The Domain of Management
The domain of management entails the controlling of Instructional Technology through planning, organizing, coordinating and supervising (Seels & Richey, 1994, p.49). Regardless of the setting, whether it is an instructional development project or a school media center, the instructional designer must possess knowledge and skills of management and must be able to lead and control the ongoing project. Management skills include organizing programs, supervising personnel, planning and administering budget and facilities, and implementing change. In addition, the manager should be a leader who can motivate, direct, coach, support, delegate, and communicate (Prostano and Prostano, 1987). High-quality management is required from the start of any project an instructional designer takes on. Proper management will make certain that each task is accomplished on time, within budget, and according to plan (Pinto, 1998). Management knowledge and skills are required for practicing each domain (design, development, implementation, and evaluation).
Instructional designers often select a model to guide the management of a project. The Seels and Glasgow ISD Model II (1990) is based on the assumption that design and development takes place in the context of project management. The model consists of three management phases: needs analysis management, instructional design management, and implementation and evaluation management. Using all three phrases promotes the diffusion and adoption of the product.
There are four sub-domains within the management domain: project management, resource management, delivery system management and information management. A common set of tasks must be accomplished within each of these subcategories (Seels & Richey, 1994). The tasks include:
- Enforce organization
- Hire and supervise personnel
- Plan and account for funds
- Develop and maintain facilities
- Plan short and long term goals
Project Management
“Project management involves planning, monitoring, and controlling instructional design and development projects” (Seels & Richey, 1994, p.50). Project management is different from traditional management. Traditional managers are in charge of a permanent staff whereas project managers are in charge of short-term members. Project managers also lack long-term authority over their team members since the team is more temporary (Rothwell & Kazanas, 1992).
Instructional designers often use Michael Greer’s ID Model (1992) to manage projects. The model consists of three phases: project planning, instructional development, and follow up (Greer, 1992). Each phase is described below:
- Project Planning- The project manager determines the project scope and organizes the product.
- Instructional Development- The project manager gathers information, develops the blueprint, creates draft materials, tests the draft materials, and produces the master materials.
- Follow Up- The project manager reproduces and distributes the materials and then evaluates the project.
Instructional designers also use guides such as Project Management Book of Knowledge (PMBoK) (2004) to help them in attaining knowledge and skills of managing projects. PMBoK lists the following as the nine knowledge areas of project management.
- Project Integration Management
- Project Scope Management
- Project Time Management
- Project Cost Management
- Project Quality Management
- Project Human Resource Management
- Project Communication Management
- Project Risk Management
- Project Procurement Management
Resource Management
“Resource management involves planning, monitoring, and controlling resource support systems and services” (Seels & Richey, 1994, p.50). Managing resources is extremely important to ensure adequate supplies, time, facilities, et cetera are available to complete the project successfully. Examples of resources include personnel, budget, supplies, time, facilities, and instructional resources. Two important characteristics of resource management are cost effectiveness and justification of effectiveness.
Delivery System Management
The delivery system management involves the distribution of instructional materials and the method by which the materials are dispersed (Seels & Richey, 1994). Delivery system management also ensures that there will not be any issues with the delivery system and materials at the learning site. Additionally, the delivery system manager initiates a process for the end user to receive support for the new materials. Efficient management of delivery system is a necessity in distant learning environments.
Information Management
The information manager controls, plans and monitors the storage and transfer of resources and information (Seels & Richey, 1994). He or she makes certain the materials are compatible with the user’s current systems, and if necessary, revises design applications to meet the needs of the materials (Seels & Richey, 1994). The information manager also checks the availability and accessibility of the hardware, software and equipment needed to use the innovations. Finally, he or she ensures that methods are being used to keep the resources and information secure.