Learning from a Project “Post-Mortem”

Reflecting on past projects through a post-mortem analysis is crucial for identifying best practices and learning from challenges.  A recent project that stands out is my work as the Education Director and lead Curriculum Developer for the Medical Device Integration Office (MDIO), where I developed online training modules to teach Biomedical Equipment Technicians (BMETs) and Health Technology Management (HTM) personnel to manage issues with medical devices integrated into the Defense Health Agency’s (DHA) electronic health record (EHR) system, MHS GENESIS.

Project Overview

Since 2022, I have used the ADDIE model to create four online training modules that range from basic to advanced concepts in medical device integration.  The ADDIE model, a widely used instructional design framework, consists of five phases: Analysis, Design, Development, Implementation, and Evaluation (Nichols Hess & Greer, 2016).  This model provides a systematic approach, ensuring each phase is addressed thoroughly to create effective educational programs.  Each course includes knowledge- and performance-based learning objectives designed to offer comprehensive training.  Knowledge-based objectives are assessed through knowledge checks, interactive case studies, and summative quizzes.  In contrast, performance-based objectives are tested with interactive simulations in which students identify and resolve issues between medical devices and the EHR.  I managed project deadlines, scope, and deliverables, collaborating closely with a team of Subject Matter Experts (SMEs) who helped verify and build the content.

Contributors to Project Success

  1. Clear Objectives and Scope: Initially, we defined specific learning objectives and project deliverables, ensuring alignment among all team members.  This clarity helped maintain focus and minimize scope drift, providing a solid foundation for each stage of development (Project Management Institute [PMI], 2021).
  2. Stakeholder Engagement: Regular meetings with stakeholders, including DHA representatives and SMEs, provided valuable feedback that informed the content and structure of each module.  Early engagement allowed us to integrate their insights, ensuring the training met educational goals and practical needs.  Effective stakeholder engagement is critical for aligning project deliverables with user expectations (Evanick, 2023).
  3. Skilled Team Collaboration: Collaborating with a skilled team of SMEs streamlined the content creation process, ensuring that each module was accurate, relevant, and aligned with current MDIO practices.  Having a team of experts enabled us to address technical issues efficiently and maintain the quality of the deliverables (Greer, 2010).

Areas for Improvement

  1. Risk Management: We did not initially develop a comprehensive risk management plan, and when unexpected technical challenges arose, such as compatibility issues with certain learning platforms, we had to address them reactively.  Developing a risk management plan would have helped us anticipate potential challenges and create strategies to address them, thus reducing delays (PMI, 2021).
  2. Detailed Work Breakdown Structure (WBS): Without a thoroughly detailed WBS, some tasks lacked clarity regarding roles and timelines.  A well-defined WBS would have provided structure to the project, enhancing accountability and streamlining task assignments, as Greer (2010) recommends.  Implementing a WBS helped ensure that each phase was clearly outlined and manageable.
  3. Formal Post-Mortem Analysis: Although we conducted informal reviews, we did not hold a formal post-mortem after completing each module.  A structured post-mortem would have allowed us to document lessons learned systematically, creating a knowledge base for future projects and promoting continuous improvement (Terzieva & Morabito, 2016).

Conclusion

While the project met its core objectives and provided effective training for BMETs and HTM personnel, incorporating comprehensive risk management, a detailed WBS, and conducting formal post-mortems could have improved our approach and supported smoother project progression.  Learning from these elements can enhance future projects and drive more efficient and effective training solutions.


References

Evanick, J. (2023, July 25). Managing stakeholder expectations in instructional design: Effective communication and engagement. eLearning Industry. Retrieved from https://elearningindustry.com/managing-stakeholder-expectations-instructional-design-effective-communication-and-engagement

Greer, M. (2010). The project management minimalist: Just enough PM to rock your projects! Walden University Canvas.

Nichols Hess, A. K., & Greer, K. (2016). Using the ADDIE model to integrate high-impact practices into an online information literacy course. Communications in Information Literacy, 10(2), 264-282. Retrieved from https://files.eric.ed.gov/fulltext/EJ1125456.pdf

Project Management Institute. (2021). A guide to the project management body of knowledge (PMBOK Guide) (7th ed.). Project Management Institute.

Terzieva, M., & Morabito, V. (2016). Learning from experience: The project team is key. Business Systems Research Journal, 7(1), 1-15. https://doi.org/10.1515/bsrj-2016-0001

Comments

  1. WUEDUC6145ChristopherStangNovember 10, 2024 at 8:38 PM

    Hello Holli, Dr. Harrison and Class,

    Commentary.

    Holli wrote that one type of project success was due to “… Regular meetings with stakeholders,…” There are three parts of communication: (1.) the method such as email address, (2.) the content, and (3.) the people or each person. When I attended law school and as I have become older I recognized that not only by law (due process) but also by necessity giving everyone a voice in matters even if tangentially or unrelated to the direct work of the person can pay dividends. An office secretary can explain a new way of using a software application others did not know about. A client can explain who other clients may be in the future for the same project material. But of utmost concern is allowing people to tell the project manager or instructional designer about a problem or solution before time runs out. Communication is key to success in all projects (Walden University, LLC., n.d.).

    Holli also addressed the issue of Detailed Work Breakdown Structure (WBS). Here, a major issue exists. As each day or hour goes by from project inception to start before implementation changes can be made. Or issues identified or refined that were not easily detectable earlier. Filling in a Work Breakdown Structure let alone a Detailed Work Breakdown Structure is something that either involves a simple project or very experienced people involved. Here, the experience or lack of experience with key project components or implementation methods can be the difference of knowing or not knowing what to write in a breakdown of the work itself and details about the structure (Gardner & Allen, 2021, p. 1).

    Feedback.

    In communicating with the client I would advise the client about the extent of experience of each team member so for newer team members greater time and patience can be assigned for mistakes and redoing work or rushing to complete a part of the work due to inexperience (Greer, 2010, p. 43) Inexperience is not incompetency. Inexperience is lack of knowledge of how to do things correctly by having made mistakes previously. A part of project success is not only successful implementation but creating relationships with each stakeholder to such a degree that each stakeholder would like a future opportunity to work with everyone else again on a second project. Long term thinking can help soften the blow and create wise words to say in meetings about problems. Warning people of inexperience early on helps clients have the patience early on.

    References

    Gardner, J. & Allen, S. (2021). Project Management Competencies in Instructional Design.

    Online Journal of Distance Learning Administration. 24(2).

    https://ojdla.com/articles/project-management-competencies-in-instructional-design

    Greer, M. (2010). The project management minimalist: Just enough PM to rock your projects!

    (Laureate custom ed.). Walden University Canvas.

    https://waldenu.instructure.com

    Walden University, LLC. (Executive Producer). (n.d.). Project management and instructional

    design [Video file]. Retrieved from https://waldenu.instructure.com

    ReplyDelete
    Replies
    1. Holli Marshall, PMPNovember 17, 2024 at 5:11 PM

      Thank you, Christopher, for your detailed commentary and feedback. Your observation about the importance of giving every stakeholder a voice resonates strongly with the principles of effective project management. Incorporating input from a diverse group, even those tangentially related to the project, can uncover unexpected insights and solutions, aligning with the emphasis on stakeholder engagement outlined in the PMBOK (PMI, 2021).

      Your point about the challenges of developing a Detailed Work Breakdown Structure (WBS) highlights the value of balancing experience levels within a team. Providing adequate support for less experienced team members while leveraging the expertise of seasoned contributors fosters collaboration and growth. As you noted, clear communication about team capabilities with the client can set realistic expectations and build trust, which are critical for long-term project success (Greer, 2010). Your focus on creating positive, enduring relationships among stakeholders adds a valuable layer to this discussion.

      References
      Greer, M. (2010). The project management minimalist: Just enough PM to rock your projects! (Laureate custom ed.). Walden University Canvas.
      Project Management Institute (PMI). (2021). A guide to the project management body of knowledge (PMBOK® Guide) (7th ed.). Project Management Institute.

      Delete
  2. WUEDUC6145ChristopherStangJanuary 8, 2025 at 8:03 AM

    Hi Holli, Checking in for Week 1 of EIDT 6510, Sincerely, Christopher

    ReplyDelete

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