The domain of management controls instructional technology through planning, controlling, organizing, coordinating, and supervising (Seels & Richey, 1994). No matter how large or small an instructional technology project may be, management will play a key role. Proper management can mean the difference between a project coming in on-time, under-budget, and with quality deliverables (Verzuh, 2005).

Instructional technology managers are required to fulfill a number of roles on any given project. They are responsible for determining the project’s scope, constraints, deadlines, milestones, evaluation procedures, deliverables, risks, legal issues; assembling a project team, the job responsibilities of team members, and a communication plan. Managers act in a supervisory role in that they do not actually design and develop the projects but they are responsible for getting each of these steps started and ensuring they are staying on time and within budget. 

Within the domain of management are: project management, resource management, delivery system management, and information management.

Project Management

Project management differs from traditional management in that they often work with a temporary project team, they often lack long-term authority over team members because they are their temporary boss, and they usually enjoy greater control and flexibility. 

Instructional technology project managers are responsible for the planning, scheduling, and controlling functions of an instructional design or multimedia development project (Seels & Richey, 1994). They also negotiate, budget, install information monitoring systems, and evaluate progress and improvement. 

Michael Greer’s ID Project Management model is often used by practitioners in the field. This model contains three phases: project planning, instructional development, and follow up (Greer, 1992). During the planning stage an instructional technologist defines the scope, and organization of the project. The scope is imperative to the success of any instructional design project and if ill-defined can spell disaster. The second stage entitled instructional development includes gathering information, developing a blueprint, creating a draft of materials, and producing master materials. This stage requires the largest resource allocation. The final stage entitled follow up involves reproducing and distributing materials as well as evaluation of the instruction. 

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Resource Management

“Resource management involves planning, monitoring, and controlling resource support systems and services (Seels & Richey, 1994, p. 51). Resources include people, budget, supplies, time, facilities, and instructional resources. Determining the necessary supplies and products is much easier than managing human resources. The true test of any project manager is the extent to which they are able to motivate their team members to stay on task and budget while producing a quality product. There are numerous management techniques which managers rely upon when motivating workers including Maslow’s Hierarchy of Human Needs (Maslow, 1943) and McGregor’s Theory X and Theory Y (McGregor, 1960).

Delivery System Management

Instructional technologists are often called upon to manage the distribution and delivery of instructional materials. This type of management requires a focus on the delivery systems’ hardware and software requirements, and technical support to users and operators (Seels & Richey, 1994). A delivery system management is often contingent on the system of resource management. Managers ensure the technology of the delivery system is compatible with the instructional goals of the project.

Information Management

Information management is “the storage, transfer, or processing of information” to facilitate learning (Seels & Richey, 1994). The project manager is responsible for providing users with access to information in an easy to use manner. With more and more information being stored on networks, security is also a major part of this sub-domain. 

Content management has recently received a lot of attention in the field, particularly in higher education. Instructional technologists often act as administrators for content management systems (CMS). CMSs control, facilitate, and organize large, often collaborative documents. Highly functional web sites designed and developed for an organization to diffuse information are a good example of a CMS. These sites are often one-stop shops for the organization’s members (faculty, staff, and students) to find pertinent organizational information.