Abstract
This paper looks at the process of developing a multimedia project of medium to large scope from the perspective of the project manager. Discussion of the various aspects of the project that must be overseen as well as the reflection of how these aspects are a part of the development of the project form the basis of the evaluation for the final product. The information for this perspective is found in the text and review of relevant literature found on project management.
Figure 1: Project plan document for CD-ROM project
Figure 2: Proposal document for CD-ROM project
Figure 3: Resource list for CD-ROM project
Figure 4: Stakeholder communication plan for CD-ROM project
Funding organization/Funding administrator
Project management team/Lead people:
Marketing team/Potential buyers:
Other Reports and Documentation
Figure 5: Project flowchart for the CD-ROM project
Figure 6: Problem description letter for CD-ROM project
Deliverables and Archived Materials
Figure 7: Deliverables for CD-ROM project
Figure 8: Archived materials for the CD-ROM project
Appendix 1: Team communication flowchart
Appendix 2: Time line for CD-ROM project
Appendix 3: Gantt Chart for CD-ROM project
Appendix 4: Work Breakdown for CD-ROM project
Appendix 5: Dependencies for the CD-ROM
Introduction
The product used for the design of this project is a CD-ROM that provides an interactive learning activity to be used in various educational venues. In developing this product, in-depth looks at the various things that are required to produce a quality product are investigated. Each step of the process is examined with individual products for the step developed and refined.
Further looks at the literature developed about the production of various products is looked at. Dependent on the type of final product, some items of the process are done in a different manner, specific to the type of outcome. There are some general commonalities that can be used for any type of project management; however, the multimedia product has some unique items found in its development (England and Finney, 2002). Each project regardless of the final product is unique. Defining what the project is as well as how the project will come about influences how the project manager will approach those items that are specific to the project.
Multimedia is defined according to Tony Feldman in the text as "a seamless integration of text, sound, images of all kinds and control software within a single digital information environment" (England & Finney, 2002). This means that a project that encompasses these types of elements in a combination to create a product that transfers information using multiple ways of accessing the information. Being able to coordinate all the designers, support staff with the needs of the stakeholders and consumers into a product that meets the pre-determined goals of the clients is all part of a multimedia project. The processes that are included in the management are the demands of scope, time, cost, risk and quality (PMI, 2000). In addition to the project having the requirements of a multimedia project, there are requirements of developing a good instructional designed product.
Each of these items will be examined throughout the paper along with additional pieces of the project management process. A complete set of documentation is included for a total project along with discussion of the rationale for doing things the way they have been done. The process for creating the multimedia project is intense and requires an attention to the detail balanced with the need to be a good team leader and allow the team to work well together (PMI, 2000). Managing an instructional project requires a balancing act between meeting industry standards and the desires of the client. While this is a similar to general management of non-instructional projects, there are a few added requirements beyond the standard elements of multimedia (PMI, 2000).
In order to attempt this project there are preliminary steps that need to be addressed. The primary thing to do in order to market a product is to do need assessment to see what is needed. Survey possible customers on both sides of the issue would start the process. Finding a market for the product in the user of domain is probably more important. Once this group is found, convincing them that they can use the product will be the main objective. The rationale behind convincing this population first is that they will be the reason for the sponsoring customer to sponsor the program.
After discovering the customers that would use the project, approaching those companies that provide this type of project becomes the next. Showing that there is a need in public for this project and that there are those who would be willing to purchase it will be the basis of the presentation. This will require the development of backup documentation showing the need, the ROI possibilities and a listing of contacts that have expressed quantifiable interest in purchasing this project.
For both customer bases, a mock up of the finished project for them to view is beneficial. It will not be entirely interactive but will give a good idea of what is involved with the project. To approach the customers for sponsoring the project, introductory letters with teasers to invite them to look at the project or presentation, are sent out. The surveys are sent to potential users and their organizations that would benefit from using this project.
After acceptance of the project by sponsors other details come into play. Open discussions of the final project will be approached from both sides of the table. The project manager finds themselves trying to get the best for both participants within a reasonable timeframe and budget. The instructional element of the project adds some unique requirements to the final product.
The inclusion of instructional focus makes the development and management of the presentation much more difficult (England & Finney, 2002). The desire to have the bells and whistles detracts from the delivery of instructional content. The purpose of the project manager is to see that the project stays on track and does not loose focus of the outcomes and goals (PMI, 2000). The client has to be helped to understand the implications of changes in this project (PMI, 2000).
The outcomes and goals need to be specific in nature and limitations placed on how many changes can occur during the development. In instructional projects, these changes can affect not only the presentation method but content inclusion also. The project manager needs to have a good understanding of how the changes and client requests will affect good instructional design, therefore diplomatically work with the client to achieve a good product meeting their needs (England & Finney, 2002). Overall, an instructional project is very intense in focusing on keeping the content and outcomes as the main driving force rather than the bells and whistles.
Once all the preliminaries are completed, with both a buyer for your services and product and individuals to buy the final project, the work of project management starts. It is here that a proposal and plan must be developed, then submitted for approval so the go ahead is given. It is at this point project management importance is shown (PMI, 2000).
Discussion
The first item to be developed is the plan. This is used to steer the rest of the project. The vision encompassed in this plan, fleshed out, becomes the basis of the documentation that is a large part of the project manager's responsibility (PMI, 2000). The plan for the CD-ROM project includes the outcome desired set within the context of the organization that sponsors the project. This projects plan looks as follows:
Project Plan
Figure 1: Project plan document for CD-ROM project
Context:
Hannibal Performing Arts Center desires to create a way of encouraging students in both theater and other performing arts to have the opportunity to explore various aspects of the art. Historical study of various eras in visual arts and music are regularly studied in all levels of education. The study of performing arts specifically the stage is often not looked at except at the higher education level. A large part of stage performance was developed on what was referred to as the Orpheum circuit. Performers trying to break into the big times like Broadway and the Follies would work this circuit learning the trade in hands on training.
Outcomes:
The project outcomes are creating an interactive CD-ROM that provides an insight into the history and changes of stage performance. The major focus will be on the era of 1880-1940's when Vaudeville and the Orpheum circuit was active. This will be a reproducible CD-ROM that can be distributed to schools in the area. It will also be available on a kiosk in the Art Gallery at the Performing Arts Center. The purpose of this CD is to provide students with the opportunity to interact with the various elements of a stage production, while learning about the historical period of the Vaudeville era. Students will be able to follow a performer on this circuit. They will learn not only the history of the theater, but also events occurring in the period that was influencing the stage productions. In addition to the historical aspects, the student will also be able to learn the various jobs that are involved in presenting a stage show.
Resources:
In order to achieve this project, various individuals will be necessary to complete it. The team will need a graphic designer, to create the graphics and help create a seamless interface, an instructional designer, to insure that the learning situations are created according to good theory. In addition, there will be team members to provide audio and video. The team will also need to include a software programmer to help integrate the all the elements into a seamless product easily used and interacted with. The interface designer will help the project manager insure the design meets a high quality standard. Copyright investigation is necessary for using clips of actual performers that were on the circuit. For additional video, actors and performers will be needed to simulate some of the scenes. Still photography as well as video will be needed of the inside of a theater to be the backdrop. There will also copyright issues that need to be investigated for the audio portions of the project. Voice-overs and additional audio will be contracted out like the extra video shots.
The decisions made in developing this plan is based on the information gathered during the investigation and research on viability. Knowing the organization and its needs help structure the plan in a manner that will appeal to the decision makers, the primary influence for the description. A well-developed plan helps to further the understanding of the scope of the project. It is from this document that the proposal including scope, budget and timeline are going to be developed.
Proposal
This document describes in detail the individual pieces and requirements of the plan (England & Finney, 2002). It is in a document that resources are outlined, the budget is proposed, and expectations from clients and team are discussed and the rationale for the decisions being made. This document determines the success of the final product (PMI, 2000). Documents of the proposal are worked out between the project manager, their team and the client. Limitations will need to be established on how this document will be developed, without creating tension and hard feelings by any of the participants (England & Finney, 2002). This is a difficult task that falls upon the shoulders of the project manager in many cases (PMI, 2000).
The document will most likely appear in a form similar to the document in Figure 2. Variations of the document are influenced by the requirements of the project, the culture of the companies working on the project and the needs of the client (PMI, 2000).
Figure 2: Proposal document for CD-ROM project
Proposal:
Behind the Curtain: A look at stage production during the Vaudeville Era Interactive CD and kiosk multimedia presentation.
Executive Summary:
This project deals with the creation and distribution of a CD-ROM and implementation on a kiosk of an interactive learning activity dealing with the historical use of the stage during the Vaudeville era stretching from around 1880-1930. It will provide both a historical insight into the era, the people involved but also some of the historical events that influenced the genre. The offering will allow students to virtually participate in the production of a Vaudeville show.
The CD-ROM will be offered to the local schools as part of the Arts-in-Education program that Hannibal Performing Arts Center provide. There will also be a kiosk at HPAC that runs the program for individuals visiting the Orpheum Theater to interact with while visiting or waiting for performances. Future possibilities will be for sale to individuals desiring a copy for personal use. Students will be able to access this from the CD at schools. Additional information is linked through internet access to sites that provide some of the historical background of the era. They will also have the option of exploring information about specific prominent people of the Vaudeville stage and historical events that occurred in that period.
This project will be developed using the best practice theories of instructional design and interface design. The staff to develop and implement this project will include project manager, serving as liaison between the developers and the client, instructional designer, interface designer, graphic designer, video technician, audio technician, actors and performers and programmers.
Client expectations:
The HPAC organization expects to receive a product that provides accurate recreation of the Vaudeville era in an interactive presentation. This product will provide a means for HPAC to promote the Arts-in-Education program currently provided in a new manner, both in the classroom and to the public. The client expects the product to be easily accessed and understood by students at all age levels. A balance of presentation that appeals to both the younger student as well as the college level and beyond is the primary goal of the interaction with this product. This product will be deployed in both CD-ROM and via kiosk.
User needs:
The users will be able to view and interact with the characters of a Vaudeville production in a variety of settings. The choices of the user will in part decide how the interaction will evolve. There will be a few pre-determined interactions that are common for all the characters when interacting outside the theater venue in particular with historical information. The access to the information needs to be universal in nature so that students and individuals with disabilities have equal access to that information under the ADA.
Interactions need to be self-explanatory and easy to understand. Tasks also need to be able to accomplish with minimal difficulty so. There also needs to be a way to increase or decrease difficulty dependent on age and skill level. The computer interface and CD-ROM need to interact well with no errors or glitches because of platform incompatibilities.
Treatment choice rationale:
The opening scenes will be the last minute of a Vaudeville skit with a curtain call. From that, a menu is available. The menu will have the character selection, time period selection and stage affiliation. After selection of the prime influencing factors a short cut scene giving a general overview of the historical period. The first choice after the cut scene is getting into the theater for the particular position requested. There will be pre-determined abilities that can be increased with experience. The first interaction will last about 5 minutes with four interaction choices to be gone through. Each of the interactions after this will be 5-10 minutes in duration with four to seven interaction choices to occur. At key points of the interactions cut scenes will be inserted that play out those choices or give more insight into the workings of stage productions at that time. These cut scenes will be less than 2 minutes is duration. There will be key cut scene inserts that deal with historical happenings of the era or historical information important to understanding the Vaudeville era productions lasting no more than 5 minutes in duration placed at key intervals of the interactions.
There will be ways for the viewers to access the help menu, statistics menu, experience menu, skills menu and main menu for saving and exiting the program. There will be an auto save feature that saves automatically after every three interactions and before any cut scene. Options offered will allow for starting at last auto save or at a specific save point that the user has created. This should aid the younger students in interacting with the program.
The set up of this product in this manner allows for insertion of the historical material that is included without overloading the user with details that might be beyond the scope of their knowledge. It also allows the younger students to chunk the material better and learn how to achieve this metacognitive skill. The content will include elements of stage productions with back stage elements, on stage elements, front of house elements. The content will also include the key historical events of the time and possible influences these events had on society and the stage.
Variations on the treatment:
Added video of stage performances currently in the Vaudeville genre being performed can be used as fillers and cut scenes. Views and clips of actual Vaudeville performers done in full from the time they were performed can be utilized with the historical cut scenes making them a little longer in nature. These would require extra cost for video production, music /audio production and programming. Offering extra choices for the viewers will increase the length of the product increasing cost in production, but will add possibilities of more variations and richness of the interactions.
Proposed structure:
Human Resources:
ü Project manager-oversee and facilitate all aspects of the project development.
ü Graphic designer- to create the graphics and help create a seamless interface.
ü Instructional designer- to insure that the learning situations are created according to good theory.
ü Audio technician-work with the music and audio aspects of the project
ü Video technician-work with video recording and transference into usable form for delivery via CD-ROM
ü Research assistant-responsible for researching licensing fees, historical information and other content needs
ü Actors and performers-used for added video clips for cut scenes of actual performances.
ü Office staff-support staff for development
ü Voice-over individuals-used for audio additions that are not actual performances
ü Interface designer-to insure that the interface design is usable and follows best practice for design
ü Content/SME personnel-insure the content is correct and accurate in presentation. Also, help with the writing of the script.
Work Breakdown and schedule:
The work is broken down into sections for development. Some of these will be done at the same time and combined later. The schedule will have some flexibility allowing for things that are beyond the control of the project manager, like availability of professional actors and performers.
Tentative schedule:
|
Outcome |
Projected completion |
|
Content development |
One month from project start |
|
Script written |
Two weeks after content developed |
|
Shooting of cut scenes |
One month after script is written |
|
Graphics for all other scenes |
Two months after project start |
|
Audio development |
One month after script development |
|
Compiling of interactive scenes (programming developed) |
One month after script developed |
|
Compiling of the various elements |
Two months after the completion of the graphics. |
|
Beta testing |
Within the month after total compilation of the elements |
|
Final release |
Within two months of the completion of the Beta testing |
|
Total time for completion start to finish |
Approximately 12 months from the initiation of the project. |
Testing cost/timing:
Beta testing will occur at the completion of the total compilation of the various elements. These tests will be performed to look at the usability and whether there are any problems with the programming and other issues of the presentation. It will look at the integration of the programming with computer systems and implementation problems with using a kiosk. The cost of this testing will be designated as testing A costs and will be included in the budget on that line. The cost for this testing will be to pay for the usability testers/facilitators and test groups.
Alpha testing or final release will be done after the problems discovered with the Beta testing have been resolved and final approvals from the client have been obtained. This test group will be voluntary and random to insure the biases of the test are limited. The cost will be for the facilitator and analysis of the testing prior to release.
Cost/payment:
The payments for project milestones will be in a staged manner with the cost to that point paid at the sign off for the particular portion of the project. First payment will be required with the sign off for the front/opening menu and cut scene. Second payment will occur with the delivery of the first two sections and cut scenes related to those sections. Third payment occurs at the completion and delivery of the next two sections and related cut scenes. Fourth payment will be at the last section, cut scene and closing scenes. Fifth payment will occur with the delivery of the Beta testing results and analysis. Final payment occurs with the delivery of the golden master of the CD-ROM and kiosk delivery method.
Projected Budget
|
Element |
Projected cost |
|
Hardware |
$6583 (kiosk, computers) |
|
Software |
$3000 (authoring tools) |
|
Instructional designer (in-house) |
$1500 |
|
Project Manager (in-house) |
$3500 |
|
Graphic Designer (out sourced) |
$1000 |
|
Video (out sourced) |
$2500 |
|
Audio (out sourced) |
$1500 |
|
Programming (out sourced) |
$2750 |
|
Interface design (in-house) |
$1750 |
|
Licensing fees (music) |
$500 |
|
Licensing fees (video) |
$750 |
|
Licensing fees (misc) |
$500 |
|
Support staff (office) |
$1250 |
|
Content writer (in-house) |
$1250 |
|
Subject Expert (in-house) |
$1000 |
|
Office cost |
$750 |
|
Total Cost estimate |
$30083 |
Limitations to the proposal:
Content and materials delivered from the client will be subject to formatting. If there is a need to redo any of this material, additional time and cost will be incurred. Limited time for finalization decisions will be needed and extensions over that time limit will increase cost and time requirements of the project. Because of rapidly changing technology limits on the proposed budgetary costs will be included. Extensions beyond the limited time of development will increase cost if technology costs increase.
Another item that needs to be addressed is some of the constraints that will influence this proposal and plan. For this project in developing the interactive CD-ROM, some constraints go beyond budget and team limitations. In addition to understanding and documenting, the constraints a way of solving the problem needs to be addressed also (PMI, 2000).
Two significant constraints on this product lie in end users and computer capabilities. The end-users capabilities to access the information can be limited by a couple of influences. The first influence would be their own computers or the ones they are using. In order to achieve the ultimate product it will have to be usable on the lowest compatible computer. These are quickly improving but being aware of the platform that will be used to access, the product is necessary. For the widest distribution possibilities, the program needs to be accessible to both PC and Mac users. It must also be compatible with a minimum of 98 operating system.
The second influence on the product is the ability of the end-user to access it because of disability issues. Not only will the content have to be presented in a way that meets ADA accessibility guidelines, but it must also be easily accessed through alternative methods such as switches, touch screens and key strokes. The content needs to be presented in multiple ways so that those who prefer information visually can do so, or through an auditory means have access. A wide variety of activities, as well as, modalities of presentation should meet the second part of this constraint. Creating an interface that is compatible to many of the alternative access devices will limit incompatibility for the first portion of this issue.
These are both constraints that when solved together work toward creating a product accessible to all. They are very interrelated and while solving one the need to be careful that another problem is created with the other issue. This is going to be the biggest problem with the product.
These constraints influence the development of the product occurs and the choices of team members and material resources are determined. All these influences need to be addressed. The use of a detailed list of resources is one way of insuring that many of them are addressed.
Resources
From the proposal document it becomes necessary to breakdown a little more the requirements of the resources. There are two sets of resources to be utilized, human and material, each of which play an important part in the development of the project. The human aspect is based on the description of the team made in the proposal. From this description, a detailed list of both the human resources and the material resources they will need can be developed (PMI, 2000).
The following chart lists those resources that have been determined as important to the CD-ROM project. Each project will have specific elements that are unique to those projects, however, there have been some similarities discovered in the development of the resource list found in Figure 3.
Figure 3: Resource list for CD-ROM project
|
Material Resources |
Human Resources |
|
Computers for developing graphics |
Project manager |
|
Graphic software |
Instructional designer |
|
Audio software for development |
Graphic designer |
|
Audio equipment for recording sound |
Audio engineer |
|
Audio equipment for manipulating recorded information |
Performers for live performances/cut scenes |
|
Video equipment for taping live performances |
Researcher for content and historical references (2-3 interns) |
|
Software for manipulating the video |
Camera person (2 interns) |
|
Equipment for editing video |
Narrator |
|
Permission paperwork for use of images and audio |
Subject Matter Experts (2) |
|
Recording studio for narration recording/voice over recording |
Computer programmer |
|
Theater for recording some of the cut scenes and live performances |
Interface designer |
Communication Plan
With all the different individuals that need to be informed of the progress of the project a communication plan needs to be developed (PMI, 2000). Determining who the stakeholders are, what information is necessary to disseminate and who needs what portion of this information becomes difficult without a detailed plan. One of the first items to be determined is who needs the information and how frequently. Figure 4 addresses these individuals, as the CD-ROM project perspective requires.
Figure 4: Stakeholder communication plan for CD-ROM project
|
Stakeholder |
Information needed |
Frequency |
|
Funding organization |
Estimated Budget
Current cost
Time table
Schedule updates
Cost over runs
Documentation of standards/usability |
At the proposal of the project
At equal intervals across the span of the project. Approximately every 2 wks
At the beginning of the project/with the proposal
At the same time that current costs is submitted an update of the schedule and where the project is at that point
Usually submitted with the current cost
Within a week of completion of usability. The standards are provided at the beginning of the project |
|
Marketing department |
Timetable
Information on product
Release date |
About the quarter mark of the project completion
At the same time as the timetable
With the time table with updates every two weeks |
Figure 4: continued
|
Usability testing team |
Completion date
Schedule updates
Usability testing documents
|
At the formation of this team
Every two weeks after formation
At the start of the usability testing |
|
Potential buyers (schools) |
Release date with data |
At the start of the beta usability testing when a clearer idea of exact date is present |
|
Media |
Release date with data |
At the discretion of the marketing team, but probably about the same time as the potential buyers are informed |
How these stakeholders are communicated with is a delicate situation. The frequency is dependent on what their stake in the final project is. Some of the stakeholders will need continual updating of the progress of the project. Communication of some of the information can be informal in nature with those milestones being reached possibly reported in a more formal manner, especially if a sign off is needed (England & Finney, 2002). Another possible communication plan may look similar to the following to communicate status reports.
Funding organization/Funding administrator:
This group is going to be the ones that carry the most impact in the project and therefore must be kept abreast of the status of the project. Depending on the requirements of the organization, it is possible that budget and on budget reports will be sufficient for these individuals to see where spending is in relation to the completion of the project. They will want to have the information also provided to the performance review meeting with the Project management team. The costing and performance review report would be needed at least monthly, with it possibly extended to every six weeks. This group needs all three types of performance reports: status, progress and forecasting (PMBOK, 2000)
Project management team/Lead people:
This would include people like the PM, possibly the company's liaison, Lead SME, Instructional designer, Interface Designer and Programmer. This group will need a performance review report in order to see where things stand in relation to the desired product and the periods established at the beginning of the project. This will also be the time to see if there needs to be a re-allocation of resources and possible delays. This review should probably be done at least every two weeks if things are going as planned, more frequently if there appears to be problems arising. Again, this team would require all three types of reports.
Marketing team/Potential buyers:
This group is self-explanatory. The marketing team will need to have performance review updates at least every six to eight weeks in order to plan the marketing strategy. There also needs to be an exchange with the marketing team about costs so they can accurately gauge the price to sell the CD at in order to gain a profit. If there appears to be some budget over runs this is important for them to know so, they can figure out how to recoup this over run. This group would be more interested in receiving progress and forecasting reports since they are more interested in future events (PMI, 2000).
Looking at these major stakeholders it appears that basic reports for one will suffice in reporting to others. At key milestones, the reports may need to be more in-depth and formal in nature while the interim can be more informal in nature as previously stated. Each of these decisions is dependent on the corporate culture found within the companies involved (England & Finney, 2002).
Other Reports and Documentation
There are many pieces to be documented once the work starts. Some of these are used to serve as communication within the team to gauge how the progress is going, while other pieces will be used to communicate status to the stakeholders. Each of these documents provides a look at how the project is developed or requirements for completion. They include spend down charts, Gantt Charts, flow charts and reflections on how the development is progressing.
Each is an on-going continually changing document in many cases (PMI, 2000). This is because as the project progresses changes and problems create modifications in the original outlook and schedule. Documenting these, allows the participants to know what is occurring and why. It also provides documentation for future projects and shows the client how their monies were used.
A primary document that is used is the Gantt chart. This is an ongoing record showing how the project is progressing. Each element of the project is looked at with an eye at how to realistically gauge time for scheduling (PMI, 2000). Another document often used is a work breakdown schedule with milestones noted. This document establishes the general timelines and is the basis of the reports of progress toward specific milestones (PMI, 2000).
However, before any of these documents are developed a look at how the work should flow and possible areas where problems can arise should be addressed. Having this knowledge allows an individual to avoid possible pitfalls. Appendix 1 shows the interactions of the various team members, showing the way communication between team members should be handled.
After determining how communication lines are established a flow of the project needs to be looked at. From this, an idea of where problems could arise is gauged. Figure 5 looks at this flowchart. Note that there are at least four possible problem areas. The ultimate goal is that all the problems are resolved in time to meet the deadline for the finished product.
Figure 5: Project flowchart for the CD-ROM project
Continuing with the documentation of the information a discussion of the possible problems and how they will be handled is necessary. Having this information thought through before possible incidents allows for quicker recognition and control of the amount of impact is achieved. Fore knowledge creates a smoother transaction and easier management for the project manager. The following are some of the issues that need to be examined in detail about possible problems.
Personnel loss:
The loss of personnel is possibly the area of biggest concern for this project. The project is very dependent on people being where they are supposed to be. Many of the individuals involved are interns from various universities and colleges gaining hands on experience with a multimedia project. In light of my constraints, while this may delay the project some in replacing the individual, this project is internal in nature and designed as learning tool so flexibility in delivery time will be available. The change in personnel can cause delays, but no real change in the budget.
Equipment problems:
Equipment problems could be a problem, however since the equipment is being used in cooperation with the schools that are sending interns eminence is outside the realm of my control. The development of this project is made with that constraint in mind so allowances will be made and worked around this problem.
Restrictions of budget:
The funding for this project will be generated from grants. The budget will be pretty much set in stone. There will be little flexibility in the area. Any changes in cost, especially in over runs will have to either result in cuts in features or absorption by the organization. There may be the possibility of finding more funds through the cooperative organizations.
Compressed time schedules:
Time changes in the schedule are not something that would work well. The filming of video is dependent on the schedule of performances available. This will be one of the issues in developing the original schedule. If things go as planned, there will be little change in time. If the possibility of shortened time schedules does occur, this will increase the ability to come in under budget.
Growth of project scope:
This is not one of the possible options. The scope of the project is pretty much set in stone and any changes would not be easily accommodated. This type of change will require a total revamping of the budget and resources. If this should occur there will harsh consequences since, the funding is grant based with specific requirements. In order to broaden the scope, we would have to go back to the granter for permission.
When problems do arise being able to address them quickly and calmly is necessary. Additionally, keeping the key people informed is necessary to be addressed. When problems arise contacting these key people should be straightforward, however, the culture of the company will influence how the information is disseminated (England & Finney, 2002).
An example of a letter to the company can be seen in Figure 6. This letter addresses a hard drive crash and loss of three days of back-up material. The tone is one of humor, without either under or over stating the problem.
Figure 6: Problem description letter for CD-ROM project
|
|
May 23, 2005
In regards to: Unanticipated delay
John North, Managing Director
123 ABC Street
My Hometown, USA
Dear John North, Managing Director,
I regret to inform you that we have experienced a delay in production of the contracted CD-ROM. Due to circumstances beyond our control; our server has gone down causing our hard drive to be ruined. We anticipate the new hardware to be available to us in approximately one to two days. It will be immediately installed upon receipt allowing us to continue with the production. During the time we are without our hard drive will be used to recreate the last few days of work so that we can quickly recoup our lost time in development. We hope that this will make up for the over sight of making a backup in a timely manner.
We anticipate minimal impact on the delivery schedule for the final product. To insure that there is minimal impact the team has looked at their schedules and found that luckily they have been ahead of schedule, so rather than taking time to revamp the storyboards for future projects they will devote that time to the lost time because of the downed server.
We extend our apologies for the delay. We plan on making up the lost time so that there will be little impact on the delivery. This delay will in no way affect the quality of the finished product and should not delay the final delivery date.
Respectfully,
Janet Bowen, Project Manager
cc: Andrew Burgreen, Production Director
Regardless of problems, another issue to look at in conjunction with the Gantt chart, burn down chart and work break down chart is a timeline. This timeline shows how the project is expected to go. Appendix 2 shows a possible timeline that would be specific to the CD-ROM project. This timeline can be the basis of the Gantt chart and Work breakdown and Dependencies.
Gantt chart
The Gantt chart provides an ongoing way of tracking the progress of the project. Dividing down the tasks to various steps gives a better understanding of how the project should be run. The use of the Gantt chart helps develop other things like the Work Break down and Dependencies. Appendix 3 shows the Gantt chart for the CD-ROM.
Work Break Down
Appendix 4 shows the Work Break down form. This is the basis of the Gantt chart. This form allows the project manager to visualize how the project should be approached. The ability to see each piece of the whole and then coordinate it so that workflow occurs in a smooth manner.
Dependencies
Finally, Appendix 5 is the Dependencies. This chart gives a visualization of how each of the items in the work break down is interrelated to one another. Seeing how each of these can be influenced by problems in another area affect the overall project completion. After each of these forms has been compiled, the progress reports to the stakeholders will be easier to complete.
Deliverables and Archived Materials
The project has reached the end of its development. The time has arrived where the product and supporting materials are delivered to the contracting company. Each of those items most likely have been described and documented from the very beginning when the proposal was developed. Different deliverables are influenced by the project being developed. Multimedia project deliverables can consist of CD-ROMs, DVDs, web pages or leaning modules. Figure 7 below provides a list of deliverables for the CD-ROM project.
Figure 7: Deliverables for CD-ROM project
|
Deliverables |
|
|
Materials and documents |
Rationale for inclusion |
|
Final copy of the CD-ROM master |
For use in future creation of this CD. Original master is what the copies are made from |
|
Copies of audio material |
If in the future the CD is redone these are available. Since the work was commissioned by, the organization individuals associated with the organization so they have property rights to this material perform most of the work. |
|
Copies of graphics |
For the same reason |
|
Scripts and storyboards |
Same reason as above. |
|
Compiled and analyzed results from the testing of the CD (copy) |
This information will be available to client for documentation of what was tested, how it was tested and the results of the test and any changes in the final product because of this testing. It insures quality management. |
|
Original proposal for the project along with any additions and modifications that occurred |
This is the documentation of the agreement between the client and the team. It is proof of what the project scope was and whether it was completed and met. |
|
Budget proposal and final budget |
This is the "where the money went" document. It is the proof needed of whether or not the project came in under budget or if there, was an over run and who had to pay for the overages in the cost. |
|
Instruction manual on how the CD-ROM is to be used. |
This is the manual that will accompany the CD-ROM as it is sold to the public |
|
Production document |
Instructions on how to do the CD-ROM in the future, some of the production notes and any production information needed for further use of the CD-ROM |
After the project has finished, time needs to be taken to archive the material that was used for the project and its development. What is archived is dependent on what is deemed important for future use or documentation of the content used for the project. Again, the project itself will influence what is archived. Figure 8 below is a list of possible archived material for the CD-ROM project. In addition to these items a reference index that shows where each of these items is will be developed.
Figure 8: Archived materials for the CD-ROM project
|
Archived Materials |
|
|
Material/File |
Rationale for Archiving |
|
Copy of Master CD-ROM |
Use as groundwork for future projects. A safe copy should client have problems with theirs. Documentation of the originally completed project product. |
|
Copy of Project proposal |
Documentation of the requirements and agreements for delivery for the project. Baseline for possible future projects. |
|
Copy of all budget paperwork |
Documentation of actual and proposed cost of project. Information for future projects/baselines. |
|
All production notes |
Documentation of what was done on the project. Information for future projects of a similar nature. |
|
Various stages of the graphic development and the final graphics used |
Documentation of what was done. Possible ideas for other projects. Process development ideas. |
|
Various stages of the audio development and final audio used |
Same as above. |
|
Sign off documents |
To provide documentation that the work was completed as stated. Ideas for future timelines for similar projects. |
|
All video pieces including what was used for the final product |
Documentation of what was done. Possible ideas for future projects. Process development idea. |
|
Content documentation |
To preserve the integrity of the final project |
|
Research papers and documentation |
Preserving the integrity of the final project, use in future projects. |
|
Bibliography, copyright and other resource ownership documentation |
To provide the legal documentation that all content used in the project has met the copyright laws. Also a documentation of where the material for research was found |
|
All scripts and storyboards |
Documentation of development and possible use in future unless there is copyright involved. |
|
Results of testing, analysis, test tool |
Documentation of what did and did not work. Ideas for future development. |
|
Copies of all contracts |
References for future projects, documentation for proof of agreements. |
|
Copies of all confidentiality agreements |
Documentation of agreements made |
|
Copies of all copyrighted material agreements |
Documentation of agreements. Information for future projects and who to obtain permission for use from. |
The final item that needs to be done for the closing out of the project is a debriefing of the team members. This allows all the members to have an input into how they view the outcome of the project went. This insight is valuable for future projects.
In debriefing my team use a combination of surveys, interviews and reflection papers would be employed. Because this project holds a duel purpose, there are multiple requirements for the closing out of the project. In addition to discovering what worked and did not work, there is a need to know what was learned in the process about specific elements of the project (England & Finney, 2002).
Information needed from the team that is deemed of importance that is unrelated to the educational aspect of the project would include things like aspects that were deemed difficult to achieve because of whatever the problem might have been (PMI, 2000). For this information, using a survey dealing with what went well and what did not is an optimal exercise. To follow up on this information interviews that delve deeper into these topics for very specific information to be used in future developments.
Since the finished product and the portions of the development are the educational final product for grading, these items will be assessed separately from what I need, however, reflection on what was learned and the process used will be evaluated. Using three of Kirkpatrick's levels of evaluation, surveys will be used to examine whether learning has occurred (Kirkpatrick, 1998). This will include a pre- and post- assessment portion to see what the baseline for the student interns starting the project (Mager, 1997).
The information gained from all of these items will be used to assess whether or not the overall project has been successful. Since the project is more than the product of the CD-ROM, there is more information that will be needed from the closing report than simply the aspects of creating a multimedia project (England & Finney, 2002). The final item of a reflection paper by the student participants will give an insight into the workings of the project. This will give a better insight into what worked well in the team effort, how well the management system worked and what the process used for creating the product did toward the learning process.
Conclusion
The project manager as with any manager is in the position of being the person that gets hardly any credit for success, but all the blame for failure. Having this understanding up front helps the PM be better prepared to deal with the frustration of not being recognized for the successful completion of the project. It is always difficult to be in this type of position, especially when you are called upon to make some very difficult decisions like firing personnel or cutting features in order to meet budgetary constraints. It is not a pleasant feeling, but has to be done and those feelings dealt with.
There are many things that are outside the control of the PM, and these factors are usually the cause of a project going sour. The PM, if they do their job correctly, will have established the best team possible under the constraints that have been presented. Knowing that one has done their best, maintained a good budget, stayed on time and created a viable working team, failure because of outside factors should not be very devastating. One of the key things a PM must learn is when to take ownership of a problem. If they cannot affect the problem in any way then the PM should not take ownership.
The motivation for being the PM is a desire to spearhead the creation of a usable piece. Knowing that one has done my best in leading a team of talented individuals toward the completion of the product is a key element of that motivation. One can be a creative force, seeing that idea come to fruition with the help of different individuals. It is also seeing individuals who would not get the opportunity to work on this caliber of project do so and grow from the experience. As a PM, the person too would grow from the experience of directing these individuals, working with funding agencies and creating a variety of reports.
Overall, the development of a project is an intense hand on experience. Each of the elements of the documentation allow for the smooth cooperation between team members. Working together and documenting the project allows future projects to be developed from the basis of the original project. The problems experienced or the things that worked well are documented for future information. Project management is a detail oriented difficult but rewarding job.
References
England, E., & Finney, A. (2002). Managing multimedia: Project management for Web and convergent media (3rd ed.). New York: Addison Wesley.
Kirkpatrick, D. L. (1998). Evaluating training programs: The four levels. (2nd. ed.). San Francisco: Berrett-Koehler.
Mager, R. F. (1997). Making instruction work (2 nd ed.). Atlanta: The Center for Effective Performance.
Project Management Institute (2000). A guide to the project management body of knowledge. Newtown Square, PA:
Appendix 1: Team communication flowchart
