Project Management in Instructional Design

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PROJECT MANAGEMENT IN INSTRUCTIONAL DESIGN

Shamon A. Allen

A dissertation presented to the faculty of The International Institute for Innovative Instruction

In partial fulfillment of the requirements for the degree

DOCTOR OF PROFESSIONAL STUDIES

Instructional Design Leadership

FRANKLIN UNIVERSTIY Columbus, Ohio

December 2020

Joel Gardner, Ph.D., Faculty Mentor and Chair

Lewis Chongwony, Ph.D., Committee Member

Niccole Hyatt, Ph.D., Committee Member Franklin University This is to certify that the dissertation prepared by Shamon Allen “Project Management in Instructional Design”

Has been approved by his committee as satisfactory completion of the dissertation requirements for the degree of

Doctor of Professional Studies in Instructional Design Leadership

12/16/2020

Joel Gardner, Ph.D., Committee Chair

Niccole Hyatt Niccole Hyatt (Dec 16, 2020 08:25 EST) 12/16/2020 Niccole Hyatt, Ph.D., Committee Member

12/16/2020 Lewis Chongwony, Ph.D., Committee Member

Yi Yang Yi Yang (Dec 16, 2020 21:36 EST) 12/16/2020 Yi Yang, Ph.D., Program Chair, DPS

12/17/2020 Wendell Seaborne, Ph.D., Dean, Doctoral Studies ii

Shamon A. Allen 2020

iii

ABSTRACT

Project Management in Instructional Design

Shamon A. Allen, Doctor of Professional Studies

Franklin University, 2020

Major Professor: Dr. Joel L. Gardner Department: International Institute for Innovative Instruction

This study surveyed 86 instructional design professionals based on a two-part approach to identify and validate the most critical instructional design project management competencies.

First, a systematic review of instructional design project management literature was conducted to identify key project management competencies. Next, a survey instrument was created based on common themes identified during the systematic analysis of qualitative study results on instructional design project management competencies. Validation of the survey instrument was conducted by subject matter experts. An online, cross-sectional survey invitation was sent to 62 colleges and universities with instructional design or related programs, ten instructional design or related LinkedIn groups, and one professional organization to post for alumni and professionals using convenience sampling. A sub-analysis was conducted to determine statistically significant differences in instructional design project management competencies based on role and industry.

Globalization, technology, and most recently, the Covid-19 pandemic are causing disruptions to the nature of work and forcing organizations to quickly adapt to heightened competition and disruptions (Djankov & Saliola, 2018). To support employee learning and adaptability, many organizations employ instructional designers to create training, develop performance solutions, and lead learning initiatives. The purpose of instructional design is to iv create learning experiences that improve learning and performance. Instructional designers use a systematic process to develop personalized learning experiences that support organizations' learning outcomes (Brown & Green, 2018; Dick et al., 2009). Instructional design is inherently complex (Dick et al., 2009), and it can be challenging to manage large, complex instructional design projects effectively (Dick et al., 2009). Preparing people in organizations with the right knowledge and skills to identify, respond, and overcome challenges faced by disruptions due to globalization, competition, or pandemics can help organizations adapt more quickly.

Project management is one field of knowledge that could provide insight into and strategies for managing instructional design effectively. Project management is the process of applying knowledge, skills, tools, and techniques to project activities to meet or exceed project requirements (Project Management Institute, 2017). Some research exists related to instructional design and project management (e.g., McDaniel & Liu, 1996; Williams van Rooij, 2011;

Williams van Rooij, 2013; Kang & Ritzhaupt, 2015; York & Ertmer, 2016; Gardner, Bennett,

Hyatt & Stoker, 2017; Gardner, Chongwony & Washington, 2018; Nall, 2019). However, there is limited research on which project management practices are most important in managing instructional design projects. Further, some of the existing studies are qualitative studies with limited participants, making it difficult to generalize to multiple contexts. Therefore, the purpose of this study is to identify and validate the most critical project management competencies for instructional design projects.

The main research question results included the six most crucial instructional design project management competencies in instructional design projects. There were no statistically significant differences in the most critical instructional design project management competencies based on role or industry. Ethical behavior, keeping organized, being adaptable to change, and v demonstrating effective communication are critical instructional design project management competencies for the success of any project but can have a more significant impact when considered at onset and throughout the implementation and closing of instructional design projects.

Keywords: Project management, instructional design vi

ACKNOWLEDGEMENTS

I am grateful to my family for supporting me and being committed to my success in this endeavor. Thank you for growing with me during this journey.

I am grateful to my dissertation committee for their guidance on this journey of transformation. Your expertise, mentorship, and kindness have continued to inspire me to bring out my best. I thank my committee chair, Dr. Joel Gardner, for his dedication to my success throughout this process. Your leadership and friendship have been invaluable experiences that I will always treasure.

I also want to acknowledge and thank all the teachers, mentors, friends, and colleagues who have influenced my path by presenting new information that led to earning a doctorate. I promise to continue to pay it forward.

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TABLE OF CONTENTS

ABSTRACT ...... iii

ACKNOWLEDGEMENTS ...... vi

LIST OF TABLES ...... xii

LIST OF FIGURES ...... xv

CHAPTER ONE: INTRODUCTION ...... 1

Instructional Design ...... 1

Project Management ...... 2

Project Management in Instructional Design ...... 3

Statement of the Problem ...... 4

Significance of the Study ...... 5

Research Questions ...... 5

Delimitation ...... 6

Definition of Key Terms ...... 6

Overview of Upcoming Chapters ...... 8

CHAPTER TWO: REVIEW OF LITERATURE ...... 10

Disruption and Competition ...... 10

Instructional Design ...... 11

Project Management ...... 12

Instructional Design Project Management ...... 15

Strengths and Weaknesses of Existing Studies ...... 21

Conclusion ...... 22

Summary and Overview of Upcoming Chapter ...... 22 viii

CHAPTER THREE: METHOD ...... 23

Research Design ...... 23

Measurement and Instrumentation ...... 24

Instrument Development ...... 25

Instrument Measurement ...... 30

Validity and Reliability Issues ...... 31

The Population of Study and Sampling Plan ...... 34

Power and Size Determination ...... 37

Data Collection Procedures ...... 37

Data Analysis Procedures ...... 38

CHAPTER FOUR: RESULTS ...... 41

Summary ...... 41

Reliability of the Survey Instrument ...... 41

Data Screening and Cleaning ...... 42

Demographic Analysis ...... 45

Research Question Results ...... 46

Research Question #1 ...... 47

Research Question #2 ...... 49

Instructional Design Project Management Competency Comparison Based on Role ...... 53

Research Question #3 ...... 54

Instructional Design Project Management Competency Comparison Based on Industry .... 58

Qualitative Data Analysis ...... 60

Summary of the Chapter ...... 62 ix

Overview of Upcoming Chapter ...... 63

CHAPTER FIVE: DISCUSSION ...... 64

Summary of Chapters 1-4 ...... 64

Interpretation of Results ...... 65

Highest Ranked Instructional Design Project Management Competencies...... 65

Instructional Design Project Management Categories ...... 69

Lowest Ranked Instructional Design Project Management Competencies ...... 70

Lowest-Ranked Instructional Design Project Management Categories ...... 72

Research Question 2: Roles...... 74

Research Question 3: Industries ...... 76

Demographic Data ...... 79

Qualitative Data ...... 81

Implications ...... 82

Implications for Instructional Design Project Management Research ...... 82

Top Three Competencies Compared: Roles, Higher Education, and Overall Highest-Ranks

...... 83

Implications for Instructional Design Project Management Practice ...... 85

Limitations ...... 86

Suggestions for Further Research...... 87

Conclusions ...... 88

REFERENCES ...... 89

APPENDICES ...... 103

Appendix A: Research Studies Included in Systematic Review of Literature ...... 104 x

Appendix B: 10 PMBOK Key Concepts ...... 108

Appendix C: PM in ID Questionnaire ...... 113

Appendix D: Professional Organization Invitation Email Template ...... 121

Appendix E: Instructional Design or Related Programs ...... 122

Appendix F: University Invitation Email Template...... 125

Appendix G: Research Consent Form ...... 126

Appendix H: PM in ID Research Study Invitation - Professional Organizations with Link 128

Appendix I: PM in ID Research Study Modified Post – LinkedIn ...... 129

Appendix J: PM in ID Research Study Modified Post – LinkedIn Edited ...... 130

Appendix K: PM in ID Research Study - Universities with Link ...... 131

Appendix L: Reminder 1 - PM in ID Research Study Modified - LinkedIn ...... 132

Appendix M: Reminder 1 - PM in ID Research Study - Modified University ...... 133

Appendix N: Reminder 2 - PM in ID Research Study – Modified LinkedIn ...... 134

Appendix O: Reminder 2 - PM in ID Research Study-Universities and AECT Modified ... 135

Appendix P: PM in ID Research Study Modified – Universities (no initial response) ...... 136

Appendix Q: Full List of Instructional Design Project Management Competencies and

Ratings by Category ...... 138

Appendix R: Additional Instructional Design Project Management Competencies ...... 142

Appendix S: Instructional Design Project Management Competencies for Instructional

Designers ...... 145

Appendix T: Instructional Design Project Management Competencies for Managers of

Instructional Designers ...... 147 xi

Appendix U: Instructional Design Project Management Competencies for Project Managers of Instructional Design Programs ...... 149

Appendix V: Instructional Design Project Management Competencies for Business ...... 151

Appendix W: Instructional Design Project Management Competencies for Government .. 153

Appendix X: Instructional Design Project Management Competencies for Higher Education

...... 156

Appendix Y: Instructional Design Project Management Competencies for Non-Profit ..... 158

Appendix Z: Instructional Design Project Management Competencies for Government/Non-

Profit Combined ...... 161

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LIST OF TABLES

Table 3.1 ...... 29

Table 3.2 ...... 108

Table 3.3 ...... 122

Table 4.1 ...... 42

Table 4.2 ...... 44

Table 4.3 ...... 47

Table 4.4 ...... 48

Table 4.5 ...... 48

Table 4.6 ...... 49

Table 4.7 ...... 50

Table 4.8 ...... 51

Table 4.9 ...... 51

Table 4.10 ...... 52

Table 4.11 ...... 52

Table 4.12 ...... 52

Table 4.13 ...... 53

Table 4.14 ...... 54

Table 4.15 ...... 55

Table 4.16 ...... 56

Table 4.17 ...... 56 xiii

Table 4.18 ...... 56

Table 4.19 ...... 57

Table 4.20 ...... 57

Table 4.21 ...... 58

Table 4.22 ...... 58

Table 4.23 ...... 59

Table 4.24 ...... 138

Table 4.25 ...... 145

Table 4.26 ...... 145

Table 4.27 ...... 147

Table 4.28 ...... 147

Table 4.29 ...... 149

Table 4.30 ...... 150

Table 4.31 ...... 151

Table 4.32 ...... 151

Table 4.33 ...... 153

Table 4.34 ...... 154

Table 4.35 ...... 156

Table 4.36 ...... 156

Table 4.37 ...... 158

Table 4.38 ...... 158

Table 4.39 ...... 161

Table 4.40 ...... 162 xiv

Table 5.1 ...... 70

Table 5.2 ...... 73

Table 5.3 ...... 79

Table 5.4 ...... 80

Table 5.5 ...... 82

LIST OF FIGURES

Figure 2.1 ...... 14

Figure 4.1 ...... 43

Figure 4.2 ...... 45

Figure 4. 3 ...... 45

Figure 4.4 ...... 46

Figure 5.1 ...... 75

Figure 5.2 ...... 83

Figure 5.3 ...... 84

Figure 5.4 ...... 84

Figure 5.5 ...... 85

CHAPTER ONE: INTRODUCTION

Globalization, Competition, and Disruption

Organizations face many challenges; some of these challenges require them to quickly

adapt and make difficult changes. The speed at which organizations adapt to change is one

organizational problem that can no longer be ignored (Denning, 2016). Globalization and

technology have been fundamental drivers in the changing nature of work (Djankov & Saliola,

2018), and technology and the advancement of algorithms have increased the ability to scale on-

demand quickly, heightening competition, and disrupting existing markets (Christensen, 2000;

Denning, 2016; Djankov & Saliola, 2018; Gans, 2016). In the past, value chain inputs, such as

fuel or the cost of capital, were the leading disruptions that organizations had to contend with

(Rummler & Brache, 1995). Now, the marketplace has expanded globally and changed the way

we access many goods and services from a nine-to-five conventional business hour model to

24/7 on-demand availability. Rummler & Brache (1995) advise a holistic approach to assessing

the needs of an organization’s performance goals, design, and management at the organization,

process, and job/performer levels to sustain a competitive advantage. At a time when technology

is a pervasive part of daily life, organizations in all sectors must employ practices that help them

adapt more quickly to disruptions to remain competitive (Christensen, 2000; Friedman, Gerstein

& Hertz, 2018; Ramesh, Mohan & Cao, 2012). Preparing people in organizations with the right

knowledge and skills to identify, respond, and overcome challenges faced by disruptions due to

globalization, competition, or pandemics can help organizations adapt more quickly.

Instructional Design

Developing talent has continued to be a top priority for many organizations to maximize learning and efficiently manage workforce performance (Ho, 2015). To aid in supporting 2 employee learning and adaptation to change, many organizations employ instructional designers to create training and performance solutions, and to lead learning initiatives (Tracey & Morrison,

2012). Instructional design uses a systematic approach to assess learning needs and goals, and to diagnose and solve workplace problems (Dick, Carey, & Carey, 2009; Fortney & Yamagata-

Lynch, 2013; Gagné & Merrill, 1990; Jonassen, 1997). Instructional design professionals create learning experiences that are intended to improve learning and performance, using a systematic process to develop personalized learning experiences that support learning outcomes (Brown &

Green, 2018; Dick, Carey, & Carey, 2009).

Still, instructional design is inherently complex (Dick, Carey, & Carey, 2009), and managing large, complex instructional design projects can be difficult (Atkinson, Crawford, &

Ward, 2006; Gardner, Bennett, Hyatt, & Stoker, 2017). In some cases, poor management of an instructional design project can result in a negative impact on learning outcomes if instructional design projects are not managed effectively (Dick, Carey, & Carey, 2009). As work competition increases, and work becomes more complex and changes quickly, organizations cannot afford to have failed instructional design projects because the consequences could result in failure to meet learning needs and adapt to change.

Project Management

Project management is one field of knowledge that could provide insight and strategies into how to manage instructional design projects effectively (Brill, Bishop, & Walker, 2006;

Gardner, Bennett, Hyatt, & Stoker, 2017; Gardner, Chongwony, & Washington, 2018; Jovanović

& Berić, 2018; Mustaro & Rossi, 2013; Tynan, Adlington, Stewart, Vale, Sims, & Shanahan,

2010; Williams van Rooij, 2013). Project management can be defined as the application of 3

knowledge, skills, tools, and techniques used for project activities to meet or exceed project

requirements (Project Management Institute, 2017).

One of the most well-known project management methodologies is the Project

Management Body of Knowledge (PMBOK), published by the Project Management Institute,

which includes standards and processes for project management practice and certification

(Project Management Institute, 2017; Williams van Rooij, 2013). Projects are generally temporary efforts that work to activate change and add value for organizations (Project

Management Institute, 2017). Processes utilized during project management draw upon ten knowledge areas. Project management knowledge requirements include managing integration, scope, schedule, cost, quality, procurement, communication, risk, human resources, and stakeholders (Project Management Institute, 2017). The PMBOK is a well-developed resource and has been used to help project managers create and manage change quickly (Project

Management Institute, 2017).

Project Management in Instructional Design

Some research exists related to instructional design and project management. Nall (2019)

examined eight experienced instructional designers who had managed instructional design

projects for at least one year to gain a greater understanding of their feelings and experience with

managing instructional design projects. The results indicate that formal instructional design

education, practical experience, communication, and initiating self-study of tools and techniques

for organizing and managing multiple priorities were common precursors to career progression

in instructional design project management (Nall, 2019). It was also recommended that

instructional design or related degree programs offer project management courses to better

prepare instructional designers to manage projects (Nall, 2019). Williams van Rooij (2013) used 4 a Delphi approach to identify instructional design project management competencies in professional services from the viewpoint of eight executives. Instructional design and project management are categorized into two distinct professions that support organizations’ objectives

(Williams van Rooij, 2013). However, according to Williams van Rooij (2013), instructional design career advancement does not reflect the added responsibilities of many instructional designers. Williams van Rooij (2013) identified the top twelve ranked “must have” competencies related to instructional design, project management, work experience and education and training, and organizational factors and conditions. Gardner, Bennett, Hyatt & Stoker (2017) reported on a case study on the practical application of project management strategies used in a large content conversion project within a higher education institution. They found that project management standards supported positive interactions among the team that led to the creation of a shared

“social identity” (p. 10) that appeared to increase commitment and unification. Other researchers have found that additional skills are necessary for effective project management including communication (Gardner, Chongwony & Washington, 2018; Williams van Rooij, 2013) and problem-solving skills (Brill, Bishop, & Walker, 2006). Project management in general involves planning the logistics for all phases of a project, defining the project goal, allocating personnel resources, organizing meetings, monitoring progress, follow-ups, and making decisions regarding project issues, team concerns, and quality standards (Ashbaugh & Piña, 2014).

Statement of the Problem

While the existing research identifies project management practices that are important in managing instructional design projects in professional service firms and higher education, the current research on project management skills for instructional design projects has limitations.

As noted above, many of the existing studies' sample size is small—between 8 and 22 5

respondents—making the results difficult to generalize. Further, many of the existing studies are

qualitative studies with limited respondents, making it difficult to generalize which instructional

design project management competencies are most important to multiple contexts.

Significance of the Study

Many scholars say that general project management skills are important for project success, but their findings appear to differ based on a variety of reasons such as industry, project type, and individual characteristics (Chipulu, Neoh, Ojiako & Williams, 2013; El-Sabaa, 2001;

Fisher, 2011; Hyvari, 2006; Lampel, 2001; McHenry, 2008; Mishra, Dangayach & Mittal, 2011).

There are no existing systematic reviews or syntheses of instructional design project management literature. This kind of review provides “systematic and reproducible methods to identify, select and critically appraise all relevant research, and to collect and analyze data from the studies that are included in the review” (Curtin University, 2020, para. 1).

In addition, there has been no attempt to validate or verify the findings of previous research with a broader audience. Knowing which project management competencies are most critical in instructional design is important because it could increase the efficiency and effectiveness of instructional design projects. In addition, it could provide educators with clarity on the project management skills and knowledge that graduates will need in their work.

Therefore, the purpose of this study is to identify and validate the most critical project management competencies for instructional design projects.

Research Questions

The primary research question for this study will include the following.

Research Question 1: What project management competencies do instructional design professionals rate as most important for managing instructional design projects? 6

A further sub-analysis sought to determine significant differences in instructional design

project management competencies based on roles and industries guided by the following:

Research Question 2: Do critical project management competencies for instructional design

projects differ based on role?

Research Question 3: Do critical project management competencies for instructional design

projects differ based on the type of industry?

Delimitation

A quantitative survey design was chosen for this study to collect numbered data using a

questionnaire to statistically analyze the data to describe trends and interpret the meaning of data

related to instructional design project management competencies critical to instructional design

projects (Creswell, 2015). This survey gathered data from instructional design professional

alumni in 62 instructional design or related college and university programs within the United

States, 10 LinkedIn groups for instructional design, and one professional organization. This

study was restricted to instructional design professionals with at least one year of experience and

currently practicing instructional design. Respondents were mainly from the United States.

Definition of Key Terms

Instructional Design

“A system of procedures for developing education and training curricula in a consistent and reliable fashion” (Branch & Merrill, 2012, p. 8).

Instructional Design Professionals

People who create instruction and use a systematic process to develop personalized learning experiences to support learning outcomes (Brown & Green, 2018; Dick, Carey, &

Carey, 2009). 7

Instructional Design Projects

Projects specific to instructional design can vary in size and scope and have predetermined start and end dates to complete the life cycle of designing instruction.

Instructional design projects could include instructional design teams of IDs, subject matter experts, contract specialists, system engineers, graphic artists, and technical writers.

Instructional Design Project Management

Instructional design project management is the application of competencies and practices used to meet or exceed project requirements or outcomes for instructional design projects.

Instructional Design Roles

1. An instructional designer typically works independently or with a team to design and

develop new or existing learning materials (Intentional Futures, 2016).

2. A manager of an instructional design team manages the development of new or existing

learning materials and guides the tasking for other instructional designers (Intentional

Futures, 2016).

3. Project managers of instructional design programs handle the administrative tasks of

managing project schedules, deliverables, and communication with stakeholders

(Intentional Futures, 2016).

Project Management

The application of knowledge, skills, tools, and techniques in projects to meet or exceed project requirements (Project Management Institute, 2017).

List of Acronyms

ADDIE – Analysis, Design, Development, Implementation, Evaluation

AECT – Association for Educational Communications and Technology 8

ANOVA – Analysis of Variance

ATD – Association for Talent Development

BYOD – Bring Your Own Device

DF – Degrees of Freedom

KSA – Knowledge, Skills, and Abilities

IBSTI – International Board of Standards for Training, Performance, and Instruction

ICT – Information and Communication Technology

ID – Instructional design or instructional designer

IDPM – Instructional Design Project Management

IRB – Institutional Review Board

ISPI – International Society for Performance Improvement

M – Mean

MS – Means Squared

OD/TD – Organization Development/Training & Development

PM – Project manager

PMI – Project Management Institute

PMBOK – Project Management Body of Knowledge

PMIM – Project management implementation maturity

SME – Subject Matter Expert

Overview of Upcoming Chapters

Throughout the rest of this document, the study will include the literature review,

methodology, results, and conclusions. Chapter Two contains definitions of project management

and instructional design project management in more detail and reviews existing studies related 9 to instructional design project management. Study results and limitations are explored. Chapter

Three includes the methodology used for a systematic review of instructional design project management literature and the synthesis of research findings to date. It also describes the methods for this study, including its measurement and instrumentation, population and sampling, data collection procedures, and data analysis methods. In Chapter Four, the data analysis results, including descriptive statistics of the leading research question and Kruskal-Wallis test results of the sub-analysis questions, are reported. Finally, Chapter Five discusses the findings, implications, conclusions, limitations, and recommendations for practice and future research.

CHAPTER TWO: REVIEW OF LITERATURE

Disruption and Competition

Globalization and technology are causing disruptions to the nature of work by allowing organizations to rapidly scale on-demand, which requires the workforce to adapt quickly to this heightened level of competition (Atkinson, Crawford & Ward, 2006; Djankov & Saliola, 2018;

Lampel, 2001; McHenry, 2008; Ruuska & Vartiainen, 2003). Christensen (2000) describes two types of innovation that organizations must contend with to balance the business portfolio and maintain a competitive advantage: sustaining innovation and disruptive innovation. Sustaining innovation focuses on keeping a significant market share of customers content with existing products or services (Christensen, 2000). Disruptive innovation usually involves the creation of innovative products to meet the future needs of a niche customer base (Christensen, 2000). The internet is a disruptive innovation (Flavin, 2016) that has changed the approach to administering goods and services for consumption. Personal technology devices, termed Bring Your Own

Device (BYOD), support student learning in higher education by allowing students to interact with higher education institutions’ Information and Communication Technology (ICT), regardless of location (Flavin, 2016).

In addition to disruptive technologies, the emergence of a new global economy is forcing

“fundamental structure changes” (Leavy, 2016, p. 27) due to competition on a worldwide scale

(Qureshi, Liu, & Vogel, 2006). According to Leavy (2016), trends related to a new global economy will challenge the attitudes of business leaders by shifting the locality of economic growth from epicenters to mid-sized cities. This global competition is challenging organizations to remain competitive by adapting quickly to disruption and creating continuous learning 11

environments (Friedman, Gerstein & Hertz, 2018; Ramesh, Mohan & Cao, 2012; Williams,

2005).

Another type of disruption can occur as a result of a pandemic. Pandemics can challenge

large regions, killing sizable numbers of people, weakening many others, and causing economic

distress (Madhav et al., 2017). Covid-19 is a pandemic forcing organizations to adapt quickly

due to it being a highly infectious disease that much of the world has continued to battle for

much of 2020.

Instructional Design

To aid organizations in supporting employee learning and adaptation to competition and disruption, many organizations employ instructional designers to create training, performance solutions and lead learning initiatives (Brown & Green, 2018; Cheong, Wettasinghe, & Murphy,

2006; McDaniel & Liu, 1996; National Research Council, 1999). Instructional design can be defined as “a system of procedures for developing education and training curricula in a consistent and reliable fashion” (Branch & Merrill, 2012, p. 8). Instructional design professionals create learning experiences that are intended to improve learning and performance, using a systematic process to develop personalized learning solutions that support learning outcomes

(Brown & Green, 2018; Dick, Carey, & Carey, 2009). The broader field of workforce education and training is significant, and instructional design is a crucial part of this work. Many of these professionals hold the title of an instructional designer, e-learning designer, instructional technologist, instructional coordinators, or training and development specialist. An instructional designer is a practitioner who applies systematic procedures, independently or with a team, for analyzing, designing, developing, implementing, and evaluating education and training curricula

(Dick, Carey, & Carey, 2009). The U.S. Bureau of Labor Statistics and the National Center for 12

O* Development list 181,600 instructional coordinators in the education, training, and library

sectors and 306,400 training and development specialist jobs in business and finance industries

in the U.S. in 2018 (U.S. Bureau of Labor Statistics, n.d.; National Center for O* Development,

2020).

Although instructional design is used to help organizations adapt to competition and

disruption, large, complex instructional design projects can be challenging to manage effectively

because of the complexity of instructional design (Atkinson, Crawford & Ward, 2006; Dick,

Carey, & Carey, 2009; Litchfield, 2012; Müller & Turner, 2007; Williams, 2005). The

complexity of instructional design may be attributed to “limited initial information and

feedback” (Fortney & Yamagata-Lynch, 2013, p. 93). Managing changes to instructional

components ineffectively in instructional design projects can have a negative impact on learning

outcomes (Dick, Carey, & Carey, 2009). Large projects, such as Gardner, Bennett, Hyatt, &

Stoker's (2017) content conversion in higher education, can include multiple instructional

designers, managers, faculty, external content SMEs, and content editors with a short timeframe

to complete a multiphase project. Although instructional design models use a systematic

approach to diagnose and solve problems (Fortney & Yamagata-Lynch, 2013), instructional design alone is not sufficient for solving complex, ill-structured problems in projects (Jonassen,

1997; Ruuska & Vartiainen, 2003; Williams, 2005). As Williams van Rooij (2010) noted,

ADDIE is not enough for managing instructional design projects.

Project Management

Project management is one field of knowledge that could provide insight and strategies

into how to manage instructional design projects effectively (Belassi & Tukel, 1996). There are

many industries and organizations that practice, teach, or research project management (Brill, 13

Bishop, & Walker, 2006; Dainty, Cheng & Moore, 2003; Gardner, Bennett, Hyatt, & Stoker,

2017; Gardner, Chongwony, & Washington, 2018; Jovanović & Berić, 2018; Mustaro & Rossi,

2013; Tynan, Adlington, Stewart, Vale, Sims, & Shanahan, 2010; Williams van Rooij, 2013).

Project management can be defined as the application of knowledge, skills, tools, and techniques used in projects to meet or exceed project requirements (Anantatmula, 2008; Blackburn, 2002;

Gillard, 2009; Kerzner, 2010; Lampel, 2001; Munns & Bjeirmi, 1996; Pant & Baroudi, 2008;

Petter & Randolph, 2009; Project Management Institute, 2017). Projects are generally defined as temporary efforts that work to activate change and add value for organizations (Project

Management Institute, 2017).

There are many project management methodologies prescribed by a number of organizations (Bessner & Hobbs, 2008; Jovanović & Berić, 2018; Morris, Patel, & Wearne,

2000; Mustaro & Rossi, 2013; Project Management Institute, 2017; Sarantis, Smithson,

Charalabidis & Askounis, 2010). One of the more well-known project management methodologies prescribed by the Project Management Institute. The Project Management Body of Knowledge (PMBOK®) describes the standards and processes for project management practice and certification (Project Management Institute, 2017; Williams van Rooij, 2013).

According to Project Management Institute (2017), the life cycle of a project has five major phases from beginning to end. The phases are initiate, plan, execute, monitor, and control, and close (Project Management Institute, 2017). In each of these phases, project managers apply a set of repeatable steps to meet the needs of customers and move the project forward.

The initiate phase includes processes to define new projects or phases in existing projects

(Project Management Institute, 2017). Extensive explanations that describe the need for the project or phase are documented in this phase. The benefits of project deliverables, methods, and 14 costs for producing and implementing deliverables are specified during the initiate phase (Greer,

2002; Project Management Institute, 2017). Written authorization for the project and the initiate phase is obtained and documented in the project management plan (Greer, 2002; Project

Management Institute, 2017). During the planning phase, project objectives are further clarified, and the project scope is confirmed. Specific actions required to meet the project objectives are defined and documented related to cost, schedule, and work breakdown activities (Project

Management Institute, 2017).

Figure 2.1

Project Management Phases

Next, the executing phase focuses on the results of the work performed. The monitoring and controlling phase include processes to track, audit, and coordinate the development and performance of the project. Quality assessments of deliverables are conducted, and processes or scope changes are incorporated, as needed (Greer, 2002; Project Management Institute, 2017).

Closing is the final phase of the PMI model. This phase officially completes the project, the project phases, or the project contract demonstrated in writing with stakeholder acceptance and a follow-up plan, if needed (Greer, 2002; Project Management Institute, 2017). Processes utilized during project management draw upon ten knowledge areas, including managing integration, scope, schedule, cost, quality, procurement, communication, risk, human resources, and stakeholders (Project Management Institute, 2017).

Instructional Design Project Management

Some research exists related to instructional design and project management. This section includes a review of the progression over the years of some of the key studies in instructional design project management. These studies show the advancement of research on project management in instructional design in various contexts. The limitations of these studies are also discussed, as well as the common competencies across the studies. A summary of the differences between the studies is discussed beyond the sample size issues. Finally, gaps in the synthesized literature that needs further research clarifying project management in instructional design are presented. Further discussion is presented for specific studies that have utilized the PMBOK in instructional design project management and resulting findings.

McDaniel & Liu (1996) interviewed five project managers from a midsized city in the

Southwestern United States in a study to identify project management techniques used by multimedia developers and whether some project management techniques are essential for 16 multimedia development. The researchers inquired about five specific areas: “funding and proposal writing; team assembly and management; instructional design; evaluation, marketing, and support; and management” (McDaniel & Liu, 1996, p. 33). The findings indicated that continually tracking proposals, attention to detail, evaluations, revisions, data collection of the target audience, details of the program, and estimated cost while writing proposals were essential skills to have when developing multimedia programs (McDaniel & Liu, 1996). However, the research is limited in that it only interviewed five project managers of multimedia projects in a specific region—a Southwestern city.

Williams van Rooij (2011) conducted a web-based survey study to examine the extent to which organizations are committed to using project management competencies to manage the development of education or training. The study included 103 participants from chief learning officers, instructional designers, and project managers in public and private organizations.

Williams van Rooij (2011) generated 24 project management and instructional design competencies by combining the IBSTPI and PMI competencies. Participants were asked to identify instructional designers and project managers' roles on a seven-point Likert scale to examine how the roles differ and intersect. The researcher modified the five-level project management implementation maturity (PMIM) model into two categories to assess commitment to using project management competencies. The modified PMIM model was used to differentiate between informal, as-needed use of project management and formal, consistent application of project management competencies used during training development (Williams van Rooij,

2011). The results indicated that 61% of organizations with fewer than 500 employees report low

PMIM levels or low commitment to using or inconsistent application of project management processes and 51.3% in functional or department levels in organizations that develop education 17 and training (Williams van Rooij, 2011). While this research identified the level of commitment to use project management and the boundaries in roles for instructional designers and project managers, it is limited in that a small number of organizations participated in the study. It also focuses on the level of commitment to use project management, not the practical application of project management competencies.

In another study, Williams van Rooij (2013) used a Delphi approach to identify the top twelve ranked must-have instructional design project management competencies in four categories: instructional design; project management; work experience; education and training; and organizational factors and conditions. Experts for the study included eight chief learning officers (CLO)s within the professional services sector who were actively responsible for managing talent (Williams van Rooij, 2013). The study results indicate that specific attributes recommended include building strong relationships, effective communication, accountability, managing expectations, and problem-solving (Williams van Rooij, 2013). While research describes the top 12 instructional design project management competencies, it was limited to a panel of eight chief learning officers from a professional services sector on project management instructional design. This small number of experts and limitation to only one sector makes this research challenging to generalize to a larger population.

Kang & Ritzhaupt (2015) conducted a study to identify and describe essential competencies for 43 job titles in five databases for common job searches. The researchers systematically selected job search databases and keywords related to educational technology

(Kang & Ritzhaupt, 2015). Coded job descriptions, themes, knowledge, skill, and ability (KSA) statements were identified and categorized from 400 job announcements. The results indicate that project management KSAs are vital for handling deadlines, prioritizing tasks, managing 18 multiple projects. The following KSAs appeared in 10% of the job announcements: advising and managing employees, and multiple tasks teams and vendors (Kang & Ritzhaupt, 2015). While

Kang & Ritzhaupt (2015) describe project management competencies required for educational technology or related positions in business, government, higher education, K-12, and military from a single point in time, the researchers acknowledge that a limitation of this study stems from the inconsistent language used in job announcements. Some descriptions included details of expectations, and others were brief, which resulted in inconsistent coding of competencies.

York & Ertmer (2016) conducted a Delphi process of expert instructional designers to study practitioners' instructional design principles. The study was conducted with 31 participants with at least 10 years of experience, currently practicing, and managed or trained instructional design (York & Ertmer, 2016). Although there were many results for the study, it resulted in one project management competency to include the “right people at the right time, because design is a people process” (York & Etmer, 2016, p. 184). This study is also limited in that its focus was broader instructional design competencies and not explicitly focused on project management.

Gardner, Bennett, Hyatt & Stoker (2017) described a case study on the practical application of project management competencies used in a large content conversion project within a higher education institution. They recommend several key competencies for instructional design project management, including meeting and communicating with all stakeholders early and regularly to clarify project specifications and to report status updates.

Other recommendations include: holding bi-weekly collaborative meetings to discuss challenges and potential solutions, utilizing technology, hiring a full-time project manager, and consulting external subject matter experts to aid in successful instructional design projects (Gardner,

Bennett, Hyatt & Stoker, 2017). However, the research is limited. It is a case study from only 19 one higher education institution’s response to change and, therefore, does not generalize to a broader audience.

Gardner, Chongwony & Washington (2018) conducted a Delphi study that identified, validated, and ranked practical management competencies for instructional design in higher education. Two rounds of surveys resulted in 22 participants in the first round and 23 participants in the second. Qualitative responses were gathered from 22 experts on essential management competencies for higher education instructional design. The researchers conducted a thematic analysis and 64 competency statements, and eight categories emerged from this analysis

(Gardner, Chongwony & Washington, 2018). The results determined the ranked list based on the mean score for the relative importance of competency statements and categories. Project management ranked as the second most crucial competency category with 13 project management knowledge and skill items most important for managing instructional design in higher education (Gardner, Chongwony & Washington, 2018). Accepting and implementing changes, guiding teams, and setting priorities were among the top project management results

(Gardner, Chongwony & Washington, 2018). While Gardner, Chongwony & Washington (2018) research identified expert judgments on project management competencies in instructional design, the research is limited. It only observed managers of instructional design in a limited area—higher education—and the study’s broader focus on management and leadership might not have provided a deep enough focus into project management.

Nall (2019) performed a phenomenology study by interviewing eight experienced instructional design managers with at least one year of experience to gain a greater understanding of their feelings and experiences with managing instructional design projects. The results included a synthesis of responses for five themes surrounding lived experiences in managing 20 instructional design: responsibilities, preparation, technology, methods, and tools, challenges, and best practices (Nall, 2019). Nall recommends that higher education institutions incorporate project management knowledge and practical application into instructional design programs.

Nall also recommends that instructional designers and organizations proactively incorporate project management into professional development, emphasizing communication, managing people and schedules, building trust, project management models and tools, and seeking out mentorship opportunities. While Nall’s research provides some insight into tools and technologies used to manage instructional design projects, it is limited in that it only observed eight instructional designers, which makes this research difficult to generalize to a broader audience.

In addition to the studies above, the International Board of Standards for Training and

Performance Improvement (IBSTPI) is one culmination of instructional design standards that include instructional design management competencies. Richey, Fields & Foxon (2001) discuss the Implementation and Management category of instructional design, to include management competencies such as “plan and manage instructional design projects” (p. 47), “promote collaboration, partnerships, and relationships among the participants in a design project” (p.

47), “apply business skills to managing instructional design” (p. 48), “design instructional management systems” (p. 48), and “provide for the effective implementation of instructional design projects” (p. 49). Additional competencies related to the Professional Foundations,

Planning and Analysis, and Implementation and Management categories for a Project

Management Specialist include effective communication, monitor ethical implications, determine scope, consider alternatives, and effective project management (Richey, Fields & Foxon, 2001).

While IBSTPI provides validation of the levels of expertise and criticality of instructional design 21 competencies, it is limited in specific project management competencies for instructional design projects.

Strengths and Weaknesses of Existing Studies

While the existing research identifies common project management practices important in managing instructional design projects, as well as a few soft skills such as communication, collaboration, and interpersonal skills, the current research on project management skills for instructional design projects has limitations. Although the literature includes some common competencies, they do not offer a precise level of importance for project management competencies related to the broad field of instructional design.

Some differences between the studies include the context in which the study was conducted. For example, Williams van Rooij (2011) focused on the level of commitment and the extent of project management methodology being used in organizations that create educational technology. In another study, Williams van Rooij (2013) concentrated on competencies required for career progression from instructional design to instructional design project manager in the

United States professional services sector. Kang & Ritzhaupt (2015) focused on knowledge, skill, and ability statements in job announcements for educational technology professionals.

York & Ertmer (2016) aimed to examine instructional design knowledge and principles practiced by experienced instructional designers to improve novice instructional designers' education.

Gardner, Bennett, Hyatt & Stoker (2017) focused on the practical application of performing instructional design partnered with project management knowledge and skills in a large higher education content conversion project. While Gardner, Chongwony & Washington (2018) targeted the top knowledge and skill competencies for managing and leading instructional design in higher education. Finally, Nall (2019) focused on instructional design project managers' lived 22 experiences to understand instructional design project managers' roles better. The study reports the background and preparation for entering their roles, models, and tools to manage challenges, and best practices participants recommend for instructional design project management.

Conclusion

Most of the studies discuss the PMBOK and its use for instructional design or educational technology. The resulting findings of existing studies include some of the key PMBOK knowledge areas: communication, integration, scope, and stakeholder management competencies relevant to instructional design projects in different contexts. As noted in the previous chapter, there are no existing systematic reviews or syntheses of instructional design project management literature. Also, there has been no attempt to validate the findings of previous research to a broader audience. Knowing which project management competencies are most critical in instructional design is essential because it could clarify the project management skills and knowledge that graduates will need in their work. This research study sought to identify the most critical instructional design project management competencies in general.

Summary and Overview of Upcoming Chapter

In this chapter, definitions of project management and instructional design project management were discussed. A review of studies related to instructional design project management were explored including study results and limitations. In the following chapter, the researcher describes the methodology of the study. This chapter includes a systematic review and synthesis of research findings in instructional design project management studies. It also includes the study’s measurement and instrumentation, population and sampling, data collection procedures, and data analysis methods.

CHAPTER THREE: METHOD

This chapter presents the methodology for this study. This study consisted of quantitative

research design using a new instrument to survey a sample population of instructional design

professionals on the most critical instructional design project management competencies. The

study was conducted using a two-part approach. First, a systematic review of the literature on

instructional design project management was conducted to identify key project management

competencies. Next, a survey instrument was created based on common themes identified during the systematic analysis of qualitative study results on instructional design project management competencies.

In this chapter, the author discusses research design, measurement and instrumentation, validity and reliability issues, population and sampling plan, data collection procedures, and data analysis methods.

Research Design

A survey research design was selected for this study because survey results describe

trends in data and allow researchers to generalize findings from a sample of the population of

instructional design professionals. An online, cross-sectional survey design approach was used to

reduce the amount of time it takes to conduct the study by collecting data at one point in time

(Creswell, 2015). Web-based surveys provide a convenient and economical solution for

collecting information directly from a wide range of geographically dispersed populations or

samples with an immediate turnaround (Creswell, 2014; Fink, 2017). Online surveys can be

created using commercial software to design, implement, and analyze data in real-time (Fink,

2017). Participants can conveniently complete online surveys anytime and anywhere on

computers, laptops, and mobile devices with an internet connection. Fink (2017) affirms, 24

“surveys are used to collect information from or about people to describe, compare, or explain their knowledge, feelings, values, and behavior” (p. 1).

Survey types range from one-on-one interviews administered in person, phone, web- conferencing or self-administered paper, or electronic questionnaires (Fink, 2017). Determining the survey approach most likely to present valid and accurate results involves comparing the type of survey a researcher wants to administer, accessible resources, and extensive scientific methods that measure the usefulness of a study’s results for a broad group of people or situations (Fink,

2017). This research survey design does not require treatment or manipulation of conditions for participants, such as experimental research. The research study focuses on understanding and describing characteristics, attitudes, opinions, or behaviors about important project management competencies used by instructional design professionals rather than providing cause and effect explanations or predicting outcomes. Using a survey to identify and validate instructional design project management competencies provide data for the researcher to interpret the meaning and relate statistical test results to existing research studies (Creswell, 2015).

A quantitative survey design was chosen for this study to collect numbered data using a questionnaire to statistically analyze the data to describe trends and interpret the meaning of data related to instructional design project management competencies that are critical to instructional design projects (Creswell, 2015).

Measurement and Instrumentation

The research began with a systematic review of the current research studies in instructional design project management. This review intended to identify the research-based instructional design project management competencies for instructional design professionals.

Therefore, a targeted analysis of existing literature of project management competencies was 25

used to identify common themes across existing studies in instructional design to inform

question items for the survey instrument (Guest, MacQueen & Namey, 2012). The systematic

review of literature utilizes methods for identifying and selecting studies using a rigorous set of

criteria to examine the reliability and validity of previously published research that meets

specific criteria (ten Ham-Baloyi & Jordan, 2016). In the following section, the author describes

why and how the instrument was developed. Methods for establishing validity and reliability are

also described. The target population included instructional design professionals categorized as

instructional coordinators and training and development specialists, according to the U.S. Bureau

of Labor Statistics (n.d.). Descriptions of the procedures used for sampling the target population

were included. How data was collected using the commercial web-based Microsoft Forms

application are then described. Finally, the statistical methods used to analyze the data are

described.

Instrument Development

The researcher developed the survey instrument using a systematic approach to select articles for review, code existing qualitative research results, and categorize common themes that emerged from analyzing project management competencies related to instructional design from existing studies. The systematic review of existing studies resulted in a list of synthesized competency statements used to survey the sample population.

Selection of articles. A search of scholarly articles was conducted using research databases listed under EBSCO Publishing and ProQuest Dissertations and Theses Global database through Franklin University’s online library catalog. The key terms “project management” and “instructional design” were selected to focus the results on scholarly articles on instructional design project management. The results provided 397 articles in the years 1999 26

to 2019. Exact duplicates were removed from the results, leaving 80 articles. The abstracts of all

80 articles were reviewed. Articles that included research on project management in an

instructional design setting were selected for further analysis. If an article did not include

original research, it was not included in the final list of articles. Based on this review and further

analysis, 20 articles included the key terms and were selected for further review. A total of 10 of

the articles included studies that were relevant to the systematic analysis of the literature. In

addition, the references for each of these ten articles were reviewed to identify additional studies

that discussed project management and instructional design. An additional 18 research studies

included relevant data to include in the thematic analysis. A similar search was conducted using

the ProQuest Dissertations and Theses Global database with a search for full-text doctoral

dissertations in English between 2009 and 2019. This search resulted in one study that included

the key terms “project management” and “instructional design.” The 28 articles and one

dissertation that were included in this review are listed under Appendix A.

Coding. After the selection of articles was completed, articles were reviewed to identify

specific project management competencies for instructional design professionals from existing

studies. A competency is a measure of the ability to perform effectively using specific

knowledge, skills, abilities, which are the components of performance (McHenry, 2008). Text

segmentation was used to “…facilitate the exploration of thematic elements and their similarity,

dissimilarity, and relationships” (Guest et al., 2012, p. 50). A key-word-in-context approach was used to “identify the word locus for a theme or concept in a body of text without predefining the textual boundaries of that locus” (Guest et al., 2012, p. 51). The exact text results from the study were tagged within a “structured compendium of codes” (p. 50). The tags included the author(s), article title, source, and note sequence to track the competencies identified in existing studies. 27

The raw data included qualitative research studies results. The considerations applied to determine which study results to tag were determined by semantic boundaries related to project management:

1. If the article defined some skills as project management, but others in a different

category, the researcher only tagged those items that were categorized as project

management.

2. If the authors cited previous literature about project management or described

their own thoughts on project management, those items were not tagged. The

researcher only tagged items that were a result of research studies.

3. If the authors shared the exact words written by participants, the researcher used

exact wording (or sections of wording) as part of the tag.

4. If the authors summarized several items into one specific competency and

presented it as a result, the researcher used it as part of the tag.

5. If the article lists instructional design competencies that were not identified as

related to project management, the researcher excluded the results from the tag.

To establish validity evidence for coding, the dissertation chair reviewed the tags for face validity concerns and gave a few minor suggestions for improving criteria for coding articles.

The process which the researcher used to link specific codes to the 487 tagged raw data included analyzing the text and assigning a code that summarized the competency.

Excluded Raw Data. Five competencies were not relevant because they were either too specific or too broad and therefore not categorized in the primary coding sheet. The five competencies that were removed from further analysis include “provide for the effective implementation of educational/training products and programs,” “manage large projects,” 28

“project management skills,” “formal organization PM methodology,” and “selecting projects by using knowledge-based decision systems consisting of quantitative and qualitative criteria.”

Categorizing Themes. A thematic analysis was conducted to identify, analyze, and interpret patterns from the project management competency results. A theme is a “unit of meaning that is observed in the data” (Guest et al., 2012, p. 50) by researchers. The author, who was the primary researcher, independently conducted data reduction by synthesizing the raw data into themes based on an analysis of the common themes that emerged following the coding. The author began by identifying possible categories for each competency. The list resulted in 13 possible categories. In addition to the author, the dissertation chair, an expert in instructional design, reviewed and independently labeled 20% of the project management competencies to establish face and content validity of the project management competencies. After several iterations of reviews and revisions based on constant comparisons with the data, the researcher decided to adopt the 10 project management knowledge areas espoused within the Project

Management Body of Knowledge (PMI, 2017), as they appeared to align with the competencies identified in the review and are widely known and add legitimacy (Horine, 2005; PMI, 2017;

Williams van Rooij, 2010). Definitions of each knowledge area category are listed in Table 3.1.

The researchers conducted a constant comparative analysis of the coding and categories to ensure reliability in the coding and assignment of themes across multiple articles. For example, the primary researcher reviewed an article, tagged the research results, and coded the tags. Then the secondary researcher completed the same steps independently for the same article. The researchers compared the independently assigned tags and codes and identified emerging common themes for 11 categories.

Table 3.1

Ten PMBOK Knowledge Areas (Project Management Institute, 2017)

Knowledge Areas Definitions

Project Integration Project Integration Management includes the processes and activities Management to identify, define, combine, unify, and coordinate the various processes and project management activities within the Project Management Process Groups Project Scope Project Scope Management includes the processes required to ensure Management that the project includes all the work required, and only the work required, to complete the project successfully. Project Schedule Project Schedule Management includes the processes required to Management manage the timely completion of the project. Project Cost Project Cost Management includes the processes involved in planning, Management estimating, budgeting, financing, funding, managing, and controlling costs so the project can be completed within the approved budget. Project Quality Project Quality Management includes the processes for incorporating Management the organization’s quality policy regarding planning, managing, and controlling project and product quality requirements, in order to meet stakeholders’ expectations. Project Resource Project Resource Management includes the processes to identify, Management acquire, and manage the resources needed for the successful completion of the project. Project Project Communications Management includes the processes required Communications to ensure timely and appropriate planning, collection, creation, Management distribution, storage, retrieval, management, control, monitoring, and ultimate disposition of project information. Project Risk Project Risk Management includes the processes of conducting risk Management management planning, identification, analysis, response planning, response implementation, and monitoring risk on a project. Project Procurement Project Procurement Management includes the processes necessary to Management purchase or acquire products, services, or results needed from outside the project team. Project Stakeholder Project Stakeholder Management includes the processes required to Management identify the people, groups, or organizations that could impact or be impacted by the project, to analyze stakeholder expectations and their impact on the project, and to develop appropriate management strategies for effectively engaging stakeholders in project decisions and execution.

In addition to the 10 PMBOK knowledge areas, an eleventh category was identified as

Professional KSAs (Knowledge, Skills, and Abilities) of the individual project manager. A knowledge statement is considered a systemized array of information and “refers to identifications, strategies, classifications, principles, operations, and processes” (Kang &

Ritzhaupt, 2015, p. 236). Skill statements are defined as the practical application of manual, technical, mental, or verbal use of objects and ideas that can be measured and observed (Kang &

Ritzhaupt, 2015). Ability statements refer to the inherent talent to perform an action (Kang &

Ritzhaupt, 2015). Relationships in the raw data were explored and synthesized over several weeks of iterative reviews and resulted in 82 synthesized competency statements for all 11 categories. The synthesized competency statements were labeled with the applicable processes from the 10 PMBOK Knowledge Areas (PMI, 2017). Finally, all competency statements were grouped into knowledge, skill, or ability subcategories. To establish validity evidence for these synthesized statements, the dissertation chair reviewed the statements for face validity concerns and gave a few minor suggestions for improving the clarity of the statements.

The process of creating the survey instrument included feedback and guidance from the dissertation chair for this study. The researcher and dissertation chair conducted multiple iterations of review revisions as a constant comparative analysis method to organize and reduce the qualitative data into codes or tags and themes. The dissertation chair presented the survey instrument to the dissertation committee for further validation.

Instrument Measurement

Based on the 82 synthesized competencies from the thematic analysis of the literature on instructional design project management, a survey instrument was developed. Surveys provide an economical solution for collecting data from a sample of many respondents with an 31

immediate turnaround (Creswell, 2014). A synthesis of instructional design project management

competencies revealed 11 major categories: Project Integration Management, Project Scope

Management, Project Schedule Management, Project Cost Management, Project Quality

Management, Project Resource Management, Project Communications Management, Project

Risk Management, Project Procurement Management, Project Stakeholder Management, and

Professional KSAs (Knowledge, Skills, and Abilities). See Appendix B for key concepts of the

PMBOK 10 Knowledge Areas. The cross-sectional survey design approach allowed the researcher to “collect data at one point in time” (Creswell, 2015, p. 377) to examine instructional design practitioners’ ratings of current instructional design project management practices that are critical to instructional design projects. Respondents were asked to self-report their responses by rating the most important practices used in instructional design projects using a multi-item

measure Likert scale (Lavrakas, 2008). The Likert scale used “continuous equal intervals”

between 1–4 (Creswell, 2015, p. 166) and the Likert items used an ordinal categorical Likert

response set of (1) Unimportant (2) Somewhat important (3) Important (4) Very important

(Lavrakas, 2008). A four-point Likert response set was chosen to exclude the neutral option

(Lavrakas, 2008). An open-ended question was included at the end of the survey to solicit

additional responses that the respondents deemed important, but were not included in the survey.

The survey consisted of five sections of the 82 Likert items. See Appendix C for the fully

developed survey.

Validity and Reliability Issues

When creating an instrument, it is crucial to establish the instrument's validity and

reliability to ensure scale development adheres to reliable procedures and ensure consistency and

stability in scores from the instrument (Creswell, 2015; Creswell, 2014). In this section, the 32 researcher describes the measures taken to test and ensure the validity and reliability of the survey instrument used in this study.

Tau-equivalent Reliability

The reliability of a survey measures the consistency of the instrumentation (Creswell,

2015; Creswell, 2014). If an instrument is consistent, it produces reliable and consistent scores for similar items from an individual. Internal reliability measures the consistency of survey responses across items. Tau-equivalent reliability was calculated to measure the internal consistency of the four-point scale for the survey items. The results were a Cronbach’s alpha of

97% with an alpha of 0.05, indicating that the survey items produced reliable and consistent scores by individual respondents for similar items.

Face Validity

To ensure the validity of the instrument, face validity, content validity, and construct validity measures were taken. Face validity is a subjective assessment of the degree to which a test seems to relate to the specified construct (Guerra-López, 2008). To establish face validity, researchers typically conduct pilot tests to screen the instrument before implementing or use a subject matter expert (Guerra-López, 2008). The dissertation chair, an instructional design subject matter expert, assessed the survey to ensure the suitability of the content covered in the survey items on instructional design project management. The survey was also piloted by several test users before being sent to the target population. Based on these tests, it was determined that face validity was established for the instrument. The following feedback from the test users was incorporated into survey instrument and invitation: “it might be helpful to offer more of an introduction about the expected content of the questions to be answered,” “it looks well written, and very professional,” “I like this. I think you may need to remove ‘your’ before the highlight.” 33

Content Validity

Content validity primarily analyzes the extent to which a survey represents the constructs of a study (Creswell, 2015). To establish content validity, researchers generally have a group of subject matter experts validate whether the items measure the content for the study (Creswell,

2015). The survey was validated by subject matter experts using sampling-content validity and item-validity to ensure the breadth and depth of the survey items represent the constructs gathered from literature on the topic of interest. Subject matter experts Dr. Joel Gardner, Dr.

Niccole Hyatt, and Dr. Lewis Chongwony analyzed the themes, wording, format, and construct of the survey items and determined that the Likert items and Likert scale measured the intended construct (Creswell, 2015).

Researcher’s Bias

The researcher’s own bias may have impacted the survey development, but the researcher took measures to address this bias. Survey items were developed from the literature to assess respondents’ authentic perspectives and avoid confirmation bias. The researcher also used common research and business terminology. Language related to the topic of interest was used to avoid incorporating researcher bias or assumptions during the systematic review of the literature, thematic analysis, and synthesis of competency statements. The researcher coded terms consistently throughout the study to convey the results of the research (Creswell, 2015). In addition, a second researcher also assisted in coding and thematic analysis to further avoid confirmation bias from the primary researcher. Constant reference back to the original material was made to ensure the language was representative of the people, content, and context for this study (Creswell, 2015). 34

The Population of Study and Sampling Plan

This study aimed to identify the most critical instructional design project management competencies used by instructional design professionals, managers, and project managers in instructional design projects. Based on 2018 U.S. Bureau of Labor Statistics (n.d.), the closest description of this audience might include 181,600 instructional coordinators in education, training, and library sectors and 306,400 training and development specialist in business and finance industries to maximize sample size and to perform a subanalysis based on sector. Geier

(1995) points out that experts can be defined as "the individuals involved in the work rather than a selected panel of experts" (p. 390), thus our focus on surveying practitioners who were currently practicing instructional design with at least one year of experience as an instructional design professional, manager of instructional designers, or a project manager of instructional design programs. The researcher included a minimum of one year of experience to collect a wide range of responses and experiences from novice, experienced, and senior instructional design professionals.

A convenience sampling for this study included respondents who were available and willing to participate (Creswell, 2015; Fink, 2017; Lavrakas, 2008). Some of the existing studies had limitations in that they performed qualitative research on limited instructional design roles and sectors and small sample sizes that make the results difficult to generalize to instructional design professionals (McDaniel & Liu, 1996; Nall, 2019; Williams van Rooij, 2013). Henry

(1990) asserts “the ability to generalize study findings is a function of the sample from which the data are actually obtained” (p. 12). The sampling design and implementation of the sampling approach can impact generalizability (Henry, 1990). Convenience sampling was selected because this approach allows multiple sources to respond with a potentially higher level of participation 35 from a sample of instructional design professionals. To ensure that the sampling accurately represented the target population, the researcher invited members or graduates of instructional design or related programs, organizations, and groups to participate in the survey research study.

Participants were asked to self-report demographic information related to their role as instructional design professionals, managers, and project managers in instructional design projects.

Participation for this survey was shared through several professional organizations, social media channels, and educational institutions with access to potential respondents. Requests for participation were sent to the Association for Educational Communications and Technology

(AECT) listserv, and LinkedIn professional groups, including the Association for Talent

Development (ATD), eLearning Industry, the eLearning Guild, Instructional Designers, the

Instructional Design Forum, AECT Graduate Assembly, Instructional Design Professionals,

Organization Development (OD)/Training & Development (TD), the Learning Guild, and the

International Society for Performance Improvement (ISPI). The text of the invitation sent out to instructional design or related professional organizations and social media groups can be found in Appendix D. Lastly, an email was sent to instructional design or related programs with possible access to students and alumni to participate in the study. Malamed’s (2019) list of instructional design programs appeared to be the most comprehensive that the researcher could find and included 132 instructional design or related programs. The researcher searched for contact information for each program to send an email invitation for participation in the study.

Duplicate programs were removed and resulted in 62 instructional design or related programs.

To see the full list of instructional design programs and related, see Appendix E. The invitation sent to these programs can be found in Appendix F. 36

The population sample included instructional design professionals working in one of three roles: instructional designer, manager of instructional design teams, or program manager of instructional design programs with at least one year of experience. The survey invitation was sent to 62 colleges and universities to post to university alumni groups with programs in learning design, instructional technology, or related degree programs. The researcher posted the survey to eight LinkedIn groups related to instructional design professionals. AECT distributed the survey to members by email. Representatives from 17 colleges and universities responded to the survey invitation and agreed to post the survey link to their instructional design or related alumni groups or listserv. Five representatives of the colleges and universities declined to participate in the study. The survey link was sent to 40 colleges and universities that did not respond to the initial invitation. A reminder email was sent out two weeks after the initial invitation to 42 colleges and universities, and a second reminder was sent at the beginning of the third week of data collection.

The survey invitation was a direct message to the owners of the instructional design or related

LinkedIn groups where one owner declined to participate, one owner agreed to participate, and six group owners did not respond. The research invitation was posted with the link to eight

LinkedIn groups. Two of the three professional organizations responded to the research invitation. AECT sent out email invitations to their members. ATD recommended the research invitation be posted to their LinkedIn group due to the researcher not being a member of the organization. The survey remained open for 26 days.

Research Consent

The Research Consent Form was included on the initial screen of the survey. The consent form described the purpose, anticipated duration, participant protection and confidentiality, IRB 37

approval, and contact information for the researcher and research chair. See the Research

Consent Form in Appendix G.

Power and Size Determination

A power analysis was conducted using Raosoft Sample Size Calculator to determine the

smallest sample size required to obtain statistical significance within the desired margin of error

of 0.05 with a confidence level of 95%, a population of 488,000 instructional coordinators and

training and development specialist, and a response distribution of 50%. The results indicated

that a minimum sample of 384 respondents was needed.

Data Collection Procedures

The survey was administered using the commercial web-based Microsoft Forms application. The researcher ensured data was secure, and respondents’ anonymity was guaranteed by storing data on a private password-protected computer that remains locked in the researcher’s home office when not in use. As described above, an invitation to participate was sent to contacts listed for professional organizations, social media, and educational institutions.

The research invitation and a link to the Research Consent Form and Questionnaire was posted to professional organizations, social media, and educational institutions. See Appendix H for professional organizations and Appendix I and Appendix J for the modified invitations for

LinkedIn due to character limits. See Appendix K for universities and Appendix P for universities with no initial response. The study’s purpose, the estimated duration to complete the survey, and the criteria for participation were provided to the respondents. Respondents were advised that there were no risks associated with completing the study and that their participation is voluntary. Any identifying data, such as names and email addresses, were removed from the data results during data clean up to protect the results and respondents’ personal information. 38

Instructions on how to complete the survey were included at the beginning of each section of the

survey. Demographics questions included respondents’ gender, role, years of experience, and

industry. Two reminder posts for the research study were posted during week two of the data

collection, and one week before closing the survey, see Appendix L, Appendix M, Appendix N,

and Appendix O. This research was reviewed and approved by the Franklin University

Institutional Review Board (IRB-2020-37) prior to data collection.

Data Analysis Procedures

The survey results were exported to an Excel spreadsheet in Microsoft Forms. The raw

data was cleaned to check for any missing data, outliers, the linearity of the data, independence,

and skewness. Missing data from any responses that disagree or have less than one year of

experience were removed from the dataset before analysis. The researcher calculated a trimmed

mean variation, excluding outliers, to remove distortion to the central mean value (Ott &

Longnecker, 2016). Survey responses were assigned numerical values based on the Likert

response set: (1) Unimportant (2) Somewhat important (3) Important (4) Very important. The

survey instrument requires respondents to agree to participate, select a date range for years of

experience, answer the 82 Likert items, and submit the form to record their responses.

Descriptive statistics were analyzed for the entire dataset, including entries with missing data and

the dataset excluding any lost data entries using Microsoft Excel and Statistical Analysis

Software (SAS).

Research Question #1

What project management competencies do instructional design professionals rate as most important for managing instructional design projects? 39

Descriptive statistics were used to analyze the data to answer the main research question by quantifying the central tendency, variability, and relative standing. The researcher used the raw data to check the means, mode, and median by quantifying the arithmetic average, the most frequent measurement, and the minimum and maximum values. The mean values were ranked from highest to lowest. Variability was analyzed to determine the scores' distribution spread by identifying the difference between the lowest and the highest scores, the dispersion of values from the mean, and the scores' spread. The percentile of scores determined the percentile rank.

Results were organized and ranked with the 11 categories identified during the systematic literature review, individually and as a whole.

Research Questions #2 and #3: This study included two subanalysis questions to analyze and measure the variances between the two independent variables, instructional design roles and types of industries, and the dependent variable project management competency rating. A Kruskal Wallis test was performed for the four primary industries to find the differences between industries and roles and project management competency rating. The four industries include government, higher education, non- profit, and business. The three types of roles include an instructional designer, a manager of instructional designers, and a project manager of instructional design programs.

Q2: Do critical project management competencies for instructional design projects differ based on role? : There is no significant difference in project management competencies based

�on0 role. : There are some significant differences in project management competencies

�based� on role. Q3: Do critical project management competencies for instructional design projects differ based on the type of industry? 40

: There is no significant difference in project management competencies based

�on0 industry. : There are some significant differences in project management competencies

�based� on industry. Summary and Overview of Upcoming Chapter

In this chapter, the author discussed the measurement and instrumentation, validity and reliability issues, population and sampling plan, data collection procedures, and data analysis methods. The next chapter describes the results of this study, including the reliability results of the survey instrument, demographic data, statistical analysis for each research question, and an analysis of the qualitative responses.

CHAPTER FOUR: RESULTS

Summary

In this chapter, the results of the study are presented. Results of reliability of the survey instrument are first presented. Data screening and cleaning procedures are then presented. The demographic results for survey respondents are presented next. Each research question is then addressed, including the results of statistical analysis based on the data collected. Finally, analysis of the qualitative responses is presented.

Reliability of the Survey Instrument

Tau-equivalent reliability was used to test score reliability. To determine if the survey produced reliable and consistent scores for similar items from an individual, an ANOVA Two-

Factor without Replication was used to calculate Cronbach’s alpha for the 86 Likert items in

Microsoft excel. The results were calculated by subtracting the Error of Means Squared (MS) divided by the Means Squared (MS) for the Likert item rows from one. Table 4.1 lists the results used from the ANOVA Two-Factor Without Replication for Error of MS of 0.386961 and MS for rows of 15.28376. Cronbach’s alpha equals 97% with an alpha of 0.05, indicating that the survey items produced reliable and consistent scores by individual respondents for similar items.

Table 4.1

ANOVA: Two-Factor Without Replication

ANOVA Source of Variation SS df MS F P-value F crit Rows 1299.12 85 15.28376 39.49686 0 1.267211 2.2E- Columns 499.0879 81 6.161579 15.92298 196 1.273936 Error 2664.229 6885 0.386961

Total 4462.437 7051

Data Screening and Cleaning

Data screening and cleaning of 90 entries of survey results were conducted to check for outliers, missing values, and to test statistical assumptions. First, data screening of the survey results from the Microsoft Forms export sheet were assessed to determine which data were relevant. The electronic consent and years of experiences columns were screened for responses that automatically disqualified participation into the research study. Two responses that only recorded an ID number and “I DISAGREE with participating in this research study” and two responses that only recorded an ID number and “less than one year” of experience were removed from the dataset before analysis. The electronic consent column was then removed from the raw dataset.

Data cleaning included removing three blank columns that included headers “Name,”

“Dear Participant,” and “Thank you for participating.” Columns that recorded the start time, completion times, and “anonymous” for all responses under the email column were then removed from the dataset. All formatting was removed from the raw dataset. The raw dataset consisted of the ID and each of the 82 questions, and responses for all 86 eligible respondents.

The additional raw data included years of experience, optional qualitative responses, gender, 43 role, industry, and country of practice. The additional raw data was added to a different tab in the

Microsoft Excel workbook for analysis.

A code sheet was constructed to translate the responses into numbers using a consistent and structured process (Fowler, 2014). Demographic data for years of experience, gender, and country of practice was collected and coded. Years of experience was coded: 1 for 1-3 years, 2 for 3-5 years, 3 for 5-10 years, 4 for 10-15 years, 5 for 15-20 years, and 6 for 20 or more years.

Gender was coded 1 for female, 2 for male, and 3 for non-binary. The 14 countries of practice recorded in the dataset were listed in alphabetical order and coded from 1 through 14.

The responses indicating the level of importance was labeled: 4 for Very important, 3 for

Important, 2 for Somewhat important, and 1 for Unimportant. Additional data captured for subanalysis of instructional design roles and industries were coded: 0 for no response to roles, 1 for instructional designer, 2 for manager of instructional design team, and 3 for project manager of instructional design programs. Four industries were coded: 1 for business, 2 for government, 3 for higher education, and 4 for non-profit.

Test for statistical assumptions was conducted for normality and homogeneity of variance. A Q-Q plot was generated to test the assumption of normality. The observed values and expected values were plotted and indicated that the values were not normally distributed. See

Figure 4.1.

Figure 4.1

Q-Q Plot for Normality 44

A Levene’s test was conducted to test the homogeneity of variance between the instructional

design project management competencies. The F-value was 55.73464 and the p-value is 0. We reject the null hypothesis of the Levene’s test for homogeneity of variance because the p-value

(0) is less than the level of significance (0.05) which indicates that the variances are not homogenous. See Table 4.2.

Table 4.2

ANOVA Source of Variation SS df MS F P-value F crit Between Groups 827.4887 81 10.21591 55.73464 0 1.273909 Within Groups 1277.57 6970 0.183296

Total 2105.058 7051

Demographic Analysis

A total of 86 respondents participated in the survey. The response rate for this study was

22%. Two respondents reported less than one year of experience were removed from the dataset before analysis. Demographic data indicated that 69% of the participants were women, 22% of respondents have 20 or more years of experience and most of the respondents practice instructional design project management in the United States of America. Figures 4.2, 4.3, and

4.4 lists demographic data from the respondents related to gender, years of experience, and country where instructional design project management is practiced. Overall, the respondents have similar levels of experience.

Figure 4.2

Participants by Gender

Number of Responses by Gender 70 59 60 50 40 30 26 20 10 1

Number of Responses 0 Female Male Non–binary

Figure 4. 3

Years of Experience 46

Years of Experience by Number and Percentage 20 19 25% 18 16 16 22% 16 20% 19% 19% 14 13 12 12 15% 15% 10 14% 10 12% 8 10% 6 Number of Response of Number

4 5% Percentage for Responses 2 0 0% 1 – 3 years 3 – 5 years 5 – 10 years 10 – 15 years 15 – 20 years 20 or more years Grouped Years of Experience

Figure 4.4

Country of Practice

Number of Responses by Country of Practice 70 64 60 50 40 30 20

Number of Responses 10 3 3 1 1 1 3 1 1 1 1 3 2 2 0

Research Question Results

The survey was based on the systematic review of the literature intended to identify research-based instructional design project management competencies for instructional design 47

professionals. The systematic review of existing studies resulted in a list of 82 synthesized

competency statements. The respondents were asked whether the competency statements were

(1) Unimportant (2) Somewhat important (3) Important (4) Very important for instructional

design projects that they work on.

Research Question #1

An analysis of the results of the most important instructional design project management

competencies were compared to the 10 Key Knowledge Areas from the PMBOK and the

Professional KSAs, the additional category that emerged from the systematic review of the

literature.

Research question 1 asked, “what project management competencies do instructional

design professionals rate as most important for managing instructional design projects?” To

answer this question, mean score of each competency was calculated and ranked in order from

highest to lowest. The researcher selected the top five competencies for further analysis based on

mean scores of 3.5 and above to identify top ratings based on the Likert scale indicating (3)

Important and (4) Very important. Competency five and six had the same mean, and therefore

both were included in the analysis. Table 4.3 reports the mean for the top six instructional design project management competencies irrespective of role or industry.

Table 4.3

Six Highest-Ranked Instructional Design Project Management Competencies

Most Important Instructional Design Project M Management Competencies Practice ethical behavior by being honest, committed to project success, fostering trust, and integrity. 3.76 Keep the project and the team organized. 3.71 Remain flexible and adapt to changing environment and project variations. 3.71 48

Most Important Instructional Design Project M Management Competencies Communicate effectively (verbal, written, and visual) with all stakeholders. 3.71 Ensure tasks are completed for each phase of the project. 3.65 Convey ideas clearly and concisely in writing, face-to-face, and virtually. 3.65

Further, the results indicated the most important instructional design project management

categories listed in Table 4.4 from most important to least important by mean scores. The full list

for all 82 instructional design project management competencies by category is ranked from

highest to lowest mean under each category in Appendix Q.

Table 4.4

Instructional Design Project Management Competency Categories

Categories M

Project Integration Management 3.36 Project Stakeholder Management 3.34 Project Schedule Management 3.33 Project Quality Management 3.31 Project Communications Management 3.29 Professional KSAs 3.27 Project Procurement Management 3.26 Project Risk Management 3.25 Project Scope Management 3.15 Project Resource Management 3.12 Project Cost Management 3.06

The results in Table 4.5 lists the least important instructional design project management

competencies based on findings of this study. Four of the lowest-ranked results were selected

based on mean scores below the Likert scale level of importance of (3) Important.

Table 4.5

Four Lowest-Ranked Instructional Design Project Management Competencies by Mean 49

Least Important Instructional Design Project M Management Competencies Facilitate team building activities to support a united vision for 2.53 the project. Use the historical schedule and After-Action Review data from 2.59 knowledge repositories to develop WBS, if available. Validate project budget using historical cost data from similar 2.69 projects. Archive historical and maintenance information. 2.71

A subanalysis of research questions #2 and #3 was conducted to determine differences in

instructional design project management competencies based on role and industry.

Research Question #2

Research question 2 asked, “do critical project management strategies for instructional

design projects differ based on role?” To answer the second question, the researcher grouped the

roles into a categorical variable with three levels or groups: (1) instructional designer, (2) a

manager of instructional designers, and (3) a project manager of instructional design programs.

Table 4.6

Number of Selections for Each Role

# of Roles Selections Instructional Designer 43 Manager of Instructional Design Team 19 Project Manager of Instructional Design Programs 22

Statistical assumptions guiding the use of a One-way ANOVA were considered and tested before

performing data analysis in the study. The assumptions for Levene's test to assess homogeneity

of variances were violated due to the convenience sampling of instructional design professionals

that were grouped into roles with one group overrepresented. The Q-Q plot indicated that the values are not normally distributed. The sample of instructional design professionals based on 50

three roles indicated that the data were nonnormally distributed and therefore a nonparametric

test was performed.

A Non-Parametric One-way analysis of variance was utilized by the researcher to analyze

whether instructional design project management competencies rating differed based on role.

Precisely, the researcher was interested in determining whether there is a significant difference in critical project management strategies used in instructional design projects based on role.

A Kruskal-Wallis Test was performed for six highest-ranked survey items to compare the three groups with different sample sizes. The top six highest-ranked survey items were selected to identify the most critical instructional design project management competencies. The fifth and sixth-ranked mean scores were above 3.5 had the same mean. The rankings for the remaining 76 survey items were not included in the analysis to determine statistical significance because this study is interested in identifying differences in the most important competencies. Two of the 86

respondents did not select a role and were excluded from the analysis based on role. The test

ranked the results between the instructional design roles to determine if there were statistically

significant differences.

: There is no significant difference between instructional design project management

�competency0 rating level of importance based on role. : There are significant differences between instructional design project management

� �competency rating level of importance based on role. The decision rule to reject a test value greater than 5.991 is based on the Right-Tail Probability

( ) Table 7 in Ott & Longnecker (2016) for two degrees of freedom (df) and an of 0.05.

Table� 4.7 �

First Highest-Rank Competency – Ethical Behavior/Roles

Kruskal-Wallis Test Chi-Square DF Pr > ChiSq 51

3.0505 2 0.2176

The test statistic for ethical behavior is H = 3.0505. We fail to reject the null hypothesis because

the H statistic is not greater than the critical chi-square value of 5.991. There is no significant

difference in the most important instructional design project management competency, practice

ethical behavior by being honest, committed to project success, fostering trust, and integrity, based on role.

Table 4.8

Second Highest-Rank Competency – Keep Organized/Roles

Kruskal-Wallis Test Chi-Square DF Pr > ChiSq 0.5252 2 0.7691

The test statistic for keeping organized is H = 0.5252. We fail to reject the null hypothesis

because the H statistic is not greater than the critical chi-square value of 5.991. There is no

significant difference in the most important instructional design project management

competency, keep the project and the team organized, based on role.

Table 4.9

Third Highest-Rank Competency – Remain Adaptable/Roles

Kruskal-Wallis Test Chi-Square DF Pr > ChiSq 2.3390 2 0.3105

The test statistic for remaining adaptable is H = 2.3390. Fail to reject the null hypothesis

because the H statistic is not greater than the critical chi-square value of 5.991. There is no

significant difference in the most important instructional design project management 52

competency, remain flexible and adapt to changing environment and project variations, based

role.

Table 4.10

Fourth Highest-Rank Competency – Effective Communication/Roles

Kruskal-Wallis Test Chi-Square DF Pr > ChiSq 0.9721 2 0.6150

The test statistic for effective communication is H = 0.9721. We fail to reject the null hypothesis

because the H statistic is not greater than the critical chi-square value of 5.991. There is no

significant difference in the most important instructional design project management

competency, communicate effectively (verbal, written, and visual) with all stakeholders, based

on role.

Table 4.11

Fifth Highest-Rank Competency – Complete Tasks/Roles

Kruskal-Wallis Test Chi-Square DF Pr > ChiSq 0.4239 2 0.8090

The test statistic for task completion is H = 0.04239. We fail to reject the null hypothesis because

the H statistic is not greater than the critical chi-square value of 5.991. There is no significant

difference in the most important instructional design project management competency, ensure

tasks are completed for each phase of the project, based on industry.

Table 4.12

Sixth Highest-Rank Competency – Clearly Convey Ideas/Roles

Kruskal-Wallis Test Chi-Square DF Pr > ChiSq 53

0.2540 2 0.8807

The test statistic for convey ideas clearly is H = 0.2540. We fail to reject the null hypothesis because the H statistic is not greater than the critical chi-square value of 5.991. There is no significant difference in the most important instructional design project management competency, convey ideas clearly and concisely in writing, face-to-face, and virtually, based on role.

Instructional Design Project Management Competency Comparison Based on Role

The cutoff of the top mean scores of 3.5 and above were selected based on the Likert scale indicating (3) Important and (4) Very important for instructional design professionals.

Table 4.13 compares the top rankings for each role. Appendices S, T, and U share the highest rankings and lowest rankings for Instructional Designers, Managers of Instructional Designers, and Project Managers of Instructional Design Programs, respectively.

Table 4.13

Comparison of Top 5 Instructional Design Project Management Competencies by Role

Project Managers of Managers of Instructional Rank Instructional Designers Instructional Design Designers Programs Practice ethical behavior by Keep the project and the team Remain flexible and adapt to being honest, committed to organized. changing environment and 1 project success, fostering project variations. trust, and integrity. Communicate effectively Communicate effectively Keep the project and the team 2 (verbal, written, and visual) (verbal, written, and visual) organized. with all stakeholders. with all stakeholders. Use active listening skills. Grasp situations quickly and Communicate effectively 3 understand their implications. (verbal, written, and visual) with all stakeholders. Convey ideas clearly and Demonstrate attention to Ensure tasks are completed 4 concisely in writing, face-to- detail. for each phase of the project. face, and virtually. Keep the project and the team Ensure tasks are completed Practice ethical behavior by 5 organized. for each phase of the project. being honest, committed to 54

Project Managers of Managers of Instructional Rank Instructional Designers Instructional Design Designers Programs project success, fostering trust, and integrity.

The lowest results reported were selected based on mean scores below the Likert scale level of

importance of (3) Important for instructional design professionals.

Table 4.14

Comparison of Lowest 5 Instructional Design Project Management Competencies by Role

Project Managers of Managers of Instructional Rank Instructional Designers Instructional Design Designers Programs Archive historical and Facilitate team building Validate project budget using 1 maintenance information. activities to support a united historical cost data from vision for the project. similar projects. Facilitate team building Develop scoping plans using Use the historical schedule activities to support a united historical data from and After-Action Review data 2 vision for the project. knowledge repositories, from knowledge repositories where applicable. to develop WBS, if available. Use the historical schedule Use the historical schedule Manage and coordinate and After-Action Review data and After-Action Review data multiple projects. 3 from knowledge repositories from knowledge repositories to develop WBS, if available. to develop WBS, if available. Validate project budget using Identify staff development Understand the tools used by 4 historical cost data from needs. team members to complete similar projects. assigned tasks. Develop scoping plans using Determine the average Archive historical and historical data from amount of time it takes team maintenance information. 5 knowledge repositories, members to complete where applicable. assigned tasks.

Research Question #3

The third research question asked, “do critical project management strategies for instructional design projects differ based on the type of industry?” To answer this question the researcher created a categorical variable with four levels of industries: (1) business, (2) government, (3) higher education, and (4) non-profit. Statistical assumptions guiding the use of a

One-way ANOVA were considered and tested before performing data analysis in the study. 55

Table 4.15

Number of Selections for Each Industry

# of Industries selections Business 20 Government 9 Higher Education 53 Non-Profit 4

The assumptions for Levene's test to assess homogeneity of variances were violated due to the convenience sampling of instructional design professionals that were grouped into industries with one group overrepresented. Government and Non-Profit categories were merged into one category given that government services are technically not for profit just as Non-Profit organizations’ services. The analysis includes three categories instead of four. The Q-Q plot indicated that the values are not normally distributed. The sample of instructional design professionals based on three industries were nonnormally distributed and therefore a nonparametric test was performed.

A Non-Parametric One-way analysis of variance was utilized by the researcher to analyze whether the instructional design project management competencies differed based on industry.

Precisely, the researcher was interested in answering whether there is a significant difference in critical project management strategies used in instructional projects based on the type of industry. A Kruskal-Wallis Test was performed for the six highest-ranked questions to compare the four groups with different sample sizes. All 86 respondents selected an industry. The test ranked the results between industries with instructional design.

: There is no significant difference between instructional design project management competency�0 rating level of importance based on industry. 56

: There are significant differences between instructional design project management

� �competency rating level of importance based on industry. The decision rule to reject a test value greater than 5.991 is based on the Right-Tail Probability

(α) Table 7 in Ott & Longnecker (2016) for three degrees of freedom (df) and an α of 0.05.

Table 4.16

First Highest-Rank Competency – Ethical Behavior/Industries

Kruskal-Wallis Test Chi-Square DF Pr > ChiSq 0.5662 2 0.7535

The test statistic for ethical behavior is H = 0.5662. We fail to reject the null hypothesis because

the H statistic is not greater than the critical chi-square value of 5.991. There is no significant

difference in the most important instructional design project management competency, practice

ethical behavior by being honest, committed to project success, fostering trust, and integrity, based on industry.

Table 4.17

Second Highest-Rank Competency – Keep Organized/Industries

Kruskal-Wallis Test Chi-Square DF Pr > ChiSq 0.9837 2 0.6115

The test statistic for keeping organized is H = 0.9837. We fail to reject the null hypothesis

because the H statistic is not greater than the critical chi-square value of 5.991. There is no significant difference in the most important instructional design project management competency, keep the project and the team organized, based on industry.

Table 4.18

Third Highest-Rank Competency – Remain Adaptable/Industries 57

Kruskal-Wallis Test Chi-Square DF Pr > ChiSq 5.1454 2 0.0763

The test statistic for remaining adaptable is H = 5.1454. We fail to reject the null hypothesis because the H statistic is not greater than the critical chi-square value of 5.991. There is no significant difference in the most important instructional design project management competency, remain flexible and adapt to changing environment and project variations, based on industry.

Table 4.19

Fourth Highest-Rank Competency – Effective Communication/Industries

Kruskal-Wallis Test Chi-Square DF Pr > ChiSq 1.5492 2 0.4609

The test statistic for effective communication is H = 1.5492. We fail to reject the null hypothesis because the H statistic is not greater than the critical chi-square value of 5.991. There is no significant difference in the most important instructional design project management competency, communicate effectively (verbal, written, and visual) with all stakeholders, based on industry.

Table 4.20

Fifth Highest-Rank Competency – Complete Tasks/Industries

Kruskal-Wallis Test Chi-Square DF Pr > ChiSq 0.9964 2 0.6076

The test statistic for task completion is H = 0.9964. We fail to reject the null hypothesis because the H statistic is not greater than the critical chi-square value of 5.991. There is no significant 58

difference in the most important instructional design project management competency, ensure

tasks are completed for each phase of the project, based on industry.

Table 4.21

Sixth Highest-Rank Competency – Clearly Convey Ideas/Industries

Kruskal-Wallis Test Chi-Square DF Pr > ChiSq 1.8450 2 0.3975

The test statistic for convey ideas clearly is H = 1.8450. We fail to reject the null hypothesis

because the H statistic is not greater than the critical chi-square value of 5.991. There is no

significant difference in the most important instructional design project management

competency, convey ideas clearly and concisely in writing, face-to-face, and virtually, based on

industry.

Instructional Design Project Management Competency Comparison Based on Industry

The cutoff of the top mean scores of 3.5 and above were selected based on the Likert

scale indicating (3) Important and (4) Very important for instructional designers. Table 4.22

compares the top rankings for each industry. Results from the nine respondents that listed

government and the four that listed non-profit were combined into one industry. Appendices V,

W, X, and Y share the top rankings and bottom rankings for Business, Government, Higher

Education, and Non-Profit, respectively. Combined results for Government/Non-Profit are listed

in Appendix Z.

Table 4.22

Comparison of Top 5 Instructional Design Project Management Competencies by Industry 59

Government / Non- Rank Business Higher Education Profit Remain flexible and adapt Define the project vision, Communicate effectively to changing environment mission, and goals. (verbal, written, and 1 and project variations. visual) with all stakeholders. Convey ideas clearly and Ensure tasks are Practice ethical behavior concisely in writing, face- completed for each phase by being honest, 2 to-face, and virtually. of the project. committed to project success, fostering trust, and integrity. Practice ethical behavior Keep the project and the Remain flexible and adapt by being honest, team organized. to changing environment 3 committed to project and project variations. success, fostering trust, and integrity. Keep the project and the Communicate effectively Keep the project and the team organized. (verbal, written, and team organized. 4 visual) with all stakeholders. Ensure tasks are Practice ethical behavior Identify the project due completed for each phase by being honest, date and critical decision 5 of the project. committed to project points to accurately success, fostering trust, estimate timelines to and integrity. complete tasks.

The lowest results reported were selected based on mean scores below the Likert scale level of importance of (3) Important for instructional designers.

Table 4.23

Comparison of Lowest 5 Instructional Design Project Management Competencies by Industry

Rank Business Government/Non-Profit Higher Education Facilitate team building Use the historical schedule Facilitate team building activities to support a and After-Action Review activities to support a 1 united vision for the data from knowledge united vision for the project. repositories to develop project. WBS, if available. Identify staff development Archive historical and Use the historical needs. maintenance information. schedule and After-Action Review data from 2 knowledge repositories to develop WBS, if available. 60

Rank Business Government/Non-Profit Higher Education Encourage and support Apply business analysis Validate project budget 3 team members to take skills. using historical cost data ownership of their work. from similar projects. Validate project budget Apply business analysis Manage and coordinate 4 using historical cost data skills. multiple projects. from similar projects. Archive historical and Facilitate team building Develop scoping plans maintenance information. activities to support a using historical data from 5 united vision for the knowledge repositories, project. where applicable.

Qualitative Data Analysis

The survey included an opportunity for participants to add additional competencies that

the respondents deemed important, but were not included in the survey. A total of 43 comments

were included in the survey results of which 13 commented to acknowledge that no other

competencies were needed, five commenters provided feedback that all competencies were

covered, and one commented that the survey was “identical to the Project Management

Institute’s PMP certification topics.” The acknowledgements were removed from the qualitative

data analysis. This resulted in 23 comments by 23 participants. These comments were analyzed

to identify emerging themes and categories identified from the systematic review of the

literature. The analysis revealed that the qualitative responses apply to six of the 11 categories identified in the systematic analysis and aligned with the PMBOK 10 Key Knowledge Areas.

The categories include Integration Management, Quality Management, Professional KSAs,

Scope Management, Resource Management, and Cost Management. Results included the following categories and example phrases:

Project Integration Management

• “being creative/innovative in order to provide unique or differentiated approaches to the

project – different ways of assessing learning, demonstrating knowledge” 61

• “tracking everything from communication to deliverables”

• “small scale, such as a single course or program looks different than what is needed for a

more complex production with multiple teams”

• “differentiation between design and development of instructional design”

• “Develop a change management plan”

Project Quality management

• “Sharing and networking Quality Management”

Professional KSAs

• “Having a mentor or another instructional designer at the same level to bounce ideas on,

or to get a broader perspective from.”

• “'Mutual Respect' in team building”

• “Understanding mindset models and perspectives training are a must. These tools help

gauge audience response, learning abilities, understanding of materials, and focus. Know

who you are and who you are working with. This naturally increases communication.”

• “Leadership competencies which can be derived from having enough information to

make the right decision.”

• “Being cognizant of users such as cultural and ethnic aspects as well as persons with

disabilities – ensuring equitable access and optimal outcomes.”

• “Identifying gaps in understanding, communication, or process “

Project Scope Management

• “Define escalation process, show–stopper processes, and budget impacts for failure to

deliver or other material deficiencies.”

• “understanding acceptable research methodology related to instructional design” 62

• “establishing method of inquiry so that needs can be determined and met includes learner,

situation, and tasks”

Project Resource Management

• “Getting the whole team to adopt a project management process/tool/communication

strategy.”

• “Ease and comfort with emerging technologies”

• “Avoiding pressure tactics with creative people.”

• “willingness to address conflict/clarity of conflict resolution pathways during the

process”

Project Cost Management

• “The truth is accuracy is severely over–rated. You can be well under budget, in time and

money, and still have a failed project. Likewise, you can blow the budget and succeed

wildly. In addition, any estimate is just that... an estimate!”

Summary of the Chapter

This chapter presented the results of this study. The results have shown that the most critical competencies are related to ethical behavior, being organized and flexible to change, communication, timely completion of tasks, defining the project scope, roles, and responsibilities for the project team, and building strong relationships. The findings of the statistical analysis of the differences in critical competencies based on role and industry indicate that they were not significantly different.

Analysis of qualitative data included competencies related to mentoring, creativity, conflict resolution, self-study of emerging technologies, estimation does not equate to accuracy. 63

Overview of Upcoming Chapter

The next chapter includes a summary of the study, a discussion of the findings, and a description of some limitations to the study. Recommendations for research and practice are then presented. Finally, conclusions and recommendations pertinent to this study are provided in

Chapter 5. 64

CHAPTER FIVE: DISCUSSION

Summary of Chapters 1-4

Advances in technology, increased competition, or devastating pandemics are a few disruptions that require organizations, including governments, to adapt to changes quickly

(Christensen, 2000; Atkinson, Crawford & Ward, 2006; Djankov & Saliola, 2018). People form organizations and communities of practice that build upon knowledge, skills, and abilities and demonstrate learning to ensure that the vision, mission, and goals are met. Instructional design is one field that supports organizations in developing people to meet needs and adapt to change by systematically assessing learning needs and goals to adapt and to improve learning and performance. Instructional design alone is not enough to navigate the challenges that many organizations face with the rapid increase of innovative and disruptive forces demanding organizations to adapt or perish. The complexity of these challenges requires effective management of instructional design projects to ensure learning outcomes that foster a more agile workforce capable of quickly adapting to change.

The purpose of the study was to identify the most important instructional design project management competencies for instructional design projects. The investigator used a two-part

approach to conduct the study. First, a systematic review of instructional design project

management literature was conducted to identify key project management competencies. Next, a

survey instrument was created based on common themes identified during the systematic

analysis of existing study results on instructional design project management competencies. The

survey was administered using the commercial web-based Microsoft Forms application, and the

results were exported to an excel spreadsheet. Descriptive statistics, specifically the mean score,

and a Kruskal-Wallis test, were used to analyze the results. 65

In this chapter, the results will be discussed and compared to previous research. The research's potential significance will be presented, including potential application of instructional design project management competencies based on roles and industries. Finally, limitations of the study and suggestions for future research will be discussed.

Interpretation of Results

Research Question 1: What project management competencies do instructional design professionals rate as most important for managing instructional design projects?

Highest Ranked Instructional Design Project Management Competencies

This section will begin the discussion of instructional design project management competencies ranked highest by the participants.

The highest rated competency as identified by participants in this study is practice ethical behavior by being honest, committed to project success, fostering trust, and integrity. This finding is reflected in some previous studies on project management in instructional design. For example, Kang & Ritzhaupt (2015) found that ethical judgment was reported in 10% of job announcements for educational technology professionals as a required ability. Monitoring ethical implications is an established standard for project managers by the International Board of

Standards for Training and Performance Improvement (IBSTPI) (Richey, Fields, & Foxon,

2001). Project Management Institute (2017) discusses a code of ethics and conduct for professionals in the PMBOK concerning values held in the project management field. Values that are regarded as essential to project management include fairness, honesty, respect, and responsibility (Project Management Institute, 2017). Brill, Bishop, & Walker (2006) included ethical behavior in the top 10 project management competencies reported by practitioners to be effective, while Dainty, Cheng, & Moore (2003) identified honesty and integrity as competencies 66

essential for measuring effective project management performance. Interestingly, many of the

other articles reviewed for this study include trust as a finding, but do not specifically include

ethical behavior. Perhaps this is due to the limited studies on the intersection between

instructional design and project management, focusing primarily on the knowledge and skill of

processes to manage instructional design projects rather than individual characteristics and

abilities that guide behavior. But regardless, ethical conduct appears to be a critical component

for instructional designers and project managers of instructional design programs for making

better decisions that can build trust and allow organizations to adapt more quickly when faced

with disruptive changes.

The second highest rated competency as identified by participants in this study is keep the

project, and the team organized. This finding is consistent with the findings of other research,

which found that the knowledge and skill to maintain organized instructional design projects and

teams is important for instructional design professionals (McDaniel & Liu, 1996; Williams van

Rooij, 2011; Gardner, Chongwony, & Washington, 2018). Creating and maintaining organized instructional design projects and teams is likely critical to instructional design project management because organized projects can increase effective integration of project processes

(Project Management Institute, 2017). Although other research studies might use different language to describe the importance of having organized projects and teams, it appears that different studies have the same meaning for the importance of being organized.

Remain flexible and adapt to changing environment and project variations is the third highest rated competency identified by survey participants. The literature substantiates this finding by asserting that the ability to grasp quickly, adapt, and help initiate change within organizations is critical to effectively managing instructional design projects (Gardner, 67

Chongwony, & Washington, 2018; Kang & Ritzhaupt, 2015; Allen & Hardin, 2008). Integrated decisions often must be considered and cannot be delegated to properly unify and coordinate the various processes for managing instructional design projects (Project Management Institute,

2017). Disruptions caused by globalization and technology are challenging organizations to contend with a greater level of uncertainty (Christensen, 2000; Gans, 2016), making this flexibility to change a key competency. Taking a proactive approach to incorporate the instructional design project management competency, remain agile, and adapt to change in instructional design projects can better prepare organizations and help maintain a competitive advantage.

The fourth highest rated competency identified by participants in this study is communicate effectively (verbal, written, and visual) with all stakeholders. The literature affirms the need for effective communication through all means with all stakeholders (Gardner,

Chongwony, & Washington, 2018; Kang & Ritzhaupt, 2015; Williams van Rooij, 2011;

Williams van Rooij, 2013). It is conceivable that effective communication is critical to managing instructional design projects because multiple components and levels of complexity must be understood and effectively communicated to ensure the purpose and activities necessary for properly accomplishing the projects' goals are met (Project Management Institute, 2017). Some instructional design teams may consist of diverse groups of individuals involved in the project, not specific to instructional design. Instructional design project managers may have to be conscious of and consider effective communication for different cultures, languages, and networking technology used by geographically diverse team members and stakeholders.

The fifth highest rated competency as identified by participants in this study is ensure tasks are completed for each phase of the project. The literature supports this finding as an 68 essential competency standard for effective instructional design project management (Project

Management Institute, 2017; Williams van Rooij, 2013). From a practical standpoint, task inputs and outputs must be completed by a series of systematic activities to get results that may lead to other phases to accomplish the overall project objective. Project Management Institute (2017) describes the project manager’s overall role as the leader of the project team "monitoring and controlling the work of producing the products, services, or results that the project was undertaken to produce" (Comparative Overview of Portfolios, Programs, and Projects, Table 1-

2). Perhaps this is due to the temporary nature of projects requiring tasks to be completed to get to a definite end in which the instructional design project manager is responsible.

The sixth highest rated competency as identified by participants in this study is convey ideas clearly and concisely in writing, face-to-face, and virtually. This finding is not specifically included in existing instructional design project management studies. The ability to express ideas clearly and concisely is identified in other studies on project management's successful practice is one component of the broader category for effective communication (Gardner, Chongwony, &

Washington, 2018; Henderson, 2008; Napier, Keil, & Tan, 2009; Williams van Rooij’s, 2011).

Williams van Rooij (2011) found that being proficient in conveying and translating training design to others ranked as key for instructional design professionals career advancement to instructional design project management. Gardner, Chongwony, & Washington (2018) discuss some communication competencies specific to higher education. The competencies focus on engaging the audience in relatable terms when communicating through writing and speaking to explain priorities and decisions. Communicating with tact and promoting healthy feedback is another competence. The top two communication competencies, effective communication and conveying ideas clearly and concisely are very similar, and perhaps effective communication 69 was rated higher because it is different in that it encompasses the overall skills necessary for communicating effectively.

Instructional Design Project Management Categories

This section compares the overall highest-ranked categories with the top six instructional design project management competencies. Professional KSAs, Project Integration Management, and Project Communications Management were the top three most important categories. This finding is different from the top-competencies that ranked competencies and categories. The first highest competency on ethics appeared in the Professional KSAs category. Project Management

Institute (2017) discusses a professional code of conduct and ethics concerning values held in the project management field. However, this competency is not explicitly listed under any of the ten key knowledge areas. Although the key knowledge areas are described separately in the

PMBOK, they are interrelated. Three of the top highest ranked competencies (keeping the project organized, adapting to change, and ensuring tasks are completed) appeared in the Project

Integration Management category. Both communication competencies aligned with the Project

Communications Management category. However, only the Project Integration Management category showed up in the top three rankings of the instructional design project management categories based on participants' responses on all 82 competencies. See Table 5.1. Perhaps the category ranking is different from the top competency rankings because respondents identified the level of importance for each of the 82 instructional design project management competencies based on experience with a specific context not included in the survey.

Table 5.1

Ranked Categories with Highest-Ranked Categories and Highest-Ranked Competencies

Highest-Ranked Ranked Categories Highest-Ranked IDPM Competencies Categories Ranked category not 1. Practice ethical behavior by being honest, aligned with highest 1. Professional KSAs committed to project success, fostering trust, rank IDPM/Category and integrity.

2. Keep the project and the team organized.

1. Project Integration 2. Project Integration 3. Remain flexible and adapt to changing Management Management environment and project variations. 4. Ensure tasks are completed for each phase of the project.

Ranked category not 5. Communicate effectively (verbal, written, and aligned with 4th & 5th 3. Project Communications visual) with all stakeholders. highest rank Management IDPM/Category 6. Convey ideas clearly and concisely in writing, face-to-face, and virtually. 2. Project Stakeholder Management The six highest ranked IDPM competencies with three corresponding categories 3. Project Schedule do not align with ranks based on category mean. Management Note. The unnumbered cells indicate no alignment. The corresponding highest-ranked category was identified based on this rank. The ranked categories were calculated after the corresponding instructional design project management competencies were grouped under each of the appropriate categories. The highest-ranked instructional design project management competencies were ranked based on the mean.

Lowest Ranked Instructional Design Project Management Competencies

This section will begin the discussion of instructional design project management competencies ranked lowest by the participants.

The lowest ranked instructional design project management competency was facilitating team building activities to support a united vision for the project. A study on educational 71 technology job announcements listed team-building skills in the top 10% (Kang & Ritzhaupt,

2015); however, facilitating team building activities seems somewhat different than this competency. Additionally, a study on effective leadership and management competencies listed in job announcements recorded collaboration and partnerships in 40% of the announcements

(Chongwony, Gardner, & Tope, 2020). Other key literature lists building team relationships, fostering collaboration, and partnership competencies (McDaniel & Liu, 1996; Nall, 2019;

Williams van Rooij, 2011). Nall (2019) asserts that a critical project management requirement for instructional designers regarding project schedules can benefit from collaboration to help keep projects on schedule. It may be that this competency was ranked lower for this study due to the similarity with two competencies ranked higher by respondents related to relationship building and collaboration. Team building activities that foster collaboration, cooperation, and healthy relationships can support quality task completion for instructional design projects.

The next lowest ranked instructional design project management competency was to use the historical schedule and After-Action Review data from knowledge repositories to develop

WBS, if available. Allen & Hardin (2008) maintain that archiving lessons learned and other historical data during the closeout phase of an instructional design project to maintain products, provide a foundation and enhancements to future instructional design projects. Perhaps this competency was ranked low for this study due to the limited number of instructional design project management studies that include this competency factor.

The third lowest ranked instructional design project management competency was validate project budget using historical cost data from similar projects. Williams van Rooij

(2011) found that budgeting and controlling costs factored high for project management competencies; however the Project Cost Management category ranked lowest in this study. 72

Previous literature on instructional design project management does not explicitly mention this

competency relating to instructional design project management. However, Chongwony,

Gardner, & Tope (2020) list budget management, such as knowledge and awareness of budget

principles and basic financial planning in 17% of job announcements in higher education. Higher

education was highly represented in this study in which historical project cost and budgeting data

do not appear to be a significant factor for managing current instructional design projects.

Perhaps this competency was ranked low because it explicitly lists validation of historical cost

and budget data, which may not be a requirement for managing cost in higher education.

Archive historical and maintenance information is ranked fourth lowest instructional

design project management competency. The literature mentions maintenance as a closeout

phase but does not mention this as a competency (Allen & Hardin, 2008). Allen & Hardin (2008)

asserted that instructional designers had not managed instructional design projects meticulously

as other managed projects. Dalkir (2011) argues that organizations are challenged with

“knowledge continuity” (p. 385) related to the loss of tangible forms of knowledge such as documents and artifacts and intangible knowledge that can be difficult to express verbally.

Perhaps this competency is ranked low due to maintenance and the archival of historical data instituted into organizations' overall knowledge management plan to ensure proper storage and retrieval of instructional design project data.

Lowest-Ranked Instructional Design Project Management Categories

This section compares the overall lowest-ranked categories with the lowest-ranked instructional design project management competencies. The lowest-ranked instructional design project management competencies align with Project Resource Management, Project Scope

Management, Project Cost Management, and Project Communication Management. For this 73 study, the researcher included historical information as part of the communication plan.

However, this competency may be part of an overarching knowledge management plan, which was not explicitly stated in the literature or survey instrument. Two of the lowest-ranked categories, Project Procurement Management and Project Risk Management are not aligned with the lowest instructional design competencies. The Project Procurement Management category could have ranked low due to the limited context for which this competency was provided to respondents. Morris, Patel, & Wearne (2000) argue that the United Kingdom’s Association for

Project Management’s (APM) project management body of knowledge could benefit from an improved procurement definition. The literature lists identifying and managing risk as an essential element to effectively manage instructional design projects (Williams van Rooij, 2011;

Allen & Hardin, 2008; McDaniel & Liu, 1996). Allen & Hardin (2008) assert that risk management is initiated in the planning phase of instructional design projects and is further tracked throughout the project.

Table 5.2

Comparison of Lowest-Ranked Competences and Categories

Lowest-Ranked Competencies Lowest-Ranked Categories

Facilitate team building activities to support a Project Resource Management united vision for the project.

Use the historical schedule and After-Action Project Scope Management Review data from knowledge repositories to develop WBS, if available. Validate project budget using historical cost data Project Cost Management from similar projects.

Archive historical and maintenance information. None 74

Lowest-Ranked Competencies Lowest-Ranked Categories

Develop scoping plans using historical data from Project Scope Management knowledge repositories, where applicable.

Project Procurement None Management

Project Risk Management None

Research Question 2: Roles

Research Question 2: Do critical project management strategies for instructional design projects differ based on role?

There were no statistically significant differences in instructional design project management competencies based the three roles: (1) instructional designer, (2) manager of instructional designers, and (3) project manager of instructional design programs for the top six instructional design competencies:

1. Practice ethical behavior by being honest, committed to project success, fostering trust,

and integrity.

2. Keep the project and the team organized.

3. Remain flexible and adapt to changing environment and project variations.

4. Communicate effectively (verbal, written, and visual) with all stakeholders.

5. Ensure tasks are completed for each phase of the project.

6. Convey ideas clearly and concisely in writing, face-to-face, and virtually.

Although there is no statistical significance in differences for questions two and three, a comparison of the top five instructional design project management competencies based on each 75 role is worth discussing. Responses indicate that effective communication, and keeping the project and team organized are critical for all three roles. Practicing ethical behavior and fostering trust and integrity is critical for instructional designers and project manager of instructional design programs. Managers of instructional designers and project managers of instructional design programs indicated that ensuring tasks are completed is critical for both roles. Instructional designers indicated that active listening and clearly conveying ideas are critical for their role.

Figure 5.1

Comparison of Common Top Competencies for Roles

Project managers of instructional design programs indicated that in addition to the above instructional design project management competencies, remaining flexible and adapting to 76

change is among the top five critical competencies. The finding for project managers of instructional design programs also aligns with five of the highest-ranked competencies: (1) practice ethical behavior by being honest, committed to project success, fostering trust, and integrity (2) keep the project and the team organized, (3) remain flexible and adapt to changing environment and project variations (4) communicate effectively (verbal, written, and visual) with all stakeholders, and (5) ensure tasks are completed for each phase of the project. The literature supports this finding of the importance of quickly grasping, adapting, and helping initiate change within organizations to effectively managing instructional design projects (Gardner, Chongwony,

& Washington, 2018; Kang & Ritzhaupt, 2015; Allen & Hardin, 2008). Disruptions caused by globalization and technology are challenging organizations with greater levels of uncertainty

(Christensen, 2000; Gans, 2016). Remaining agile, and adapting to change can better support effective management of instructional design projects and help organizations maintain a competitive advantage. Managers of instructional designers also indicated that attention to detail and quickly grasping and understanding the implications of situations were among the top five critical competencies within organizations to effectively managing instructional design projects.

The literature also supports project managers of instructional design programs and managers of instructional designers’ high ranking of ensuring tasks are completed for each phase of the project as an essential competency for effective instructional design project management (Project Management Institute, 2017; Williams van Rooij, 2013). A series of completed task inputs and outputs are key activities for project managers of instructional design programs and managers of instructional designers to meet project objectives by producing products, services, or desired results (Project Management Institute, 2017).

Research Question 3: Industries 77

Research Question 3: Do critical project management strategies for instructional design

projects differ based on the type of industry?

There were no statistically significant differences in instructional design project

management competencies based on the three industries: (1) business, (2) government/non-

profit, and (3) higher education for the top six instructional design competencies:

1. Practice ethical behavior by being honest, committed to project success, fostering trust,

and integrity.

2. Keep the project and the team organized.

3. Remain flexible and adapt to changing environment and project variations.

4. Communicate effectively (verbal, written, and visual) with all stakeholders.

5. Ensure tasks are completed for each phase of the project.

6. Convey ideas clearly and concisely in writing, face-to-face, and virtually.

A comparison of the top five instructional design project management competencies

based on each industry list practicing ethical behavior and fostering trust and integrity in all

three industries. Also, keeping the project organized was listed as critical to all three industries.

Ensure tasks are completed for each phase of the project was reported as critical for business and

government/non-profit. Remining flexible and adapting to change were critical for business and

higher education. Defining the project vision, mission, and goals were among the top five critical

competencies for government/non-profit. Business reported conveying ideas clearly and

concisely in writing, face-to-face, and virtually as a top instructional design project management

competency. Communicate effectively (verbal, written, and visual) with all stakeholders was

reported as most important in higher education and fourth highest in government/non-profit.

Finally, higher education includes identify the project due date and critical decision points to 78 accurately estimate timelines to complete tasks as the fifth most important instructional design project management competency. There were no statistically significant differences in the overall top-ranked instructional design project management competencies based on industry. This finding was supported by combining the government and non-profit industries into one group for further analysis due to the small sample sizes for these industries.

Due to the high representation of respondents in higher education, it appears worthwhile to discuss these findings in greater detail. The highest-ranked instructional design project management competencies and the associated categories based on 53 higher education respondents’ ratings are listed in Table 5.3. The literature supports the highest-ranked competency being communicate effectively (verbal, written, and visual) with all stakeholders as a critical competency (Gardner, Chongwony, & Washington, 2018; Kang & Ritzhaupt, 2015;

Williams van Rooij, 2011; Williams van Rooij, 2013). For example, Gardner, Chongwony, &

Washington (2018) identified effective communication competencies specific to higher education, including “(1) communicate effectively in writing and in speaking across all levels of management, listen actively, (2) communicate and explain priorities and decisions effectively, (3) constructively resolve conflict, (4) communicate with members of other departments in a way that is relatable to them, and (5) communicate tactfully, and foster healthy feedback loops” (p.

21). IBSTPI competencies and standards for project management specialists emphasize the importance of demonstrating effective communication (Richey, Fields, & Foxon, 2001). Given the increase in remote work and remote learning in education due to the current pandemic

(Flaherty, 2020; Schroeder, 2020), diverse geographically dispersed teams may require additional considerations such as different cultures, languages, and networking technology for effective communication. 79

Table 5.3

Highest-Ranked Instructional Design Project Management Competencies and Categories by

Higher Education Respondents

Top 5 IDPM Competencies for Higher Education Top Categories Communicate effectively (verbal, written, and visual) with all Project Communications stakeholders. Management Practice ethical behavior by being honest, committed to project Professional KSAs success, fostering trust, and integrity. Remain flexible and adapt to changing environment and project variations. Project Integration Management Keep the project and the team organized. Identify the project due date and critical decision points to Project Schedule Management accurately estimate timelines to complete tasks.

Demographic Data

Demographic questions that were optional for this study include gender, role, industry, and country. At least one year of experience was required to proceed with participating in the survey. Overall, respondents reported years of experience: 1–3 years 12%, 3–5 years 14%, 5–10 years 19%, 10–15 years 19%, 15–20 years 15%, and 20 or more years 22%. Female respondents reported their years of experience: 1–3 years 12%, 3–5 years 19%, 5–10 years 20%, 10–15 years 22%, 15–20 years 12%, and 20 or more years 12%. Male respondents reported their years of experience: 1–3 years 4%, 3–5 years 4%, 5–10 years 15%, 10–15 years 12%, 15–20 years

23%, and 20 or more years 42%. One non-binary respondent reported more than 20 years of experience. The instructional designer role was reported by 58% of female respondents in business, higher education, and government/non-profit. In comparison, 46% of male respondents reported the project manager of instructional design programs role for the same industries.

Females reported 17% for project manager of instructional design programs, while males reported 19% as managers of instructional designers. Females had a higher percentage of 80 manager positions—24% compared to 19% of the percentages for males. Males in higher education reported higher percentages of positions of leadership in instructional design than females.

Table 5.4

Demographic Data

Gender Role Industry Country Years of Experience

Female Instructional Business (8) Australia (1), 1 - 3 years (1), 3-5 Designer Turkey (1) USA years (3), 5-10 years 58% (5) (2), 10-15 years (1), 15-20 years (1) Government/Non-Profit USA (2) 5-10 years (1), 15-20 (2) years (1) Higher Education (24) Indonesia (1), 1 - 3 years (4), 3 - 5 Saudi Arabia (2), years (4), 5 - 10 years Turkey (1), USA (5), 10 - 15 years (3), (18) 15 - 20 years (3), 20 or more years (5) Manager of Business (3) India and USA 1 - 3 years(1), 3 - 5 Instructional (1), USA (2) years (1), 10 - 15 Designers years (1) 24% Government/Non-Profit India (1), USA 3 - 5 years (1), 10 - 15 (2) (1) years (1) Higher Education (9) China (1), Saudi 5 - 10 years (3), 10 - Arabia (1), USA 15 years (3), 15 - 20 (6), USA and years (2), 20 or more Australia (1) years (1) Project Manager of Business (2) USA (2) 10 - 15 years (2) Instructional Design Programs 17% Government (3) USA (3) 1 - 3 years (1), 3 - 5 years (1), 10 - 15 years (1) Higher Education (5) Canada (1), 1 - 3 years (1), 3 - 5 Pakistan (1), years (1), 5 - 10 years Palestine (1), (1), 10 - 15 years (1), USA (2) 20 or more years (1) Male Instructional Business (1) USA (1) 10 - 15 years (1) Designer 35% 81

Gender Role Industry Country Years of Experience Government (2) USA (1) 5 - 10 years (1), 15 - 20 years (1) Higher Education (6) Oman (1), USA 1 - 3 years (1), 5 - 10 (4) years (3), 10 - 15 years (1), 15 - 20 years (1) Manager of Business (4) UK (1),USA (2), 15 - 20 years (1), 20 or Instructional USA and Egypt, more years (3) Designers India, France, 19% Canada, and Australia (1) Higher Education (1) USA (1) 20 or more years (1)

Project Manager of Business (1) USA (1) 15 - 20 years (1) Instructional Design Programs 46% Government/Non-Profit USA (4) 3 - 5 years (1), 10 - 15 (4) years (1), 20 or more years (2) Higher Education (7) Canada (1), USA 15 - 20 years (2), 20 or (5) more years (5)

Qualitative Data

Qualitative responses included some “wisdom” of experience. For example, one

participant indicated that “accuracy is severely over–rated. You can be well under budget, in time and money, and still have a failed project. Likewise, you can blow the budget and succeed wildly. In addition, any estimate is just that... an estimate!” Creativity was mentioned by other respondents by sharing that “being creative/innovative in order to provide unique or differentiated approaches to the project—different ways of assessing learning, demonstrating knowledge” and “Avoiding pressure tactics with creative people.” Mentorship was regarded as benefit by another respondent, for example, “Having a mentor or another instructional designer at the same level to bounce ideas on, or to get a broader perspective from.” Respondents also 82 added that “Being cognizant of users such as cultural and ethnic aspects as well as persons with disabilities – ensuring equitable access and optimal outcomes” and “Define escalation process, show–stopper processes, and budget impacts for failure to deliver or other material deficiencies” were important to instructional design project management.

Implications

Implications for Instructional Design Project Management Research

This study provides some support to the validation of the findings of previous research with a broader audience of instructional design professionals in higher education. Importantly, it provides further insight into the critical competencies applicable to instructional design project management in higher education. This study also provides the framework for future research using systematic reviews or syntheses of existing literature to identify and validate the most important competencies in a sector.

A comparison of the six highest-ranked competencies for the main research question with the five highest-ranked competencies for roles and industries is shown in Table 5.5. Instructional designer ranks aligned with four of the six critical instructional design project management competencies. Three ranks from managers of instructional designers aligned with the top four instructional design project management competencies. Project managers of instructional design programs perform the top five, and higher education aligns with the top four instructional design management competencies.

Table 5.5

Highest-Ranked Competencies Compared by Roles and Higher Education 83

Roles /Industries Overall Top-Ranked IDPM Competencies Convey Practice ideas ethical Ensure clearly Remain flexible Communicate behavior by tasks are and Keep the and adapt to effectively being honest, completed concisely project and changing (verbal, committed to for each in the team environment written, and project phase of writing, organized. and project visual) with all success, the face-to- variations. stakeholders. fostering trust, project. face, and integrity. and virtually. Instructional 1 5 N/A 2 N/A 4 Designers Managers of Instructional N/A 1 N/A 2 4 N/A Designers

Project Managers of Instructional 5 2 1 3 4 N/A Design Programs

Higher Education 2 4 3 1 N/A N/A

Top Three Competencies Compared: Roles, Higher Education, and Overall Highest-Ranks

This section compares the top three highest-ranked competencies from the main research question to identify the most critical instructional design project management competencies in general, roles, and higher education.

Figure 5.2

Highest-Ranked Instructional Design Project Management Competencies Compared 84

Figure 5.3

Second Highest-Ranked Instructional Design Project Management Competencies Compared

Figure 5.4

Third Highest-Ranked Instructional Design Project Management Competencies Compared 85

Implications for Instructional Design Project Management Practice

Based on the findings of this study, project management is an integral part of

instructional design projects. Setting the foundation of ethical behavior to foster honesty, trust,

and integrity before embarking on an instructional design project can help instructional design

project managers make tough decisions from an ethical place when faced with internal and

external challenges or disruptions. Instructional design practitioners should emphasize the four

critical instructional design project management competencies for effective instructional design

project management in any organization. Ethical behavior, keeping organized, being adaptable to

change, and demonstrating effective communication are critical foundational competencies for

any project's success but can have a more significant impact when considered at onset and

throughout the implementation and closing of instructional design projects.

Figure 5.5

Critical Instructional Design Project Management Competencies for Instructional Design

Projects in Higher Education 86

Effective Ethical Behavior Communication

Adaptable Organized

Limitations

This study had several limitations. First, the study was limited based on the convenience sampling approach that did not control for equal representation of each of the four industries.

This led to an overrepresentation of respondents in higher education. In addition, to the lack of equal representation, the number of participants were smaller than the minimum samples size to generalize to a broader audience and there were no statistically significant differences based on the findings.

In addition, this study had a response rate of 22% and did not consider instructional design professionals with multiple roles or industries. Some respondents indicated that the survey questions were too general and did not account for specific context based on the situation or culture or whether the instructional design professional were internal or external professionals or consultants. Another limitation is that a total of nine respondents listed government as their industry, which was not enough to differentiate levels of importance for each of the 87 competencies. The results ranked based on mean scores for this industry indicated 47 of the 81 instructional design project management competencies were rated to be critical. Due to the small sample size for government, this study does not include enough participants to generalize for this industry, the results may overrepresent the level of importance for some of the instructional design project management competencies.

Threats to Internal and External Validity

Threats to internal validity include selection bias due to non-probability sampling. This study consisted of participants who were accessible and available to participate in the research study and therefore the findings do not represent the broader audience of instructional design professionals. Threats to external validity include the effect of selection bias. Participants self- selected their industry and resulted in under representation of sample groups from business, government, and non-profit industries.

Suggestions for Further Research

This study sought to validate and rank the most critical instructional design project management competencies. Because of the higher participation by professionals in higher education, the study does provide further insight into the most critical instructional design project management competencies based on higher education's instructional design roles. Future research to validate and rank the most critical instructional design project management competencies based on roles and those with multiple roles within multiple industries could further establish the most critical competencies. This increased clarity could provide practitioners with effective practices and expand education and practice in instructional design.

Additional suggestions for future research include conducting a randomized sampling approach and finding ways to increase the response rate to generalize the findings to a broader 88 audience. Another suggestion for future research includes conducting systematic reviews or syntheses of instructional design project management literature to generalize to a larger audience. Also, conducting a meta-analysis of the most critical competencies across industries is a suggestion for future research. Finally, researching why males are more likely to hold project manager positions in instructional design than females could be interesting for future research.

Conclusions

Globalization and technology are disruptors to the nature of work requiring organizations to adapt quickly (Djankov & Saliola, 2018). To aid in supporting employee learning and adaptation, many organizations employ instructional designers to create training, to develop performance solutions, and to lead learning initiatives. Instructional design is inherently complex

(Dick et al., 2009), and project management is one field of knowledge that could provide insight into and strategies for managing instructional design effectively. This study provided methods for systematic reviews or syntheses of instructional design project management literature. The study found that the highest ranked instructional design project management competencies were practicing ethical behavior, keeping projects and teams organized, remaining flexible and adaptable to change, and demonstrating effective communication. Future research and application of instructional design project management will help organizations quickly adapt to disruptions and effectively manage the changing landscape of work and the workforce.

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103

APPENDICES 104

Appendix A: Research Studies Included in Systematic Review of Literature

Allen, M. (1996). A profile of instructional designers in Australia. Distance Education 17(1), 7–

32. https://search-ebscohost-

com.links.franklin.edu/login.aspx?direct=true&db=eric&AN=EJ526359&site=eds-live

Allen, S. & Hardin, P. C. (2008). Developing instructional technology products using effective

project management practices. Journal of Computing in Higher Education 19(2), 72–97.

https://search-ebscohost-

com.links.franklin.edu/login.aspx?direct=true&db=eric&AN=EJ831792&site=ehost-live.

Anantatmula, V. S. (2008). The role of technology in the project manager performance model.

Project Management Journal, 39(1), 34-48.

Belassi, W., & Tukel, O. I. (1996). A new framework for determining critical success/failure

factors in projects. International Journal of Project Management, 14(3), 141.

Bessner, C., & Hobbs, B. (2008). Project management practice, generic or contextual: A reality

check. Project Management Journal, 39(1), 16–33.

Brill, J. M., Bishop, M. J., & Walker, A. E. (2006). The competencies and characteristics

required of an effective project manager: A web-based delphi study. Educational

Technology Research and Development, 54(2), 115–140. https://search-ebscohost-

com.links.franklin.edu/login.aspx?direct=true&db=eric&AN=EJ743265&site=ehost-live

Chipulu, M., Neoh, J. G., Ojiako, U., & Williams, T. (2013). A multidimensional analysis of

project manager competences. Engineering Management, IEEE Transactions on, 60(3),

506-517. doi: 10.1109/tem.2012.2215330. 105

Dainty, A., Cheng, M., & Moore, D. (2003). Redefining performance measures for construction

project managers: an empirical evaluation. Construction Management & Economics,

21(2), 209-218.

El-Sabaa, S. (2001). The skills and career path of an effective project manager. International

Journal of Project Management, 19(1), 1–7.

Fisher, E. (2011). What practitioners consider to be the skills and behaviors of an effective

people project manager. International Journal of Project Management, 29(8), 994-1002.

Fraser, C., & Zarkada-Fraser, A. (2003). Investigating the effectiveness of managers through an

analysis of stakeholder perceptions. The Journal of Management Development, 22(9/10),

762-783.

Gardner, J., Chongwony, L., & Washington, T. (2018). Investigating instructional design

management and leadership competencies--A delphi study. Online Journal of Distance

Learning Administration, 21(1). https://search-ebscohost-

com.links.franklin.edu/login.aspx?direct=true&db=eric&AN=EJ1173467&site=ehost-

live

Henderson, L. S. (2008). The impact of project managers’ communication competencies:

Validation and extension of a research model for virtuality, satisfaction, and productivity

in project teams. Project Management Journal, 39(2), 48–59.

Hyvari, I. (2006). Success of projects in different organizational conditions. Project Management

Journal, 37(4), 31-41.

Kang, Y., & Ritzhaupt, A. D. (2015). A job announcement analysis of educational technology

professional positions: knowledge, skills, and abilities. Journal of Educational

Technology Systems, 43(3), 231–256. https://search-ebscohost- 106

com.links.franklin.edu/login.aspx?direct=true&db=eric&AN=EJ1077591&site=ehost-

live

Kenny, J. (2004). A study of educational technology project management in Australian

universities. Australasian Journal of Educational Technology, 20(3), 388–404.

https://search-ebscohost-

com.links.franklin.edu/login.aspx?direct=true&db=eric&AN=EJ853118&site=ehost-live

McDaniel, K., & Liu, M. (1996). A study of project management techniques for developing

interactive multimedia programs: A practitioner’s perspective in Education. Journal of

Research on Computing in Education, 29(Fall‘96), 29–48.

McHenry, R. L. (2008). Understanding the project manager competencies in a diversified

project management community using a project management competency value grid.

(3310694 Ph.D.), Capella University, United States -- Minnesota.

http://search.proquest.com/docview/250194598?accountid=35812 ProQuest Dissertations

& Theses Full Text database.

Mishra, P., Dangayach, G. S., & Mittal, M. L. (2011). An empirical study on identification of

critical success factors in project based organizations. Global Business and Management

Research, 3(3/4), 356-368.

Morris, P. W. G., Patel, M. B., & Wearne, S. H. (2000). Research into revising the APM project

management body of knowledge. International Journal of Project Management, 18(3),

155–164.

Nall, L. K. (2019). Instructional designers as project managers: A phenomenology (Order No.

13805600). Available from ProQuest Dissertations & Theses Global. (2188758536). 107

https://links.franklin.edu/login?url=https://search-proquest-

com.links.franklin.edu/docview/2188758536?accountid=38107

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Ruuska, I., & Vartiainen, M. (2003). Critical project competencies: A case study. Journal of

Workplace Learning, 15(7/8), 307–312.

Turner, J., Ledwith, A., & Kelly, J. (2009). Project management in small to medium-size

enterprises: A comparison between firms by size and industry. International Journal of

Managing Projects in Business, 2(2), 282–296.

Wierschem, D. & Johnston, C. (2005). The role of project management in university computing

resource departments. International Journal of Project Management, 23, 640–649.

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divergent? Educational Technology Research & Development, 59(1), 139–158.

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expert perspective from the US professional services sector. International Journal of

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Appendix B: 10 PMBOK Key Concepts

Table 3.2

Key Concepts of 10 PMBOK Knowledge Areas (Project Management Institute, 2017)

Knowledge Areas Key Concepts

Project Integration The specific responsibility of the project manager and it cannot be Management delegated or transferred. • Ensuring that the due dates of project deliverables, the project life cycle, and the benefits realization plan are aligned; • Providing a project management plan to achieve the project objectives; • Ensuring the creation and the use of appropriate knowledge to and from the project; • Managing project performance and changes to the project activities; • Making integrated decisions regarding key changes impacting the project; • Measuring and monitoring progress and taking appropriate action; • Collecting, analyzing and communicating project information to relevant stakeholders; • Completing all the work of the project and formally closing each phase, contract, and the project as a whole; and • Managing phase transitions when necessary. Project Scope • Scope can refer to product scope (the features and functions that Management characterize a product, service, or result), or to project scope (the work performed to deliver a product, service, or result with the specified features and functions). • Project life cycles range along a continuum from predictive to adaptive or agile. In a life cycle that uses a predictive approach, the project deliverables are defined at the beginning of the project and any changes to the scope are progressively managed. In an adaptive or agile approach, the deliverables are developed over multiple iterations where a detailed scope is defined and approved for each iteration when it begins. • Completion of the project scope is measured against the project management plan. Completion of the product scope is measured against the product requirements. Project Schedule • Project scheduling provides a detailed plan that represents how Management and when the project will deliver the products, services, and results defined in the project scope. 109

Knowledge Areas Key Concepts

• The project schedule is used as a tool for communication, managing stakeholder expectations, and a basis for performance reporting. • When possible, the detailed project schedule should remain flexible throughout the project to adjust for knowledge gained, increased understanding of the risk, and value-added activities. Project Cost • Project Cost Management is primarily concerned with the cost of Management the resources needed to complete project activities, but it should also consider the effect of project decisions on the subsequent recurring cost of using, maintaining, and supporting project deliverables. • Different stakeholders will measure project costs in different ways and at different times. Stakeholder requirements for managing costs should be considered explicitly. • Predicting and analyzing the prospective financial performance of the project's product may be performed outside the project, or it may be part of Project Cost Management. Project Quality • Project Quality Management addresses the management of the Management project and the deliverables of the project. It applies to all projects, regardless of the nature of their deliverables. Quality measures and techniques are specific to the type of deliverables being produced by the project. • Quality and grade are different concepts. Quality is “the degree to which a set of inherent characteristics fulfills requirements” (ISO 9000). 1 Grade is a category assigned to deliverables having the same functional use but different technical characteristics. The project manager and team are responsible for managing trade-offs associated with delivering the required levels of both quality and grade. • Prevention is preferred over inspection. It is better to design quality into deliverables, rather than to find quality issues during inspection. The cost of preventing mistakes is generally much less than the cost of correcting mistakes when they are found by inspection or during usage. • Project managers may need to be familiar with sampling. Attribute sampling (the result either conforms or does not conform) and variable sampling (the result is rated on a continuous scale that measures the degree of conformity). • Many projects establish tolerances and control limits for project and product measurements. Tolerances (the specified range of acceptable results) and control limits (the boundaries of common variation in a statistically stable process or process performance). 110

Knowledge Areas Key Concepts

• The cost of quality (COQ) includes all costs incurred over the life of the product by investment in preventing nonconformance to requirements, appraising the product or service for conformance to requirements, and failing to meet requirements (rework). Cost of quality is often the concern of program management, portfolio management, the PMO, or operations. • The most effective quality management is achieved when quality is incorporated into the planning and designing of the project and product, and when organizational culture is aware and committed to quality. Project Resource • Project resources include both physical resources (equipment, Management materials, facilities, and infrastructure) and team resources (individuals with assigned project roles and responsibilities). • Different skills and competences are needed to manage team resources versus physical resources. • The project manager should be both the leader and the manager of the project team, and should invest suitable effort in acquiring, managing, motivating, and empowering team members. • The project manager should be aware of team influences such as the team environment, geographical location of team members, communication among stakeholders, organizational change management, internal and external politics, cultural issues, and organizational uniqueness. • The project manager is responsible for proactively developing team skills and competences while retaining and improving team satisfaction and motivation. • Physical resource management is concentrated on allocating and utilizing the physical resources needed for successful completion of the project in an efficient and effective way. Failure to manage and control resources efficiently may reduce the chance of completing the project successfully. Project • Communication is the process of exchanging information, Communications intended or involuntary, between individuals and/or groups. Management Communications describes the means by which information can be sent or received, either through activities, such as meetings and presentations, or artifacts, such as emails, social media, project reports, or project documentation. Project Communications Management addresses both the process of communication, as well as management of communications activities and artifacts. • Effective communication creates a bridge between diverse stakeholders whose differences will generally have an impact or influence upon the project execution or outcome, so it is vital that all communication is clear and concise. 111

Knowledge Areas Key Concepts

• Communication activities include internal and external, formal and informal, written and oral. • Communication can be directed upwards to senior management stakeholders, downwards to team members, or horizontally to peers. This will affect the format and content of the message. • Communication takes place consciously or unconsciously through words, facial expressions, gestures, and other actions. It includes developing strategies and plans for suitable communications artifacts, and the application of skills to enhance effectiveness. • Effort is required to prevent misunderstandings and miscommunication, and the methods, messengers, and messages should be carefully selected. • Effective communication depends on defining the purpose of communication, understanding the receiver of the communications, and monitoring effectiveness. Project Risk • All projects are risky. Organizations choose to take project risk in Management order to create value, while balancing risk and reward. • Project Risk Management aims to identify and manage risks that are not covered by other project management processes. • Risk exists at two levels within every project: Individual project risk is an uncertain event or condition that, if it occurs, has a positive or negative effect on one or more project objectives. Overall project risk is the effect of uncertainty on the project as a whole, arising from all sources of uncertainty including individual risks, representing the exposure of stakeholders to the implications of variations in project outcome, both positive and negative. Project Risk Management processes address both levels of risk in projects. • Individual project risks can have a positive or negative effect on project objectives if they occur. Overall project risk can also be positive or negative. • Risks will continue to emerge during the lifetime of the project, so Project Risk Management processes should be conducted iteratively. • In order to manage risk effectively on a particular project, the project team needs to know what level of risk exposure is acceptable in pursuit of project objectives. This is defined by measurable risk thresholds that reflect the risk appetite of the organization and project stakeholders. Project • The project manager should be familiar enough with the Procurement procurement process to make intelligent decisions regarding Management contracts and contractual relationships. 112

Knowledge Areas Key Concepts

• Procurement involves agreements that describe the relationship between a buyer and a seller. Agreements can be simple or complex, and the procurement approach should reflect the degree of complexity. An agreement can be a contract, a service-level agreement, an understanding, a memorandum of agreement, or a purchase order. • Agreements must comply with local, national, and international laws regarding contracts. • The project manager should ensure that all procurements meet the specific needs of the project, while working with procurement specialists to ensure organizational policies are followed. • The legally binding nature of an agreement means it will be subjected to a more extensive approval process, often involving the legal department, to ensure that it adequately describes the products, services, or results that the seller is agreeing to provide, while being in compliance with the laws and regulations regarding procurements. • A complex project may involve multiple contracts simultaneously or in sequence. The buyer-seller relationship may exist at many levels on any one project, and between organizations internal to and external to the acquiring organization. Project Stakeholder • Every project has stakeholders who are impacted by or can impact Management the project in a positive or negative way. Some stakeholders will have a limited ability to influence the project's work or outcomes; others will have significant influence on the project and its expected outcomes. • The ability of the project manager and team to correctly identify and engage all of the stakeholders in an appropriate way can mean the difference between project success and failure. • To increase the chances of success, the process of stakeholder identification and engagement should commence as soon as possible after the project charter has been approved, the project manager has been assigned, and the team begins to form. • The key to effective stakeholder engagement is a focus on continuous communication with all stakeholders. Stakeholder satisfaction should be identified and managed as a key project objective. • The process of identifying and engaging stakeholders for the benefit of the project is iterative, and should be reviewed and updated routinely, particularly when the project moves into a new phase, or if there are significant changes in the organization or the wider stakeholder community

113

Appendix C: PM in ID Questionnaire

Years of experience • Less than 1 year • 1–3 years • 3–5 years • 5–10 years • 10–15 years • 15–20 years • 20 or more years

Please rate the level of importance of the instructional design project management competencies below.

1. Ensure tasks are completed for each phase of the project. (1) Unimportant (2) Somewhat important (3) Important (4) Very important 2. Keep the project and the team organized. (1) Unimportant (2) Somewhat important (3) Important (4) Very important 3. Establish and document relevant processes for accomplishing the work. (1) Unimportant (2) Somewhat important (3) Important (4) Very important 4. Break large tasks into smaller, manageable chunks. (1) Unimportant (2) Somewhat important (3) Important (4) Very important 5. Maintain and use a change management process that includes specific criteria for change requests throughout all phases of the project. (1) Unimportant (2) Somewhat important (3) Important (4) Very important 6. Coordinate effective execution of key tasks by the project team. (1) Unimportant (2) Somewhat important (3) Important (4) Very important 7. Use and direct project team to use relevant processes consistently throughout the project. (1) Unimportant (2) Somewhat important (3) Important (4) Very important 8. Manage transitions for each phase of the project from planning, kickoff, project charter, scope, schedule, costs, lessons learned, and post-project evaluation review. (1) Unimportant (2) Somewhat important (3) Important (4) Very important 9. Remain flexible and adapt to changing environment and project variations. (1) Unimportant (2) Somewhat important (3) Important (4) Very important 114

10. Engage stakeholders in key changes and decision making. (1) Unimportant (2) Somewhat important (3) Important (4) Very important 11. Keep the project moving forward by monitoring progress and making needed adjustments. (1) Unimportant (2) Somewhat important (3) Important (4) Very important 12. Maintain a balance between resources, budget, and product features. (1) Unimportant (2) Somewhat important (3) Important (4) Very important 13. Manage and coordinate multiple projects. (1) Unimportant (2) Somewhat important (3) Important (4) Very important 14. Understand the business case for the project. (1) Unimportant (2) Somewhat important (3) Important (4) Very important 15. Define the project vision, mission, and goals. (1) Unimportant (2) Somewhat important (3) Important (4) Very important 16. Define the project scope. (1) Unimportant (2) Somewhat important (3) Important (4) Very important 17. Develop scoping plans using historical data from knowledge repositories, where applicable. (1) Unimportant (2) Somewhat important (3) Important (4) Very important 18. Prioritize project restrictions based on legal and contract management knowledge. (1) Unimportant (2) Somewhat important (3) Important (4) Very important 19. Align project activities with the overall vision of the project. (1) Unimportant (2) Somewhat important (3) Important (4) Very important 20. Use the historical schedule and After-Action Review data from knowledge repositories to develop WBS, if available. (1) Unimportant (2) Somewhat important (3) Important (4) Very important 21. Analyze the characteristics of the project environment, context, and constraints. (1) Unimportant (2) Somewhat important (3) Important (4) Very important 22. Develop a work breakdown structure of the detailed workflow processes and effectively assign responsibilities. (1) Unimportant (2) Somewhat important (3) Important (4) Very important 23. Intervene when necessary to bring order out of sometimes chaotic or ill-defined goals. 115

(1) Unimportant (2) Somewhat important (3) Important (4) Very important 24. Understand the project life cycle. (1) Unimportant (2) Somewhat important (3) Important (4) Very important 25. Define all activities required to complete the project from planning, testing, commissioning, and final handover. (1) Unimportant (2) Somewhat important (3) Important (4) Very important 26. Identify the project due date and critical decision points to accurately estimate timelines to complete tasks. (1) Unimportant (2) Somewhat important (3) Important (4) Very important 27. Use scheduling tools and software to keep track of resources and monitor the progress of the project. (1) Unimportant (2) Somewhat important (3) Important (4) Very important 28. Create a project schedule plan. (1) Unimportant (2) Somewhat important (3) Important (4) Very important 29. Prioritize resources with project schedule to complete the project on time. (1) Unimportant (2) Somewhat important (3) Important (4) Very important 30. Validate project budget using historical cost data from similar projects. (1) Unimportant (2) Somewhat important (3) Important (4) Very important 31. Accurately estimate project budget. (1) Unimportant (2) Somewhat important (3) Important (4) Very important 32. Ensure that the project team and sponsors clearly understand the project costs relative to resources and project timeframe. (1) Unimportant (2) Somewhat important (3) Important (4) Very important 33. Track project costs and manage the budget to control costs. (1) Unimportant (2) Somewhat important (3) Important (4) Very important 34. Identify product requirements and quality standards. (1) Unimportant (2) Somewhat important (3) Important (4) Very important 35. Document baseline requirement criteria for products. (1) Unimportant (2) Somewhat important (3) Important (4) Very important 36. Evaluate products to ensure the outcomes are consistently meeting quality standards. (1) Unimportant (2) Somewhat important (3) Important (4) Very important 116

37. Understand the tools used by team members to complete assigned tasks. (1) Unimportant (2) Somewhat important (3) Important (4) Very important 38. Define roles and responsibilities. (1) Unimportant (2) Somewhat important (3) Important (4) Very important 39. Analyze resource needs and availability. (1) Unimportant (2) Somewhat important (3) Important (4) Very important 40. Determine the average amount of time it takes team members to complete assigned tasks. (1) Unimportant (2) Somewhat important (3) Important (4) Very important 41. Secure the appropriate resources to meet the requirements of the project. (1) Unimportant (2) Somewhat important (3) Important (4) Very important 42. Assign roles and responsibilities based on team member strengths. (1) Unimportant (2) Somewhat important (3) Important (4) Very important 43. Remove resource barriers to allow team members to focus on completing assigned tasks. (1) Unimportant (2) Somewhat important (3) Important (4) Very important 44. Identify staff development needs. (1) Unimportant (2) Somewhat important (3) Important (4) Very important 45. Facilitate team building activities to support a united vision for the project. (1) Unimportant (2) Somewhat important (3) Important (4) Very important 46. Encourage and support team members to take ownership of their work. (1) Unimportant (2) Somewhat important (3) Important (4) Very important 47. Practice good people skills by motivating team members based on individual temperaments. (1) Unimportant (2) Somewhat important (3) Important (4) Very important 48. Encourage collaboration and understanding to support the needs of the team. (1) Unimportant (2) Somewhat important (3) Important (4) Very important 49. Empower the appropriate team members to take responsibility for assigned tasks and make decisions on behalf of the project manager. (1) Unimportant (2) Somewhat important (3) Important (4) Very important 50. Achieve production targets by efficiently allocating resources for the project. (1) Unimportant (2) Somewhat important (3) Important (4) Very important 51. Create a communication plan that includes the project vision and goals. 117

(1) Unimportant (2) Somewhat important (3) Important (4) Very important 52. Outline information collection and distribution channels to all stakeholders and ensure timely and appropriate provision for communicating positive and negative performance feedback. (1) Unimportant (2) Somewhat important (3) Important (4) Very important 53. Create processes to consistently document critical decisions in a central repository. (1) Unimportant (2) Somewhat important (3) Important (4) Very important 54. Archive historical and maintenance information. (1) Unimportant (2) Somewhat important (3) Important (4) Very important 55. Provide the big picture. (1) Unimportant (2) Somewhat important (3) Important (4) Very important 56. Communicate effectively (verbal, written, and visual) with all stakeholders. (1) Unimportant (2) Somewhat important (3) Important (4) Very important 57. Use active listening skills. (1) Unimportant (2) Somewhat important (3) Important (4) Very important 58. Practice and support open communication with all project team members. (1) Unimportant (2) Somewhat important (3) Important (4) Very important 59. Effectively decode and encode information with an open mind to understand all stakeholders. (1) Unimportant (2) Somewhat important (3) Important (4) Very important 60. Tailor a message to a specific audience. (1) Unimportant (2) Somewhat important (3) Important (4) Very important 61. Convey ideas clearly and concisely in writing, face-to-face, and virtually. (1) Unimportant (2) Somewhat important (3) Important (4) Very important 62. Communicate with all stakeholders regularly. (1) Unimportant (2) Somewhat important (3) Important (4) Very important 63. Understand safety, health, and environmental risks. (1) Unimportant (2) Somewhat important (3) Important (4) Very important 64. Document issues and risk management mitigation strategies. (1) Unimportant (2) Somewhat important (3) Important (4) Very important 65. Take action to minimize the impact of issues and risks. 118

(1) Unimportant (2) Somewhat important (3) Important (4) Very important 66. Foresee potential risks. (1) Unimportant (2) Somewhat important (3) Important (4) Very important 67. Grasp situations quickly and understand their implications. (1) Unimportant (2) Somewhat important (3) Important (4) Very important 68. Preemptively mitigate the impact of potential risks. (1) Unimportant (2) Somewhat important (3) Important (4) Very important 69. Ensure the safety and wellbeing of project teams are managed effectively. (1) Unimportant (2) Somewhat important (3) Important (4) Very important 70. Procure the needed resources for the project. (1) Unimportant (2) Somewhat important (3) Important (4) Very important 71. Identify all stakeholders and manage expectations. (1) Unimportant (2) Somewhat important (3) Important (4) Very important 72. Create systematic patterns and methods for communicating and conducting reviews for projects. (1) Unimportant (2) Somewhat important (3) Important (4) Very important 73. Build strong relationships with all stakeholders through communication, obtaining validation, and understanding stakeholders’ needs and the parameters of the project. (1) Unimportant (2) Somewhat important (3) Important (4) Very important 74. Have a clear understanding of the role and responsibilities of an instructional design project manager. (1) Unimportant (2) Somewhat important (3) Important (4) Very important 75. Demonstrate technical understanding and skills unique to the industry. (1) Unimportant (2) Somewhat important (3) Important (4) Very important 76. Apply business analysis skills. (1) Unimportant (2) Somewhat important (3) Important (4) Very important 77. Demonstrate excellent negotiation skills. (1) Unimportant (2) Somewhat important (3) Important (4) Very important 78. Apply strategic and tactical planning skills. (1) Unimportant (2) Somewhat important (3) Important (4) Very important 79. Demonstrate attention to detail. 119

(1) Unimportant (2) Somewhat important (3) Important (4) Very important 80. Be aware of and continuously work to increase emotional intelligence. (1) Unimportant (2) Somewhat important (3) Important (4) Very important 81. Practice ethical behavior by being honest, committed to project success, fostering trust, and integrity. (1) Unimportant (2) Somewhat important (3) Important (4) Very important 82. Lead project teams. (1) Unimportant (2) Somewhat important (3) Important (4) Very important 83. Are there additional instructional design project management competencies essential to your work as an instructional design professional, but were not listed in the previous sections?

Demographics

Gender

• Female • Male • Non-binary • Prefer not to say

Role

• Instructional Designer • Manager of Instructional Design Team • Project Manager of Instructional Design Programs

Role Definitions:

1. An instructional designer typically works independently or with a team to design and

develop new or existing learning materials (Intentional Futures, 2016).

2. A manager of an instructional design team manages the development of new or existing

learning materials and guides the tasking for other instructional designers (Intentional

Futures, 2016). 120

3. Project managers of instructional design programs handle the administrative tasks of

managing project schedules, deliverables, and communication with stakeholders

(Intentional Futures, 2016).

Please indicate the industry in which you practice or manage instructional design.

• Business • Government • Higher Education • Non-Profit

Please indicate the country in which you practice or manage instructional design. 121

Appendix D: Professional Organization Invitation Email Template

Subject: PM in ID Research Study Greetings [ADD CONTACT]! My name is Shamon Allen, and I am a doctoral candidate in the Doctor of Professional Studies—Instructional Design Leadership program with Franklin University. I am conducting a research study on Project Management in Instructional Design to identify the most important instructional design project management competencies used in instructional design projects. It would be an honor to invite [ENTER PROFESSIONAL ORGANIZATION OR LINKEDIN GROUP] and Listserv to participate in my survey. The criteria for selection into the study includes at least one year of experience as an instructional design professional and currently practicing instructional design. Your participation will take around 15 minutes. The Franklin University Institutional Review Board approval number for this research study is IRB-2020-37. Should you have any questions or concerns, feel free to reach me at [email protected] or my dissertation committee chair, Dr. Joel Gardner, at [email protected].

Thank you for your consideration, and I look forward to hearing from you.

Best regards,

Shamon Allen M.S. Instructional Design & Performance Technology

122

Appendix E: Instructional Design or Related Programs

Table 3.3

List of Instructional Design Programs (in the United States)

Onsite Graduate Degree Programs

Arizona State University at Tempe: Learning Design and Technologies

Bloomsburg University: Instructional Technology

Brigham Young University: Instructional Psychology and Technology

Emporia State University: Instructional Design and Technology

Florida State: Instructional Systems and Learning Technologies

George Mason University: Instructional Design and Technology

George Washington University: Educational Technology Leadership

Harrisburg University: Learning Technologies and Media Systems

Idaho State University: Instructional Design and Technology

Indiana University Bloomington: Instructional Systems Technology

James Madison University: Learning, Technology, & Leadership

Johns Hopkins: Digital Age Learning and Educational Technology

Michigan State University: Educational Technology (hybrid program)

New York Institute of Technology: Instructional Technology

Northeastern University: eLearning and Instructional Design

Penn State University: Learning, Design & Technology

Robert Morris University: Instructional Leadership

Roosevelt University: Training and Development

San Diego State University: Learning Design and Training

St. Cloud State University: Instructional Technology (online program also available)

Syracuse University: Instructional Design, Development and Evaluation

Texas A and M: Educational Psychology: Emphasis in Creativity & Cognition 123

Onsite Graduate Degree Programs

University of Arizona South: Educational Technology

University of Central Florida: Instructional Design and Technology (hybrid program)

University of Cincinnati: Instructional Design and Technology

University of Colorado, Denver: Information and Learning Technology

University of Georgia: Learning, Design and Technology

University of Hawaii, Manoa: Learning Design and Technology

University of Massachusetts: Instructional Design

University of Memphis: Instructional Design and Technology

University of North Carolina, Wilmington: Instructional Technology

University of North Dakota: Instructional Design and Technology

University of Texas at Austin: Learning Technologies

Utah State University: Instructional Technology & Learning Sciences

Virginia Tech: Instructional Design and Technology

Wayne State University: Learning Design and Technology

West Texas A&M University, Texarkana: Instructional Design and Technology

Western Illinois University: Instructional Design and Technology

Boise State University: Educational Technology

California State University, Fullerton: Instructional Design and Technology

Drexel University: Learning Technologies

East Carolina University: Instructional Technology Education

Franklin University: Instructional Design and performance Technology

Georgia State University: Instructional Design and Technology

Pepperdine University: Master of Science in Leadership in Learning Technology

Purdue University: Learning Design and Technology

Saint Leo University: Instructional Design 124

Onsite Graduate Degree Programs

University of Arkansas: Educational Technology

University of Maryland Baltimore County (UMBC): Instructional Systems Development

University of Maryland University College: Distance Education and E-learning

University of Michigan: Educational Technology

University of Missouri: Learning Systems Design & Development

University of Northern Iowa: Instructional Technology

University of South Alabama: Instructional Design and Development

University of South Florida: Instructional Technology

University of Tennessee: Instructional Technology University of Wisconsin-Milwaukee: Adult & Continuing Education Leadership focusing on

Human Resources & Workforce Development or Instructional Design

California State University, Chico: Instructional Design and Technology

University of Arizona South: Minor in Educational Technology

North Carolina State: Teaching, Training, & Educational Technology

University of California, Irvine: eLearning Instructional Design

125

Appendix F: University Invitation Email Template

Subject: PM in ID Research Study

Greetings [ADD CONTACT]!

My name is Shamon Allen, and I am a doctoral candidate in the Doctor of Professional Studies—Instructional Design Leadership program with Franklin University. I am conducting a research study on Project Management in Instructional Design to identify the most important instructional design project management competencies used in instructional design projects. It would be an honor to invite [ENTER PROGRAM TITLE (e.g., Instructional Design and Technology] alumni at [ENTER UNIVERSITY NAME] and Listserv to participate in my survey. The criteria for selection into the study includes at least one year of experience as an instructional design professional and currently practicing instructional design. Your participation will take around 15 minutes.

The Franklin University Institutional Review Board approval number for this research study is IRB-2020-37. Should you have any questions or concerns, feel free to reach me at [email protected] or my dissertation committee chair, Dr. Joel Gardner, at [email protected].

Thank you for your consideration, and I look forward to hearing from you.

Best regards,

Shamon Allen M.S. Instructional Design & Performance Technology

1 2 6

Appendix G: Research Consent For m

Project Manage ment in Instructional Design

D e ar P arti ci p a nt,

Y o u ar e i n vit e d t o t a k e p art i n a r es e ar c h st u d y c o n d u ct e d b y S h a m o n All e n fr o m t h e D o ct or of Professional Studies —Instructional Design Leadership progra m at Franklin University in C ol u m b us, O hi o. T his pr oj e ct is b ei n g s u p er vis e d b y Dr. J o el G ar d n er, Diss ert ati o n C o m mitt e e C h air. B ef or e y o u d e ci d e w h et h er or n ot t o p arti ci p at e i n t h e st u d y, y o u s h o ul d r e a d t his p a g e a n d as k q u esti o ns if t h er e is a n yt hi n g t h at y o u d o n ot u n d erst a n d.

T h e p ur p os e of t his st u d y is t o i d e ntif y t h e m ost criti c al i nstr u cti o n al d esi g n pr oj e ct m a n a g e m e nt co mpetencies used in instructional design projects. You were asked to participant because you ar e a m e m b er or al u m ni of a n I nstr u cti o n al D esi g n or g a ni z ati o n. T h e crit eri a f or s el e cti o n i nt o the study includes at least one year of experience as an instructional design professional and c urr e ntl y pr a cti ci n g i nstr u cti o n al d esi g n. If y o u d e ci d e t o t a k e p art i n t his st u d y, y o u will c o m pl et e a n o nli n e s u r v e y r ati n g t h e l e v el of i m p ort a n c e of i nstr u cti o n al d esi g n pr oj e ct manage ment co mpetencies.

Y o ur v ol u nt ar y p arti ci p ati o n will t a k e ar o u n d 1 5 mi n ut es. T h er e ar e n o ris ks ass o ci at e d wit h participation of this study. Every effort will be made to keep your r esponses secure and c o nfi d e nti al. T h er e is a v er y sli g ht ris k t h at c o nfi d e nti alit y c o ul d b e br e a c h e d b e c a us e t his is a web -based survey and your responses will be sent electronically. The infor mation that you give i n t h e st u d y will b e a n o n y m o us. Y o ur n a m e will n ot b e c oll e ct e d or li n k e d t o y o ur a ns w ers. Y o ur r et ur n e d, c o m pl et e d s ur v e y will i m pl y c o ns e nt. Y o u c a n st o p p arti ci p ati n g i n t his st u d y at a n y ti m e wit h o ut p e n alt y or l oss of b e n efits y o u w o ul d n or m all y h a v e. T o c o m pl et e t his s ur v e y, y o u will n e e d t o pr o vi d e a n a ns w er t o all 8 2 q u esti o ns.

T h a n k y o u i n a d v a n c e f or t a ki n g t h e ti m e t o p arti ci p at e i n t his r es e ar c h st u d y. If y o u h a v e a n y q u esti o ns or c o n c er ns a b o ut c o m pl eti n g t h e s ur v e y or a b o ut p arti ci p ati n g i n t h e st u d y, y o u m a y c o nt a ct m e at all e ns 0 6 @ e m ail.fr a n kli n. e d u. Y o u m a y als o c o nt a ct m y diss ert ati o n c o m mitt e e c h air, Dr. J o el G ar d n er, at j o el. g ar d n er @fr a n kli n. e d u.

This research has been revie wed and approved by the Franklin University Institutional Revie w Board (I R B -2020-37). For questions regarding participants’ rights, you can contact the I R B M a n a g er at 6 1 4 - 9 4 7- 6 0 3 7; b y e m ail at ir b @fr a n kli n. e d u; or b y m ail at 2 0 1 S Gr a nt A v e Colu mbus, O H 43215.

E L E C T R O NI C C O N S E N T: S el e cti n g t h e " A gr e e" b utt o n i n di c at e s t h at y o u a gr e e t o t h e b ull et e d st at e m e nt s b el o w.  You have read the above infor mation and understand the explanations provided  Y o u v ol u nt aril y a gr e e t o p arti ci p at e  You are 18 years of age or older

Sha mon Allen, Doctoral Candidate 127

Franklin University, College of International Institute for Innovative Instruction o I AGREE to participate in this research study o I DISAGREE with participating in this research study 128

Appendix H: PM in ID Research Study Invitation - Professional Organizations with Link

Greetings Instructional Design Professionals!

My name is Shamon Allen, and I am a doctoral candidate in the Doctor of Professional Studies—Instructional Design Leadership program with Franklin University. I am conducting a research study on Project Management in Instructional Design to identify the most important instructional design project management competencies used in instructional design projects. It would be an honor to invite [ENTER PROFESSIONAL ORGANIZATION OR LINKEDIN GROUP] and Listserv to participate in my survey. The criteria for selection into the study includes at least one year of experience as an instructional design professional and currently practicing instructional design. Your participation will take around 15 minutes.

The survey can be completed on a computer or mobile device using the link or bar code below.

https://forms.office.com/Pages/ResponsePage.aspx?id=NmaEX31DukaRUtBjKplwFuYpOJgcK NxEr-k49LHinadUN01SUkJXQ0pHTUJBTVFPSElOUUwxRzI1Sy4u

Fill | Project Management in Instructional Design / forms.office.com

Thank you in advance for your participation in my research study!

Best regards,

Shamon Allen M.S. Instructional Design & Performance Technology

129

Appendix I: PM in ID Research Study Modified Post – LinkedIn

PM in ID Research

Greetings!

My name is Shamon Allen, and I am a doctoral candidate in the Doctor of Professional Studies—Instructional Design Leadership program with Franklin University. I am conducting a research study on Project Management in Instructional Design to identify the most important instructional design project management competencies used in instructional design projects. It would be an honor to invite the [ENTER PROFESSIONAL ORGANIZATION OR LINKEDIN GROUP] to participate in my survey. The criteria for selection into the study includes at least one year of experience as an instructional design professional and currently practicing instructional design. Your participation will take around 15 minutes.

The survey can be completed on a computer or mobile device using the link below.

https://lnkd.in/ehVa7hK

Thank you!

Best regards, Shamon Allen M.S. Instructional Design & Performance Technology

130

Appendix J: PM in ID Research Study Modified Post – LinkedIn Edited

I am a doctoral candidate and I need your help!

I am conducting a research study on Project Management in Instructional Design to identify the most important instructional design project management competencies used in instructional design projects. It would be an honor if you could complete the survey link below. Your participation will take around 15 minutes.

The survey can be completed on a computer or mobile device using the link below. https://lnkd.in/ehVa7hK

Thank you!

Best regards, Shamon Allen M.S. Instructional Design & Performance Technology

131

Appendix K: PM in ID Research Study - Universities with Link

Greetings Instructional Design Professionals!

The survey can be completed on a computer or mobile device using the link or bar code below.

https://forms.office.com/Pages/ResponsePage.aspx?id=NmaEX31DukaRUtBjKplwFuYpOJgcK NxEr-k49LHinadUN01SUkJXQ0pHTUJBTVFPSElOUUwxRzI1Sy4u

Fill | Project Management in Instructional Design / forms.office.com

Thank you in advance for your participation in my research study!

Best regards,

Shamon Allen M.S. Instructional Design & Performance Technology

132

Appendix L: Reminder 1 - PM in ID Research Study Modified - LinkedIn

Are you an instructional design professional? Your expertise in managing instructional design projects is needed for my doctoral research study.

Please complete the online survey on Project Management in Instructional Design to identify the most critical instructional design project management competencies used in instructional design projects by October 14, 2020. The criteria for selection into the study include at least one year of experience as an instructional design professional and currently practicing instructional design. Your participation is appreciated and will take around 15 minutes.

The survey can be completed on a computer or mobile device using the link below.

https://lnkd.in/ehVa7hK

Thank you in advance for your participation in my research study!

Best regards,

Shamon Allen M.S. Instructional Design & Performance Technology #research #ID #projectmanagement

133

Appendix M: Reminder 1 - PM in ID Research Study - Modified University

Greetings!

I am a doctoral candidate and I need your help!

Are you an instructional design professional? Your expertise with managing instructional design projects is needed for my doctoral research study.

Please complete the online survey on Project Management in Instructional Design to identify the most critical instructional design project management competencies used in instructional design projects by October 14, 2020. The criteria for selection into the study includes at least one year of experience as an instructional design professional and currently practicing instructional design. Your participation is appreciated and will take around 15 minutes.

The survey can be completed on a computer or mobile device using the link or bar code below.

https://forms.office.com/Pages/ResponsePage.aspx?id=NmaEX31DukaRUtBjKplwFuYpOJgcK NxEr-k49LHinadUN01SUkJXQ0pHTUJBTVFPSElOUUwxRzI1Sy4u

Fill | Project Management in Instructional Design / forms.office.com

Thank you in advance for your participation in my research study!

Best regards,

Shamon Allen M.S. Instructional Design & Performance Technology 134

Appendix N: Reminder 2 - PM in ID Research Study – Modified LinkedIn

Greetings Instructional Design Professionals!

#research #ID #projectmanagement

Please complete the online survey on Project Management in Instructional Design to identify the most critical instructional design project management competencies used in instructional design projects by October 23, 2020. The criteria for selection into the study includes at least one year of experience as an instructional design professional and currently practicing instructional design. Your participation is appreciated and will take around 15 minutes.

The survey can be completed on a computer or mobile device using the link below.

https://forms.office.com/Pages/ResponsePage.aspx?id=NmaEX31DukaRUtBjKplwFuYpOJgcK NxEr-k49LHinadUN01SUkJXQ0pHTUJBTVFPSElOUUwxRzI1Sy4u

Thank you in advance for your participation in my research study!

Best regards,

Shamon Allen M.S. Instructional Design & Performance Technology

135

Appendix O: Reminder 2 - PM in ID Research Study-Universities and AECT Modified

Greetings Instructional Design Professionals!

Please complete the online survey on Project Management in Instructional Design to identify the most critical instructional design project management competencies used in instructional design projects by October 23, 2020. The criteria for selection into the study includes at least one year of experience as an instructional design professional and currently practicing instructional design. Your participation is appreciated and will take around 15 minutes.

The survey can be completed on a computer or mobile device using the link or bar code below.

https://forms.office.com/Pages/ResponsePage.aspx?id=NmaEX31DukaRUtBjKplwFuYpOJgcK NxEr-k49LHinadUN01SUkJXQ0pHTUJBTVFPSElOUUwxRzI1Sy4u

Fill | Project Management in Instructional Design / forms.office.com

Thank you in advance for your participation in my research study!

Best regards,

Shamon Allen M.S. Instructional Design & Performance Technology

136

Appendix P: PM in ID Research Study Modified – Universities (no initial response)

Hello [ADD CONTACT],

I am looking for university alumni groups with programs that have learning design, instructional technology, or related degree programs to participate in my research study.

Best regards, Shamon Allen

Here’s the post information for alumni groups or Listserv:

Greetings Instructional Design Professionals!

The survey can be completed on a computer or mobile device using the link or bar code below.

https://forms.office.com/Pages/ResponsePage.aspx?id=NmaEX31DukaRUtBjKplwFuYpOJgcK NxEr-k49LHinadUN01SUkJXQ0pHTUJBTVFPSElOUUwxRzI1Sy4u

Fill | Project Management in Instructional Design / forms.office.com

137

Thank you in advance for your participation in my research study!

Best regards,

Shamon Allen M.S. Instructional Design

138

Appendix Q: Full List of Instructional Design Project Management Competencies and

Ratings by Category

Table 4.24

Full List of Instructional Design Project Management Competencies and Ratings

Instructional Design Project Management Competencies by Category M SD

Project Integration Management 3.36 Keep the project and the team organized. 3.71 0.48 Remain flexible and adapt to changing environment and project variations. 3.71 0.55 Ensure tasks are completed for each phase of the project. 3.65 0.53 Keep the project moving forward by monitoring progress and making needed adjustments. 3.51 0.63 Engage stakeholders in key changes and decision making. 3.50 0.73 Coordinate effective execution of key tasks by the project team. 3.43 0.64 Break large tasks into smaller, manageable chunks. 3.41 0.69 Establish and document relevant processes for accomplishing the work. 3.28 0.63 Maintain a balance between resources, budget, and product features. 3.26 0.75 Use and direct project team to use relevant processes consistently throughout the project. 3.16 0.76 Manage transitions for each phase of the project from planning, kickoff, project charter, scope, schedule, costs, lessons learned, and 3.09 0.81 post-project evaluation review. Manage and coordinate multiple projects. 3.05 0.88 Maintain and use a change management process that includes specific criteria for change requests throughout all phases of the 2.98 0.85 project. Project Scope Management 3.15 Define the project scope. 3.58 0.68 Define the project vision, mission, and goals. 3.42 0.87 Intervene when necessary to bring order out of sometimes chaotic or ill-defined goals. 3.41 0.66 Align project activities with the overall vision of the project. 3.33 0.74 Analyze the characteristics of the project environment, context, and constraints. 3.27 0.74 Develop a work breakdown structure of the detailed workflow processes and effectively assign responsibilities. 3.13 0.76 139

Instructional Design Project Management Competencies by Category M SD Prioritize project restrictions based on legal and contract management knowledge. 3.03 0.93 Understand the business case for the project. 3.00 0.84 Develop scoping plans using historical data from knowledge repositories, where applicable. 2.74 0.90 Use the historical schedule and After-Action Review data from knowledge repositories to develop WBS, if available. 2.59 0.97 Project Schedule Management 3.33 Identify the project due date and critical decision points to accurately estimate timelines to complete tasks. 3.60 0.66 Create a project schedule plan. 3.45 0.73 Prioritize resources with project schedule to complete the project on time. 3.41 0.64 Define all activities required to complete the project from planning, testing, commissioning, and final handover. 3.31 0.91 Understand the project life cycle. 3.20 0.72 Use scheduling tools and software to keep track of resources and monitor the progress of the project. 2.99 0.82 Project Cost Management 3.06 Accurately estimate project budget. 3.20 0.82 Ensure that the project team and sponsors clearly understand the project costs relative to resources and project timeframe. 3.20 0.79 Track project costs and manage the budget to control costs. 3.14 0.88 Validate project budget using historical cost data from similar projects. 2.69 0.94 Project Quality Management 3.31 Identify product requirements and quality standards. 3.35 0.79 Evaluate products to ensure the outcomes are consistently meeting quality standards. 3.35 0.70 Document baseline requirement criteria for products. 3.24 0.73 Project Resource Management 3.12 0.77 Define roles and responsibilities. 3.56 0.66 Secure the appropriate resources to meet the requirements of the project. 3.43 0.64 Analyze resource needs and availability. 3.38 0.71 Assign roles and responsibilities based on team member strengths. 3.33 0.76 Encourage collaboration and understanding to support the needs of the team. 3.29 0.68 Practice good people skills by motivating team members based on individual temperaments. 3.20 0.73 140

Instructional Design Project Management Competencies by Category M SD Remove resource barriers to allow team members to focus on completing assigned tasks. 3.10 0.74 Encourage and support team members to take ownership of their work. 3.09 0.81 Empower the appropriate team members to take responsibility for assigned tasks and make decisions on behalf of the project manager. 3.09 0.82

Achieve production targets by efficiently allocating resources for the project. 3.07 0.78 Determine the average amount of time it takes team members to complete assigned tasks. 2.91 0.78 Identify staff development needs. 2.84 0.91 Understand the tools used by team members to complete assigned tasks. 2.79 0.88 Facilitate team building activities to support a united vision for the project. 2.53 0.95 Project Communications Management 3.29 Communicate effectively (verbal, written, and visual) with all stakeholders. 3.71 0.53 Convey ideas clearly and concisely in writing, face-to-face, and virtually. 3.65 0.57 Use active listening skills. 3.63 0.60 Practice and support open communication with all project team members. 3.56 0.61 Communicate with all stakeholders regularly. 3.41 0.64 Provide the big picture. 3.31 0.74 Effectively decode and encode information with an open mind to understand all stakeholders. 3.26 0.75 Outline information collection and distribution channels to all stakeholders and ensure timely and appropriate provision for 3.10 0.84 communicating positive and negative performance feedback. Tailor a message to a specific audience. 3.10 0.77 Create a communication plan that includes the project vision and goals. 3.08 0.87 Create processes to consistently document critical decisions in a central repository. 3.00 0.84 Archive historical and maintenance information. 2.71 0.82 Project Risk Management 3.25 0.73 Grasp situations quickly and understand their implications. 3.45 0.64 Take action to minimize the impact of issues and risks. 3.37 0.63 Preemptively mitigate the impact of potential risks. 3.29 0.67 141

Instructional Design Project Management Competencies by Category M SD

Foresee potential risks. 3.23 0.76 Ensure the safety and wellbeing of project teams are managed effectively. 3.23 0.76 Understand safety, health, and environmental risks. 3.09 0.83 Document issues and risk management mitigation strategies. 3.07 0.78 Project Procurement Management 3.26 Procure the needed resources for the project. 3.26 0.74 Project Stakeholder Management 3.34 Build strong relationships with all stakeholders through communication, obtaining validation, and understanding 3.49 0.61 stakeholders’ needs and the parameters of the project. Identify all stakeholders and manage expectations. 3.40 0.66 Create systematic patterns and methods for communicating and conducting reviews for projects. 3.13 0.76 Professional KSAs 3.27 Practice ethical behavior by being honest, committed to project success, fostering trust, and integrity. 3.76 0.53 Have a clear understanding of the role and responsibilities of an instructional design project manager. 3.57 0.68 Demonstrate attention to detail. 3.47 0.66 Lead project teams. 3.33 0.71 Apply strategic and tactical planning skills. 3.29 0.76 Demonstrate technical understanding and skills unique to the industry. 3.24 0.77 Demonstrate excellent negotiation skills. 3.00 0.84 Be aware of and continuously work to increase emotional intelligence. 2.99 0.90 Apply business analysis skills. 2.80 0.89

142

Appendix R: Additional Instructional Design Project Management Competencies

“Having a mentor or another instructional designer at the same level to bounce ideas on, or to get a broader perspective from.” “Project management questions relating to specific task and audience analysis seem underrepresented in this set of questions. The most important competencies in my professional experiences is to 1) thoroughly analyze the nature of the tasks – (complex? complicated? – What kinds of knowledge are required to perform the tasks? –– Facts or concepts? –– procedures or processes? –– rules or principles? and 2) where the learners are in terms of their understanding of the tasks. How much do they already know that I can use? How well do they know it? Will I need to start from scratch in terms of their understanding? I appreciate that these may not be regarded as PM competencies as much as ID ones, but, given that most of the instructional designers I've worked with have little or no formal instructional design training, it's important that everyone on the project team appreciates the importance of establishing a way to inquire so that needs can be determined and met. Otherwise, what often happens is the people charged with training cut and paste technical material into PowerPoints or eLearning without regard for meeting the needs of the audience or the situation: the ""jug and mug"" approach. For what it's worth, only twice have I ever seen an attempt at project management in my professional experiences (once when I did it myself, the other from a Project Manager in the software development field).” “Define escalation process, show–stopper processes, and budget impacts for failure to deliver or other material deficiencies.” “Relationship building; mentoring and coaching those on the team; educate those on project teams about design process and elements” “Getting the whole team to adopt a project management process/tool/communication strategy.” “Importance of 'Mutual Respect' in team building workshops. Not merely 'respect', but 'mutual' respect.” “I would add: 143

Ease and comfort with emerging technologies, and constant (mostly) self–directed learning to stay updated on new developments within the industry, software apps, and LMS that could positively impact the progress of the project.” “I would say being creative/innovative in order to provide unique or differentiated approaches to the project – different ways of assessing learning, demonstrating knowledge, etc.” “Understanding mindset models and perspectives training are a must. These tools help gauge audience response, learning abilities, understanding of materials, and focus. Know who you are and who you are working with. This naturally increases communication.” “Align instructional goals to the value proposition of the project and revisit this alignment throughout the project.” “Leadership competencies which can be derived from having enough information to make the right decision.” “Being cognizant of users such as cultural and ethnic aspects as well as persons with disabilities – ensuring equitable access and optimal outcomes.” “You asked, "Identify the project due date and critical decision points to accurately estimate timelines to complete tasks." You also asked at least one other question related to accuracy of budgets (I think). The truth is accuracy is severely over–rated. You can be well under budget, in time and money, and still have a failed project. Likewise, you can blow the budget and succeed wildly. In addition, any estimate is just that... an estimate! If you adhere to estimates as if they are written law, you can miss opportunities. My two cents.” “Adapting different leadership styles in changing situations.” “1) Identifying gaps in understanding, communication, or process; 2) Adjusting/balancing project deadlines to insure most optimal options in cases of unmet goals; 3) willingness to address conflict/ clarity of conflict resolution pathways during the process, 4) understanding acceptable research methodology related to instructional design; 5) Meeting dual needs of other team members related to overall projects.” “Project management on a small scale, such as a single course or program looks different than what is needed for a more complex production with multiple teams. Some of the competencies read to me like the roles of others on the team, which reminds me that every team is unique. For me, in higher ed, the most important competency my ID PM needs is tracking everything from communication to deliverables. Resource budgeting and allocation, for example, are beyond the scope of what I need for an ID PM.” “I am using this space to add a specific differentiation that does not appear in your questions. There are Instructional Design project managers who are responsible for the development of a specific project – in this respect all ID's are project managers. But their responsibilities start after the project has been defined and described. Then there are those who are responsible for the bigger picture, whose responsibilities start with meeting with the client and end when the project has been integrated into the LMS.” 144

“When answering some questions I found myself trying to visualize which specific hat I was wearing” “The ability to manage multiple ID projects are at the same time. To use creativity to work with project constraints. Be well versed in understanding project needs. Learn to ask the right questions. Researching alternative solutions to the way they work can be designed, developed, and deployed.” “1– Sharing and networking Quality Management 2– Be competitive in accordance with market/industry changing needs 3– Comprehensive pre–training of project team compatible with their Job description 4– Clear differentiation between design and development of instructional design” “A lot of items related to analysis, development, implementation, evaluation of the project Rather than the management. And we know that the instructional design has several domains and the management domain is one of it. So be more determined and specific and make sure that the study items related to management only not all domains.” “Ability to manage projects using advanced technology to support instructional design” “Develop a change management plan” “Avoiding pressure tactics with creative people. Motivating them by pull is better & appreciation is a must have for teams to have a high morale”

145

Appendix S: Instructional Design Project Management Competencies for Instructional

Designers

Table 4.25

Top 17 Instructional Design Project Management Competencies for Instructional Designers

Instructional Designers M SD Most Important IDPM Competencies Practice ethical behavior by being honest, committed to project 3.86 0.35 success, fostering trust, and integrity. Communicate effectively (verbal, written, and visual) with all 3.79 0.41 stakeholders. Use active listening skills. 3.79 0.41 Convey ideas clearly and concisely in writing, face-to-face, and 3.74 0.44 virtually. Keep the project and the team organized. 3.72 0.45 Remain flexible and adapt to changing environment and project 3.72 0.55 variations. Ensure tasks are completed for each phase of the project. 3.67 0.47 Define the project scope. 3.67 0.64 Define roles and responsibilities. 3.67 0.52 Identify the project due date and critical decision points to 3.65 0.57 accurately estimate timelines to complete tasks. Practice and support open communication with all project team 3.65 0.57 members. Have a clear understanding of the role and responsibilities of an 3.65 0.61 instructional design project manager. Build strong relationships with all stakeholders through communication, obtaining validation, and understanding 3.60 0.54 stakeholders’ needs and the parameters of the project. Demonstrate attention to detail. 3.60 0.49 Define the project vision, mission, and goals. 3.56 0.73 Coordinate effective execution of key tasks by the project team. 3.53 0.55 Engage stakeholders in key changes and decision making. 3.53 0.63

Table 4.26

Least Important Instructional Design Project Management Competencies for Instructional

Designers 146

Instructional Designers M SD Least Important IDPM Competencies Prioritize project restrictions based on legal and contract 2.98 0.91 management knowledge. Use scheduling tools and software to keep track of resources and 2.98 0.89 monitor the progress of the project. Document issues and risk management mitigation strategies. 2.98 0.74 Maintain and use a change management process that includes specific criteria for change requests throughout all phases of the 2.95 0.82 project. Determine the average amount of time it takes team members to 2.95 0.75 complete assigned tasks. Create processes to consistently document critical decisions in a 2.91 0.87 central repository. Understand the tools used by team members to complete 2.86 0.94 assigned tasks. Identify staff development needs. 2.84 0.92 Apply business analysis skills. 2.84 0.87 Develop scoping plans using historical data from knowledge 2.79 0.91 repositories, where applicable. Validate project budget using historical cost data from similar 2.74 0.88 projects. Use the historical schedule and After-Action Review data from 2.60 0.93 knowledge repositories to develop WBS, if available. Facilitate team building activities to support a united vision for 2.60 0.95 the project. Archive historical and maintenance information. 2.58 0.79

147

Appendix T: Instructional Design Project Management Competencies for Managers of

Instructional Designers

Table 4.27

Top 11 Instructional Design Project Management Competencies for Managers of Instructional

Designers

Managers of Instructional Designers M SD Most Important IDPM Competencies Keep the project and the team organized. 3.63 0.60 Communicate effectively (verbal, written, and visual) with all 3.63 0.60 stakeholders. Grasp situations quickly and understand their implications. 3.63 0.60 Demonstrate attention to detail. 3.63 0.68 Ensure tasks are completed for each phase of the project. 3.58 0.61 Keep the project moving forward by monitoring progress and 3.58 0.77 making needed adjustments. Use active listening skills. 3.58 0.61 Have a clear understanding of the role and responsibilities of an 3.58 0.61 instructional design project manager. Practice ethical behavior by being honest, committed to project 3.58 0.69 success, fostering trust, and integrity. Remain flexible and adapt to changing environment and project 3.53 0.70 variations. Convey ideas clearly and concisely in writing, face-to-face, and 3.53 0.61 virtually.

Table 4.28

Least Important Instructional Design Project Management Competencies for Managers of

Instructional Designers

Managers of Instructional Designers M SD Least Important IDPM Competencies Coordinate effective execution of key tasks by the project team. 2.95 0.71 Track project costs and manage the budget to control costs. 2.95 0.91 Empower the appropriate team members to take responsibility for assigned tasks and make decisions on behalf of the project 2.95 0.85 manager. Understand safety, health, and environmental risks. 2.95 0.91 148

Managers of Instructional Designers M SD Least Important IDPM Competencies Maintain and use a change management process that includes specific criteria for change requests throughout all phases of the 2.89 0.88 project. Tailor a message to a specific audience. 2.89 0.88 Create systematic patterns and methods for communicating and 2.89 0.88 conducting reviews for projects. Manage transitions for each phase of the project from planning, kickoff, project charter, scope, schedule, costs, lessons learned, 2.84 0.69 and post-project evaluation review. Prioritize project restrictions based on legal and contract 2.84 0.96 management knowledge. Use scheduling tools and software to keep track of resources and 2.84 0.76 monitor the progress of the project. Achieve production targets by efficiently allocating resources for 2.84 0.96 the project. Encourage and support team members to take ownership of their 2.79 0.85 work. Outline information collection and distribution channels to all stakeholders and ensure timely and appropriate provision for 2.79 0.92 communicating positive and negative performance feedback. Apply business analysis skills. 2.79 0.71 Understand the tools used by team members to complete 2.74 0.81 assigned tasks. Validate project budget using historical cost data from similar 2.68 1.06 projects. Be aware of and continuously work to increase emotional 2.68 1.00 intelligence. Determine the average amount of time it takes team members to 2.63 0.90 complete assigned tasks. Identify staff development needs. 2.63 0.96 Use the historical schedule and After-Action Review data from 2.58 1.02 knowledge repositories to develop WBS, if available. Develop scoping plans using historical data from knowledge 2.53 0.84 repositories, where applicable. Facilitate team building activities to support a united vision for 2.05 0.97 the project.

149

Appendix U: Instructional Design Project Management Competencies for Project

Managers of Instructional Design Programs

Table 4.29

Top 20 Instructional Design Project Management Competencies for Project Managers of

Instructional Design Programs

Project Managers of Instructional Design Programs M SD Most Important IDPM Competencies Remain flexible and adapt to changing environment and project 3.82 0.395 variations. Keep the project and the team organized. 3.77 0.429 Communicate effectively (verbal, written, and visual) with all 3.73 0.550 stakeholders. Ensure tasks are completed for each phase of the project. 3.68 0.568 Practice ethical behavior by being honest, committed to project 3.68 0.646 success, fostering trust, and integrity. Coordinate effective execution of key tasks by the project team. 3.64 0.581 Identify the project due date and critical decision points to 3.64 0.658 accurately estimate timelines to complete tasks. Create a project schedule plan. 3.64 0.581 Assign roles and responsibilities based on team member 3.64 0.492 strengths. Engage stakeholders in key changes and decision making. 3.59 0.734 Define the project scope. 3.59 0.666 Prioritize resources with project schedule to complete the project 3.59 0.503 on time. Secure the appropriate resources to meet the requirements of 3.59 0.590 the project. Convey ideas clearly and concisely in writing, face-to-face, and 3.55 0.739 virtually. Ensure the safety and wellbeing of project teams are managed 3.55 0.596 effectively. Keep the project moving forward by monitoring progress and 3.50 0.598 making needed adjustments. Define roles and responsibilities. 3.50 0.802 Practice and support open communication with all project team 3.50 0.598 members. Take action to minimize the impact of issues and risks. 3.50 0.740 Procure the needed resources for the project. 3.50 0.598

150

Table 4.30

Least Important Instructional Design Project Management Competencies for Project Managers of Instructional Design Programs

Project Managers of Instructional Design Programs M SD Least Important IDPM Competencies Understand the business case for the project. 2.95 0.950 Create a communication plan that includes the project vision and 2.95 0.999 goals. Be aware of and continuously work to increase emotional 2.95 0.999 intelligence. Develop scoping plans using historical data from knowledge 2.77 0.922 repositories, where applicable. Facilitate team building activities to support a united vision for 2.77 0.869 the project. Apply business analysis skills. 2.73 1.120 Archive historical and maintenance information. 2.68 0.894 Understand the tools used by team members to complete 2.64 0.848 assigned tasks. Manage and coordinate multiple projects. 2.59 0.959 Use the historical schedule and After-Action Review data from 2.45 1.011 knowledge repositories to develop WBS, if available. Validate project budget using historical cost data from similar 2.45 0.912 projects.

151

Appendix V: Instructional Design Project Management Competencies for Business

Table 4.31

Top 18 Instructional Design Project Management Competencies for Business

Business M SD Most Important IDPM Competencies Remain flexible and adapt to changing environment and project 3.85 0.489 variations. Convey ideas clearly and concisely in writing, face-to-face, and 3.8 0.410 virtually. Practice ethical behavior by being honest, committed to project 3.8 0.523 success, fostering trust, and integrity. Keep the project and the team organized. 3.75 0.550 Ensure tasks are completed for each phase of the project. 3.7 0.470 Engage stakeholders in key changes and decision making. 3.65 0.671 Keep the project moving forward by monitoring progress and 3.65 0.745 making needed adjustments. Use active listening skills. 3.65 0.489 Grasp situations quickly and understand their implications. 3.65 0.587 Coordinate effective execution of key tasks by the project team. 3.6 0.598 Define roles and responsibilities. 3.6 0.681 Define the project scope. 3.55 0.826 Secure the appropriate resources to meet the requirements of 3.55 0.605 the project. Communicate effectively (verbal, written, and visual) with all 3.55 0.686 stakeholders. Have a clear understanding of the role and responsibilities of an 3.55 0.605 instructional design project manager. Demonstrate attention to detail. 3.55 0.605 Align project activities with the overall vision of the project. 3.5 0.761 Practice and support open communication with all project team 3.5 0.761 members.

Table 4.32

Least Important Instructional Design Project Management Competencies for Business

Business M SD Least Important IDPM Competencies Determine the average amount of time it takes team members to 2.95 1.050 complete assigned tasks. Encourage collaboration and understanding to support the needs 2.95 0.887 of the team. 152

Business M SD Least Important IDPM Competencies Create systematic patterns and methods for communicating and 2.95 0.945 conducting reviews for projects. Understand the tools used by team members to complete 2.9 0.912 assigned tasks. Develop scoping plans using historical data from knowledge 2.85 1.137 repositories, where applicable. Empower the appropriate team members to take responsibility for assigned tasks and make decisions on behalf of the project 2.85 0.988 manager. Use the historical schedule and After-Action Review data from 2.8 1.005 knowledge repositories to develop WBS, if available. Outline information collection and distribution channels to all stakeholders and ensure timely and appropriate provision for 2.8 1.005 communicating positive and negative performance feedback. Archive historical and maintenance information. 2.8 0.894 Validate project budget using historical cost data from similar 2.75 1.070 projects. Encourage and support team members to take ownership of their 2.75 0.967 work. Identify staff development needs. 2.6 1.095 Facilitate team building activities to support a united vision for 2.3 1.129 the project.

153

Appendix W: Instructional Design Project Management Competencies for Government

Table 4.33

Top 44 Instructional Design Project Management Competencies for Government

Government M SD Most Important IDPM Competencies Keep the project and the team organized. 3.889 0.333 Define the project vision, mission, and goals. 3.889 0.333 Create a project schedule plan. 3.889 0.333 Prioritize resources with project schedule to complete the project 3.889 0.333 on time. Ensure tasks are completed for each phase of the project. 3.778 0.441 Coordinate effective execution of key tasks by the project team. 3.778 0.441 Define the project scope. 3.778 0.441 Define all activities required to complete the project from 3.778 0.441 planning, testing, commissioning, and final handover. Identify the project due date and critical decision points to 3.778 0.441 accurately estimate timelines to complete tasks. Define roles and responsibilities. 3.778 0.441 Communicate effectively (verbal, written, and visual) with all 3.778 0.441 stakeholders. Use active listening skills. 3.778 0.441 Convey ideas clearly and concisely in writing, face-to-face, and 3.778 0.441 virtually. Have a clear understanding of the role and responsibilities of an 3.778 0.441 instructional design project manager. Establish and document relevant processes for accomplishing the 3.667 0.500 work. Use and direct project team to use relevant processes 3.667 0.500 consistently throughout the project. Manage transitions for each phase of the project from planning, kickoff, project charter, scope, schedule, costs, lessons learned, 3.667 0.500 and post-project evaluation review. Maintain a balance between resources, budget, and product 3.667 0.500 features. Identify product requirements and quality standards. 3.667 0.500 Create a communication plan that includes the project vision and 3.667 0.500 goals. Effectively decode and encode information with an open mind to 3.667 0.500 understand all stakeholders. Identify all stakeholders and manage expectations. 3.667 0.500 Build strong relationships with all stakeholders through communication, obtaining validation, and understanding 3.667 0.500 stakeholders’ needs and the parameters of the project. 154

Government M SD Most Important IDPM Competencies Demonstrate technical understanding and skills unique to the 3.667 0.500 industry. Demonstrate attention to detail. 3.667 0.500 Practice ethical behavior by being honest, committed to project 3.667 0.707 success, fostering trust, and integrity. Break large tasks into smaller, manageable chunks. 3.556 0.527 Remain flexible and adapt to changing environment and project 3.556 0.527 variations. Prioritize project restrictions based on legal and contract 3.556 0.527 management knowledge. Align project activities with the overall vision of the project. 3.556 0.527 Ensure that the project team and sponsors clearly understand the 3.556 0.527 project costs relative to resources and project timeframe. Track project costs and manage the budget to control costs. 3.556 0.726 Document baseline requirement criteria for products. 3.556 0.527 Evaluate products to ensure the outcomes are consistently 3.556 0.527 meeting quality standards. Encourage collaboration and understanding to support the needs 3.556 0.527 of the team. Achieve production targets by efficiently allocating resources for 3.556 0.527 the project. Outline information collection and distribution channels to all stakeholders and ensure timely and appropriate provision for 3.556 0.726 communicating positive and negative performance feedback. Practice and support open communication with all project team 3.556 0.527 members. Tailor a message to a specific audience. 3.556 0.527 Communicate with all stakeholders regularly. 3.556 0.527 Take action to minimize the impact of issues and risks. 3.556 0.527 Preemptively mitigate the impact of potential risks. 3.556 0.726 Ensure the safety and wellbeing of project teams are managed 3.556 0.726 effectively. Lead project teams. 3.556 0.527

Table 4.34

Least Important Instructional Design Project Management Competencies for Government

Government M SD Least Important IDPM Competencies Archive historical and maintenance information. 2.889 0.601 Manage and coordinate multiple projects. 2.778 0.667 155

Government M SD Least Important IDPM Competencies Use the historical schedule and After-Action Review data from 2.667 1.000 knowledge repositories to develop WBS, if available.

156

Appendix X: Instructional Design Project Management Competencies for Higher

Education

Table 4.35

Top 14 Instructional Design Project Management Competencies for Higher Education

Higher Education M SD Most Important IDPM Competencies Communicate effectively (verbal, written, and visual) with all 3.75 0.48 stakeholders. Practice ethical behavior by being honest, committed to project 3.74 0.52 success, fostering trust, and integrity. Remain flexible and adapt to changing environment and project 3.72 0.53 variations. Keep the project and the team organized. 3.68 0.47 Identify the project due date and critical decision points to 3.64 0.59 accurately estimate timelines to complete tasks. Use active listening skills. 3.62 0.63 Ensure tasks are completed for each phase of the project. 3.60 0.57 Practice and support open communication with all project team 3.58 0.57 members. Convey ideas clearly and concisely in writing, face-to-face, and 3.58 0.63 virtually. Have a clear understanding of the role and responsibilities of an 3.58 0.69 instructional design project manager. Define the project scope. 3.57 0.64 Define roles and responsibilities. 3.55 0.67 Build strong relationships with all stakeholders through communication, obtaining validation, and understanding 3.55 0.54 stakeholders’ needs and the parameters of the project. Create a project schedule plan. 3.51 0.64

Table 4.36

Least Important Instructional Design Project Management Competencies for Higher Education

Higher Education M SD Least Important IDPM Competencies Use scheduling tools and software to keep track of resources and 2.98 0.80 monitor the progress of the project. Create a communication plan that includes the project vision and 2.96 0.85 goals. Be aware of and continuously work to increase emotional 2.96 0.88 intelligence. 157

Higher Education M SD Least Important IDPM Competencies Understand the business case for the project. 2.94 0.86 Create processes to consistently document critical decisions in a 2.94 0.79 central repository. Demonstrate excellent negotiation skills. 2.91 0.88 Determine the average amount of time it takes team members to 2.89 0.72 complete assigned tasks. Maintain and use a change management process that includes specific criteria for change requests throughout all phases of the 2.87 0.86 project. Identify staff development needs. 2.83 0.85 Understand the tools used by team members to complete 2.72 0.91 assigned tasks. Archive historical and maintenance information. 2.68 0.83 Develop scoping plans using historical data from knowledge 2.66 0.85 repositories, where applicable. Apply business analysis skills. 2.62 0.92 Validate project budget using historical cost data from similar 2.60 0.91 projects. Use the historical schedule and After-Action Review data from 2.57 0.95 knowledge repositories to develop WBS, if available. Facilitate team building activities to support a united vision for 2.53 0.89 the project.

158

Appendix Y: Instructional Design Project Management Competencies for Non-Profit

Table 4.37

Top 16 Instructional Design Project Management Competencies for Non-Profit

Non-Profit M SD Most Important IDPM Competencies Practice ethical behavior by being honest, committed to project 4.00 0.00 success, fostering trust, and integrity. Ensure tasks are completed for each phase of the project. 3.75 0.50 Define the project vision, mission, and goals. 3.75 0.50 Empower the appropriate team members to take responsibility for assigned tasks and make decisions on behalf of the project 3.75 0.50 manager. Communicate effectively (verbal, written, and visual) with all 3.75 0.50 stakeholders. Keep the project and the team organized. 3.50 0.58 Engage stakeholders in key changes and decision making. 3.50 0.58 Define the project scope. 3.50 1.00 Identify the project due date and critical decision points to 3.50 0.58 accurately estimate timelines to complete tasks. Secure the appropriate resources to meet the requirements of 3.50 0.58 the project. Encourage and support team members to take ownership of their 3.50 1.00 work. Create a communication plan that includes the project vision and 3.50 0.58 goals. Practice and support open communication with all project team 3.50 0.58 members. Convey ideas clearly and concisely in writing, face-to-face, and 3.50 0.58 virtually. Communicate with all stakeholders regularly. 3.50 0.58 Ensure the safety and wellbeing of project teams are managed 3.50 0.58 effectively.

Table 4.38

Least Important Instructional Design Project Management Competencies for Non-Profit

Non-Profit M SD Least Important IDPM Competencies Understand the project life cycle. 2.75 0.50 Identify staff development needs. 2.75 0.96 159

Non-Profit M SD Least Important IDPM Competencies Achieve production targets by efficiently allocating resources for 2.75 0.50 the project. Create processes to consistently document critical decisions in a 2.75 0.96 central repository. Effectively decode and encode information with an open mind to 2.75 0.96 understand all stakeholders. Document issues and risk management mitigation strategies. 2.75 0.50 Build strong relationships with all stakeholders through communication, obtaining validation, and understanding 2.75 0.96 stakeholders’ needs and the parameters of the project. Demonstrate excellent negotiation skills. 2.75 0.96 Be aware of and continuously work to increase emotional 2.75 0.96 intelligence. Coordinate effective execution of key tasks by the project team. 2.50 0.58 Use and direct project team to use relevant processes 2.50 0.58 consistently throughout the project. Develop scoping plans using historical data from knowledge 2.50 0.58 repositories, where applicable. Prioritize project restrictions based on legal and contract 2.50 0.58 management knowledge. Align project activities with the overall vision of the project. 2.50 0.58 Define all activities required to complete the project from 2.50 0.58 planning, testing, commissioning, and final handover. Validate project budget using historical cost data from similar 2.50 1.00 projects. Understand the tools used by team members to complete 2.50 0.58 assigned tasks. Determine the average amount of time it takes team members to 2.50 0.58 complete assigned tasks. Foresee potential risks. 2.50 0.58 Create systematic patterns and methods for communicating and 2.50 0.58 conducting reviews for projects. Demonstrate technical understanding and skills unique to the 2.50 1.00 industry. Manage transitions for each phase of the project from planning, kickoff, project charter, scope, schedule, costs, lessons learned, 2.25 0.50 and post-project evaluation review. Develop a work breakdown structure of the detailed workflow 2.25 0.50 processes and effectively assign responsibilities. Use scheduling tools and software to keep track of resources and 2.25 0.50 monitor the progress of the project. Facilitate team building activities to support a united vision for 2.25 0.50 the project. Archive historical and maintenance information. 2.25 0.96 Apply business analysis skills. 2.25 0.50 160

Non-Profit M SD Least Important IDPM Competencies Use the historical schedule and After-Action Review data from 1.75 0.96 knowledge repositories to develop WBS, if available.

161

Appendix Z: Instructional Design Project Management Competencies for

Government/Non-Profit Combined

Table 4.39

Top 19 Most Important Instructional Design Project Management Competencies for

Government/Non-Profit

Government/Non-Profit M SD Most Important IDPM Competencies Combined Define the project vision, mission, and goals. 3.85 0.14 Ensure tasks are completed for each phase of the project. 3.77 0.19 Keep the project and the team organized. 3.77 0.19 Communicate effectively (verbal, written, and visual) with all 3.77 0.19 stakeholders. Practice ethical behavior by being honest, committed to project 3.77 0.36 success, fostering trust, and integrity. Define the project scope. 3.69 0.40 Identify the project due date and critical decision points to 3.69 0.23 accurately estimate timelines to complete tasks. Prioritize resources with project schedule to complete the project 3.69 0.23 on time. Convey ideas clearly and concisely in writing, face-to-face, and 3.69 0.23 virtually. Create a project schedule plan. 3.62 0.42 Create a communication plan that includes the project vision and 3.62 0.26 goals. Use active listening skills. 3.62 0.42 Establish and document relevant processes for accomplishing the 3.54 0.27 work. Identify product requirements and quality standards. 3.54 0.27 Define roles and responsibilities. 3.54 0.44 Practice and support open communication with all project team 3.54 0.27 members. Communicate with all stakeholders regularly. 3.54 0.27 Ensure the safety and wellbeing of project teams are managed 3.54 0.44 effectively. Have a clear understanding of the role and responsibilities of an 3.54 0.60 instructional design project manager.

162

Table 4.40

Least Important Instructional Design Project Management Competencies for Government/Non-

Profit

Government/Non-Profit M SD Least Important IDPM Competencies Combined Use the historical schedule and After-Action Review data from 2.38 1.09 knowledge repositories to develop WBS, if available Archive historical and maintenance information. 2.69 0.56 Apply business analysis skills. 2.85 0.64 Manage and coordinate multiple projects. 2.85 0.64 Facilitate team building activities to support a united vision for 2.92 0.74 the project. Determine the average amount of time it takes team members to 2.92 0.24 complete assigned tasks. Understand the tools used by team members to complete 2.92 0.58 assigned tasks. Validate project budget using historical cost data from similar 2.92 0.74 projects. Develop a work breakdown structure of the detailed workflow 2.92 0.58 processes and effectively assign responsibilities. Develop scoping plans using historical data from knowledge 2.92 0.41 repositories, where applicable.