category. Positive or negative feedback is provided after each classification attempt. Classification continues until learners have correctly classified the entire list.

b. Classification without all categories (with justification): Learners receive a series of items (one at a time) and one category for classification. If the item can be appropriately classified into the given category, learners select the category. They then answer a follow-up multiple-choice question about why the item belongs in the selected category. Positive or negative feedback is provided, and the next item in the list appears. If the item cannot be appropriately classified into the given category, learners click a button to indicate that another category is needed. The correct category appears, and learners select it. Two categories are now available as the next word in the list appears. If, at any time, learners classify an item into an incorrect category, the category disappears from the screen and does not re-appear until learners receive an item that necessitates the category be reinstated (“Give me another category”). After incorrectly classifying an item, learners must continue to try to classify that item until they have located the appropriate category. Positive or negative feedback is provided after each classification attempt. Classification continues until learners have correctly classified the entire list.

c. Classification with all categories (no justification): Learners receive a series of items and all available categories for classification. Learners select the appropriate category, and the next item appears. If learners incorrectly classify an item, they must continue to try to classify that item until they have located the appropriate category. Positive or negative feedback is provided after each classification attempt. Classification continues until learners have correctly classified the entire list.

Question and Answer:

a. Multiple choices (one correct answer): Learners read/hear stem of question and lettered answers. Learners select correct answer. Positive or negative feedback is provided.

b. Multiple choices (one correct answer)—with justification follow-up: Learners read/hear stem of question and lettered answers. Learners select correct answer. Each multiple-choice question is followed by a custom multiple-choice question to determine why learners answered either correctly or incorrectly.

c. True and False with multiple-choice follow-up.

d. Text entry.

Location/Identification:

a. Learners drag markers to pinpoint an area on a graphic or chart.

b. Learners click to pinpoint an area on a graphic or chart.

Construction:

a. Learners drag elements of a graphic into place; custom feedback is provided for each positive/negative attempt. Construction continues until learners successfully place each element.

Remainder of instructional treatments is similar to above, but omitted to save space.

Managing Scope

Defined Scope

ABC Company has described the scope of the project in general terms, but the final scope cannot yet be defined fully. The following key deliverables will need to be prepared and approved by ABC Company to complete the scope definition:

• target performance outcomes
• content scope and objectives by treatment matrix
• design proof

Scope Change Management

After the scope has been defined and approved, proposed changes (e.g. design, quantity of content, or schedule) that may affect the planned budget or schedule will be subject to the following change management procedures:

• If requested changes affect approved designs or completed work, the cost and schedule implications of the changes will be determined, discussed, and approved before they are implemented.
• Requested changes that do not impact the budget or schedule will be described in writing and approved before they are implemented.
• Other requested changes that impact the budget or schedule, such as added content, will require analysis, a written impact statement, and approval. The cost of conducting the analysis and preparing the impact statement will be provided and need approval before the analysis begins.

Quality

User Testing Plan

User testing is the only reliable method of determining the proposed learning solution's integrity and impact.

When in the development process:

• early prototypes
• design proof
• alpha release
• beta release

Guidelines for whom to involve:

• The best users to involve in user testing include people from the target population, both those who have not been trained and those who have been trained recently.

Quality Assurance/ Quality Compliance

Quality Assurance/Quality Compliance (QA/QC) is the use of procedures that are important throughout the process to assure attention to and achievement of quality is happening. The QA resources on the project will assume the role of user advocate, examining all areas of the solution for appropriateness, completion, and effectiveness. The specific types of testing conducted on this project will be:

Integration testing. This type of testing evaluates the interaction between combined components in a learning solution. Typically, developers and/or QA/QC team members conduct this test iteratively during the coding of new or the addition of reusable learning objects as they are integrated into a course.

Usability testing. This type of testing evaluates the usability of a learning solution and/or its components. Usability denotes a learning solution or component's ease of use, intuitiveness, performance, and user-friendliness.

Editorial testing/editing. This type of testing focuses on grammar, spelling, and other editorial issues. The editing ideally will take place at a point in which the content is solid and has client sign-off.

Functional testing. This type of testing evaluates adherence to the intended design, functionality, usability, external links, and overall performance of the complete, integrated learning solution.

Scope of Quality Assurance

To most effectively address the widest range of testing coverage, the following table illustrates the relationships among the different types of QA testing, participants in these testing types, and the development phase in which these testing types take place:

 

Type of Testing	Development Phase
Integration Testing	Design Proof
Usability Testing	Design Proof
Editorial Testing/ Editing	Alpha
Functional Testing	Alpha

Projected Milestones & Deliverables

Additional information regarding subject matter expert (SME) availability and user interview schedules will play a key role in scheduling. Below please find a list of the interim and final deliverables for the project, brief descriptions of each task, and an estimated timeline.

• All deliverable dates are considered to be close of business. ABC Company is able to review the deliverable by the start of the next business day.
• All deliverables will be posted on the project webpage, including builds, documents, and media comps.

Schedule

Roles & Responsibilities

General Responsibilities

Effective resource planning is a complex process of both short-and long-term planning. The table below lists general project responsibilities for the ABC Company stakeholders and business sponsors and the project development team:

Sponsor

Development Team

Work with development team to define, organize, collect and refine of all content, including text, graphics, audio, etc. Act as the intermediary between the users and other stakeholders, assisting in data collection and gathering feedback about prototypes. Assist in the creation of prototypes through participation in analysis and design. Provide timely access to ABC Company's subject matter experts for purposes of clarifying content and reviewing deliverables. Produce video and audio for inclusion in application. Conduct quality compliance testing on deliverables and assist with pilot group testing. Provide timely feedback (i.e., modification, acceptance or rejection) on all project deliverables including feedback from stakeholders and business sponsors.

Use SAM for project design, development and management. Work with the sponsor to organize and define content for the application. Retain sources of subject matter expertise. Create prototypes through iterative analysis and design. Produce the application (authoring, programming, graphic creation, etc.). Incorporate quality assurance into the design and development process, perform quality compliance testing on all deliverables and assist with user group testing. Make minor content changes/ corrections and provide support for a period of 180 days following delivery and acceptance of the final training course. Manage all project-related activities.

Project Sponsor

Role/Individual	Project Responsibilities
Business Sponsor Jerry Jackson Exec VP of Operations	Review key project deliverables during project. Approve final training course.
Key Stakeholder Jennifer Hughes VP of Quality Assurance	Review key project deliverables during project. Approve final training course.
Project Lead John Smith	Assure effective communication among all parties. Coordinate all ABC Company internal meetings. Manage ABC Company project schedule to planned milestones. Coordinate all approvals including those of stakeholders and business sponsors. Conduct project review meetings. Participate in project planning processes, task assignments, and criteria for milestone completion. Grant final approval of all milestones. Gain internal ABC Company consensus on all subject matter and multimedia deliverables. Communicate project status internally and externally. Assist and participate in analysis and design activities. Assist in preparing content. Coordinate review of all deliverables by ABC Company project team and subject matter experts. Assure coordination of all activities relating to project. Assure project success.
Lead Subject Matter Expert Joe Jones	Assist and participate in analysis and design activities. Help establish learning and performance objectives. Help plan case studies and examples. Assist in preparing content for use in the course. Review deliverables assigned for review by ABC Company Project Lead.
Computer and Network Liaison Tina Jackson	Assist and participate in design activities. Review developed content for inconsistencies and technical errors. Be source for database and computer questions. Coordinate all reviews and approvals of IT department.
Instructor Bill Apple	Assist and participate in design activities. Review developed content for inconsistencies and technical errors. IT liaison.

If changes to assignments or additional ABC Company participants are identified, the ABC Company Project Lead will discuss the changes/ additions with the development team so the impact on the project schedule can be determined.

Development Team

Role/Individual	Project Responsibilities
Project Executive Mary Jefferson	Assure continuous and effective communication among all parties. Assure ABC Company satisfaction with process and deliverables. Manage Change Order process.
Senior Producer Jane Thomas	Plan schedule; manage planned milestones. Plan budget; manage budget. Monitor ABC Company satisfaction with process and deliverables. Plan processes, task assignments, and criteria for milestone completion. Plan and manage assignments of project team and consultant resources for analysis, design, production, and evaluation activities. Write/edit deliverable reports. Manage QA/QC processes for deliverables. Manage ABC Company approvals of deliverables. Communicate project status to team and to ABC Company. Conduct assigned technical activities in analysis, design, production, and evaluation.
Instructional Strategist Ted Simpson	Analyze the project's instructional strategy and make recommendations. Help prepare the instructional components. Lead and assist in the design and development of prototypes during design phase. Provide reviews, attend meetings, and assist with project redesigns throughout the life of the project.
Associate Producer/ Content Writer Sharilyn Francis	Prepare meeting summaries, project management reports, document processes, and provide other administrative support, as assigned. Assist in briefing supplemental team members. Assist in preparing Content Preparation Plan. Gather/edit content from ABC Company and consultant SMEs. Write audio/video scripts, as needed. Write reference/instructional text, as needed. Write and lay out user's manual, if included in design. Edit content prepared by other team members and consultant SMEs. Assist in assuring quality of deliverables. Conduct other assigned technical activities in analysis, design, production, and evaluation.
Lead Interactivity Engineer Bob Brown	Share in planning processes and criteria for milestone completion. Participate in core analysis and design activities. Create functional prototypes. Engineer navigation shell and models, including methods for managing data sets, simulation environments for exploring relationships among production parameters and measured attributes, etc. Brief/train supplemental interactivity engineers/ interactivity developers, as needed. Develop interactive content during production, as needed. Conduct other analysis, design, production, and evaluation activities as assigned.
Consulting Subject Matter Expert David Luce, PhD	Assist in analysis and design activities as assigned. Help establish learning and performance objectives. Provide subject matter understanding to development team. Help plan case studies and examples. Assist in preparing Content Preparation Plan. Prepare content narratives, data sets, etc. for assigned topics/activities per design summary and Content Preparation Plan. Review developed content (e.g., author ready narratives, storyboards, scripts, completed modules, etc.) for content accuracy and effectiveness with audience.
Interactivity Developer Mike Saunders	Write and test programming code. Support the lead interactivity engineer throughout the project to develop the courseware. Troubleshoot and research technical issues.
Media Artist Martha Noonen	Design and create media prototypes. Create media assets for task production. Modify the graphics related to the navigation interface Consult regarding screen design and information management of screens.
Quality Compliance Michelle Cook	Manage and direct all quality compliance testing.

If changes to assignments or additional team participants are identified, the senior producer will discuss the changes or additions with the ABC Company Project Lead so that the impact on the project schedule can be determined.

Decision Making

Approval

Who Has Sign-Off Authority On…?	Name of Decision Maker	Decision Is Binding? (Yes or No)
Interface/Look and feel	John Smith	Yes
Technical issues	John Smith	Yes
Budget/Schedule	John Smith	Yes
Content/Subject matter	John Smith	Yes
Instructional design	John Smith	Yes
Acceptance review	John Smith	Yes

Communications Plan and Issue Resolution

Primary Contact Responsibility

The ABC Project Lead and Development Team Senior Producer listed above will be responsible for communicating significant events and activity to members of their organizations as necessary. Although a free flow of communication is valuable, primary contacts should always be kept informed.

Although most communication will occur in meetings and teleconferences, use of email and written summaries of verbal correspondence will also be encouraged in order to provide a record of decisions, issues, solutions, and project status.

Project Status

Project status will be communicated to the ABC Project Lead by the following means:

• Starting after acceptance of the Project Management Plan, a bi-weekly Project Status Report will be prepared and delivered to the ABC Project Lead via email. This report will provide an overview of project status, schedule status of the deliverables for the project, listing of milestones in the upcoming weeks, and identification/ status update of issues that have arisen and the actions to fix the issues.
• Throughout the project, the ABC Project Lead will be apprised of the status of project activities through regular verbal and email communications.

Email Protocol

• Although email may be used to communicate decisions, as a general rule, “official” decisions that could impact design, schedule or scope will not be made via email only, but also communicated verbally.
• Material project management decisions will be captured in an updated Project Management Plan. Design or technical decisions will be reflected in the Design Proof.

Course Comments & Fixes

• Prototype comments will be gathered in an electronic document, organized by priority.
• All requested changes after alpha build will be logged and tracked electronically.

Meeting Planning

Non-recurring meeting planning will be initiated via email between ABC Project Lead and Development Team Senior Producer to determine scheduling availability. Follow-up phone call(s) as necessary.

Best Practices

• For situations requiring immediate attention, an email will be sent that clearly explains the situation followed-up by a phone call.
• Team members' time out of the office and/or on vacation will be noted and communicated as far in advance as possible throughout the life of the project.
• Project managers will always be looking two weeks forward and make special note of upcoming events within the next two-week period.

File Transfer

ABC Company will provide access to its SharePoint site as well as log-in(s) and password(s). This can be used for larger files that are not considered official deliverables (e.g., background research files, content documents, resources, images, etc.). Smaller files will be zipped and sent as email attachments.

Project Webpage

All deliverables will be made available via a project webpage with the exception of the final deliverables of source content and gold master for LMS implementation. ABC Company's user ID and password will be provided via a secure email.

The project webpage will display deliverables for both builds and documents, as well reflect changes to either of the above.

• When an update has been made to a previous deliverable (for example, to the Project Management Plan), a new link will be shown with the new date, along with notes which provide a brief overview of what has changed.
• The above process will help provide a history trail of the entire project in terms of prototypes, media, functional builds, project plans, design, and development documents.

Issue Resolution

Issues will be communicated and resolved by the following means:

• Upon identification of an issue, the ABC Project Lead or Senior Project Producer will communicate the existence of the issue via email or telephone and proposed actions for solving it.
• The teams will work diligently to determine a mutually agreedupon action or actions to solve the issue.
• If the ABC Project Lead and Senior Project Producer are unable to reach a mutually agreed-upon solution, the following individuals will review the issues and determine the resolution:
• ABC Company: Jennifer Hughes
• Development Team: Mary Jefferson

Project Risks

No project is without risk. Below are some identified risks and initial strategies to mitigate them.