Communicating Effectively

This blog represents a review of “The Art of Effective Communication (Laureate Education, n.d.)" multimedia program.  It presents an analysis of the same message presented in different modalities:  email, voicemail, and face-to-face.  My observation of each modality explores effect ways to involve resistant stakeholders in project management.

Email

The message relays a friendly tone acknowledging awareness of the recipient’s busy schedule; however, it also expresses blame in a subtle way. The writer reveals the need for a completed ETA report.  The underlying message suggests that the recipient failed to complete the report and should make its completion priority.  Ultimately, the transmission expresses a documented plea for cooperation.

Voicemail

The callers sounded careful and purposeful.  I detected desperation in the caller’s voice to receive data from the recipient.  The caller relayed a sense of urgency.  The caller did not reflect blame, but a clear appeal for help to expedite the information.  The caller conveyed appreciation for attention to the matter.

Face-to-Face

The speaker spoke with an approachable attitude; however, she clearly had a purpose.  She wanted the report sent ASAP.  She added, “I know you’ve been busy in that all day meeting.”  I sensed that she did not want Mark to use it as an excuse for not completing the assignment.  Once the speaker mentioned that Mark’s data caused a hold-up on the completion of her report, I no longer felt sincerity from the meeting. 

Interpretation of the Varied Modalities

Equally, the usage of email, voicemail, and face-to-face offered a plea for an ETA report.  My interpretation of the message changed from the email to voicemail because of the decrease of documentation.  Then it changed from voice mail to face-to-face.  The face-to-face body language projected the recipient as a dissenting participant, who needed the approach of flattery to gain cooperation. 

Factors

The factors that influence my perception of the email and face-to-face meeting include:  communication and accountability.  Stolovich denotes communication factors as “spirit and attitude; tonality and body language; timing; and the personality of the recipient (Laureate Education, n.d.).”   Combining all of Stolovich’s communication factors, I found the approach of a telephone call as the most informal manner to plea for assistance.  It shows that you trust the situation can be resolved without making documentation through a written form.  Although the face-to-face expressed friendliness, the body language, timing, and personality of the speaker portrayed an opportunity for blaming the recipient for the delay.

Effective Modality

In my opinion, the voicemail conveyed the best intent of the message.  It expressed appreciation for providing the information expeditiously at the terms desire by the stakeholder.  The informal setting of the telephone communication marked a gesture to work through the problem without involving others. 

Implications

In this exercise, I learned that many factors could lead to resistance from the stakeholder.  The approach of the project manager could open or close doors of communication.  As the diplomat, the project manager should work to accommodate the stakeholder for the betterment of the team.  Study the stakeholders and find a way to communicate effectively.  Portny, Mantel, Meredith, Shafer, and Sutton (2008) explain that “communication tools and techniques can help keep project audiences involved throughout a project (p. 282).”

Conclusion

In the future, I will analyze my stakeholders and look for ways to involve them in a positive manner.  In Practitioners Voices:  Strategies for Working with Stakeholders video, Budrovich (Laureate Education, n.d.)  suggests working with stakeholders in the modality which leads to the best results.   Brief stakeholders in a face-to-face meeting and use email as a documented follow-up.   Respect stakeholders time when sending email.  Make the email a synopsis of the discussion.  After all, Achong (Laureate Education, n.d.) reveals that “engaging stakeholders when communicating is an art.” 

References

Laureate Education, Inc. (n.d.). Communicating as stakeholders. Video presentation.

Laureate Education, Inc. (n.d.). Practitioners voices:  Strategies for working with stakeholders. Video presentation.

Laureate Education, Inc. (n.d.). The art of effective communication. Multimedia presentation.  Retrieved from http://mym.cdn.laureate-media.com/2dett4d/Walden/EDUC/6145/03/mm/aoc/index.html.

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

Learning from a Project “Post-Mortem”

Project management requires an on-going building of experiences which lead hopefully to a seasoned professional. Reading a project management textbook will not consistently produce the perfect project manager. Since projects involve human interaction and tangible and intangible elements, without notice, something is bound to alter the outcome of the planned project. The unexpected mishaps happen, but a seasoned project manager learns to refer to best practices. Why? Project managers smartly recognize the warning signs and hopefully respond with a toolkit of ideas to prevent escalating failure. This post seeks to reflect upon my personal project “post-mortem” experience.

Background

My family operates an incorporated family reunion. I accepted responsibility to organize the event in my area. Most of the committee members volunteered before my acceptance. We met a few; however most communication occurred via telephone and the internet due to distance. We brainstormed tasks and events favorable for our audience and in alignment with the strict guidelines set by the organization. In most cases, we compromised to establish the events offerings. Because the team presented an air of familiarity with their assignments, I trusted all assignments would be complete. The team members appear to have the initial sense of cooperation and willingness to make the event representative of our area. Periodically, the committee communicated, via email and telephone calls, to discuss the status of the tasks. From my viewpoint, the project team connected and collectively committed to move forward.

The project planning appeared successful on paper, but it lacked action.  One member accepted the role of preparing booklets, but would only print copies from a printer. The responsibility of typing, formatting, and graphics design became mine. Next, a team member wanted to use a personal contact for T-shirts, but had to confess to not submitting the design described for production. The shirts ended up being a rushed job. Carelessly, individuals packaged the booklets and T-shirts. A patriarch member refused to have the food catered.  Along with last minute volunteers, we tirelessly worked to support the massive job. The transportation service received the wrong information about the events start time, and it had an inadequate air-conditioning system. Because planning members did not follow through on events, cancellations occurred. I found myself negating duties, which I agreed to after tirelessly running around repairing and salvaging the duties of the committee members.

Analysis of Pitfalls

The work breakdown structure contributed to the project’s failure. Although the project did not involve training, it provided a wealth of understanding to the importance of the work breakdown structure. As Portny, Mantel, Meredith, Shafer & Sutton (2008) relates projects to a jigsaw puzzle. “It can be broken down into increasingly more detailed levels: 1) work assignment, 2) task, 3) subtask, and 4) subsubtasks” (p. 87). Assignment of roles should have a clear definition of responsibilities and phases of expectation. Assumptions caused a trickling effect with the project. Require collaborating evidence to avoid rework. Then, consider accountability of project members. Stolovich (Laureate Education, Inc., n.d.) recommends holding team members accountable to the original paperwork, the statement of work (SOW). Team members need to know that their work will count, as not an event to support your success, but the team’s success. Documentation and posted accounts of tasks and subtasks could avoid some pitfalls.  Lastly, as project manager, I should have realistically foresaw overwhelming tasks like the preparation of food for 125 people at the picnic.

Conclusion

The project “post-mortem” process should begin from the onset of the project. During the process, lessons learned could provide valuable information for a successful outcome. At the same time, it could circumvent a plethora of pitfalls. Post-mortem data shapes project managers into seasoned project leaders.

References

Laureate Education Inc. (n.d.). Defining the scope of work. Video presentation.

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

Welcome

  

 

Welcome to my blog, Project Management for the ID!  This blog connects the process of project management as a tool to successfully prepare instructional designers to compete in the real-world setting.  Understanding project management enhances the instructional designers ability to strategically develop quality content for new learners.