Rubric Details Form

for Student-Facilitated Case Study

Team Members: Esther Garrison, William Wells
Name of Case: Jack Waterkamp: Managing Scope Change in an Instructional
Design Project
For each
case,
describe/add
ress the
following:

Details for the Case Study

Who are the

key
stakeholders?

Designer: Jack Waterkamp, Director of Curriculum

Development at Complex Data Systems, Inc. Working with
company for two years, envisions his name alongside
company executives someday.
Client: Executive management team at Complex Data
Systems, Inc. (J.W. Hamlin, CEO, Elizabeth Henderson, VP
of HR- Jacks boss)
SME: Katherine Tracy, CRM product manager. She is in
charge of pricing the product and training, and field
testing of the product; Lewis Ramirez, software
development R&D director, developing the online software
for CRM training.
Audience: System Administrators (SAs) for the online
training, responsible for deploying and maintaining the
new software system. End-users for the classroom-based
curriculum. Customers of Complex Data Systems, Inc.
Other important stakeholders: Melissa OConnell, the
client training services director. Larry Edwards, VP of
Sales- incharge of sales and marketing of CRM training
and software.

What are the

primary
concerns of
each
stakeholder?

Designer: Major concern is meeting the November

deadline, ensuring success for the project
Client: Offering web-based training, concerned with
downward trend in revenue through classroom-based
training at client site and at Complex Data Systems, Inc.

SME: Getting out the glitches in the beta-tested version of

the CRM software, having the product functional by the
launch date.
Audience: Dont have too much info on them. Concerned
with understanding and piloting the CRM online training
(SAs), concerned with choosing classroom trainers they
like (customers/end-users)
Other stakeholders: Melissa OConnell- concerned with
training her team on the new technology, falling short and
receiving poor client and trainer satisfaction. Larry
Edwards- concerned with pricing information (or lack
thereof) for the clients, as well as client satisfaction in
their trainers.
What are the
key (1-2) ID
design
challenges?
(Hint: Label
these as
Analysis,
Design,
Development,
Implementatio
n or
Evaluation.)

1. The CRM curriculum has already been designed for the

classroom. The scope change mandated by the executives
would affect the implementation stage of ADDIE. Jack and
his team are to change delivery methods (web-based) and
stick to the original time-frame and budget.
2. Development of the software is being met with extreme
friction. Product functionality is low, with three of the
seven modules being inaccurate- technical procedures
having been altered. This challenge seems to be out of
Jacks hands. This would be in the realm of responsibility
for Lewis, the software development director.

What casespecific
constraints
impact the
designers
ability to
address design
challenges?

1. Time frame and budget are not flexible. Jack and his
team must meet the November deadline while developing
an online training CRM module to work alongside the
classroom-based curriculum.
2. Melissa OConnell not onboard. Melissas continued
negativity toward the project and new mandate, which are
out of Jacks control, is creating poor communication
within the project team.
3. General project management and communication. Jack
is not responsible for the technological issues, the pricing
lag, or the ability of the trainers. His teams actions in
these areas affect his ability to design, develop, and
implement the newly mandated online initiative.

How would you

prioritize these
design
challenges and
case-specific
constraints?
Why this
order?

1st priority and why:

Project management and communication- if this very
diverse group of professionals cannot communicate
effectively or manage their departments in a timely
manner than this project will not make it to the November
deadline. Project success lies in Jack developing a way for
Katherine, Lewis, Larry, and Melissa to communicate and
solve problems that arise.
2nd priority and why:
Working with Melissa would be next. Again, her lack of
communication and commitment is out of Jacks control.
But being able to work with the trainers is something Jack
is addressing currently and should continue to do. This will
help in the beta testing and Jack gathering more data
about how the trainers feel as they use the CRM online
software.
Lesser priority challenges and why less important:
Time-frame and budget: these are essentially out of Jacks
control and cannot be addressed. The best next-step
for Jack and his team is to simply adapt to the executive
mandate and get the job done to the best of their ability.

Outline two
reasonable
solutions your
classmates
might suggest.

Option 1. Jack needs to continue with the development of

functional modules with the help of Katherine, even if they
cannot be tested before the release date. He should
create a way of having Katherine and her department
document any technical issues that arise so that Lewis
department can smooth those out by the November
deadline. Melissa and her trainers will need to remain
onboard so that as much of the online curriculum is
tested before the product release date. Jack may need to
get other stakeholders involved (executives Elizabeth,
Larry) to support him in moving forward with the
curriculum by establishing deadlines for technical
changes, attacking technical issues as they arise and
encouraging his [Jacks] team to sideline other product
trainings. Jacks department will feel a release of tension
as they work with focus on getting the CRM training

curriculum ready for November.

Option 2. (Less viable) Jack and the other stakeholders
could miss the deadline but fix all technical glitches. All
modules within the software can be beta-tested, and SAs
can have experience using the completed online
curriculum.

Describe how
each solution
addresses the
design
challenges and
case-specific
constraints
listed above.

Option 1 ->
Addresses the design challenge of successful software
development and timely implementation by Jack taking
control of the project through open communication with
the various departments, establishing executiveapproved deadlines for all technical changes as well as
keeping track of changes that cannot be beta tested,
and prioritizing his departments work on the CRM
curriculum.
Option 1 adheres to the executive mandate of a
November hard deadline as well as keeps within budget.
The project is not moving backwards by tweaking Jacks
design but moves forward with his original design plans,
adapting them to the technical challenges that arise.
Melissa is kept involved and reassured by the new
communication plan and re-prioritization of Jacks team.
Option 2 ->
Development of web-based curriculum.
Time constraint is ignored, allowing for full testing and
completion of the CRM online product.

Discuss the
Option 1
pros for each 1. Adheres to executive timeframe and budget.
2. Software is completed, both classroom-based and online.
solution.
3. Most of the online modules will be beta tested.
4. Project moves forward not backward.
5. Jack is holding other stakeholders accountable for their
role in the project (Katherine, Lewis, Melissa).
Option 2
1. Product has been fully tested, glitches removed, and SAs

being trained on completed product.

2. Additional time for Jack to convince Melissa and her team
of the benefits in online curriculum.
3. Flexibility for new deadline date aligned to project needs.
Discuss the
Option 1
cons for each 1. Not all modules will be beta-tested.
2. SAs for online format will not be fully trained on all
solution.
modules.
3. Technical issues regarding the modules will not be
smoothed out until after the product delivery.
Option 2
1. Does not adhere to the executive- mandated deadline.
2. Increased skepticism of Jacks project and its impact on
learners
3. Jacks future with company could be in jeopardy.

OBJECTIVES:
After analyzing and discussing this case, instructional design students will be
able to:
1. Identify the many stakeholders involved in the corporate design setting,
being able to recognize the interconnectedness between various
departments (sales, HR, software development, training, etc.).
2. Recognize the limitations an ID professional can have when working with
elements outside their expertise and job responsibilities.
3. Determine strategies for overcoming scope change within a project
where funding and time-frame are not appropriately adjusted.
4. Describe solutions for moving forward with a project when technical issues
and departmental communication breaks down.
5. Discuss how an instructional designer can design training curriculum for a
product while the product itself is still being developed.
6. Discuss if and when a communication plan should be established to help
manage the impact of scope changes to an instructional design project.

ARTICLES
1. http://www.millhollan.net/IMSTemplatesDocuments/ChuckMillhollanCha
ngeControl.pdf

2. http://onlinelibrary.wiley.com.ezproxy.lib.purdue.edu/doi/10.1111/j.1467
-8535.2009.00982.x/pdf

DISCUSSION PROMPTS
Monday- Wednesday
The change in scope of the CRM software training project presents a number
of new challenges for Jacks design team in order to create and deliver a
tested product by the due date. Describe two challenges Jack is facing with
the change in scope. Provide a strategy to overcome each of those
challenges.
Wednesday- Friday
Melissa is concerned that the new online format will take her training team
out of the field and have a negative impact on client satisfaction. Group 1
(Stephanie, Pam, and Jeffrey) start the discussion by writing an email to Jack
from Melissa explaining your concerns with the online project. Group 2
(Elizabeth, Kim, Jennifer, and Taylor) respond to these initial concerns from
Jacks perspective and explain how his implementation model will benefit her
team.