Other Artifacts
MIT 500 ~ MIT 502
MIT 510 ~ MIT 511
MIT 522 ~ MIT 530
MIT 531 ~ MIT 542

Artifacts ~ MIT 520:
A Self-Instructional Module

Product

Improving Negotiation Skills for Financial Loan Officers (main document)

Integration Management (page 36)

Macro-Level Plan (page 4)

Scope Management (page 6)

Time Management (WBS) (page 19)

Quality Management (page 45)

Human Resource Management (page 34)

Communications Management (page 23)

Risk Management (Slack) (page 13)

Procurement Management (page 18)

Context & Conditions

        Improving Negotiation Skills for Financial Loan Officers was designed and developed as a requirement for MIT 520 Managing Instructional Development. The project was completed under the guidance of Dr. Arnold Murdock during the fall semester of 2006. The project was developed for the XYZ Credit Union Wilmington, NC to enhance negotiation skills for Financial Loan Officers. The project provided opportunities for Loan Officers to have access to a reference handbook and a job aid during loan negotiations. MIT 520 is an independently designed project and uses three models: Dick, Carey & Carey, England & Finney and Michael Greer.

 Scope

            The MIT 520 project examined the principles of planning, scheduling, allocating resources, budgeting, proposal preparation, cost control, and personnel management. Each student was to design a project plan and decide how to implement the plan by controlling and monitoring each project activity. The course involved the study of a rigorous needs analysis articulating details of time management, quality management, human resource management, communications management, risk management and procurement management. MIT 520 was an independent study, and the time-frame for the project was completion within one semester.

Role

§         Instructional Designer (ID)

§         Project Manager (PM)

         I assumed the roles of Project Manager (PM) as well as an Instructional Designer (ID). As an ID I began by designing a scope management needs assessment plan to analyze the gap and determine the need. Several phases of the project were designed and reported to management for formative evaluation and revision. I designed a questionnaire for response and clarification of the need.

            The first phase provided me with 8 problems in need of instruction. The second phase involved time management, allowing for unexpected events. I met with the subject matter experts, and other stakeholders to present information gathered from phase one and phase two. The third phase involved budgeting and projecting the cost and determining risks. After several formative evaluations, I presented the fourth phase to include the deliverables. Each phase described the performance as either supporting the adoption or disputing the adoption of the project. I developed a Gantt chart from the beginning of the assignment and kept an accurate flow of who was involved, what steps were forth coming, what expenditures might be expected. At the end of the project, I reported time and cost allocations for each phase, per individual.

Reflection