This document provides an overview of agile project management techniques for instructional designers. It discusses how agile is better suited than traditional models for complex instructional design projects that require flexibility and responsiveness to change. The key aspects of agile covered include iterative development, prioritizing work based on business value, frequent planning and review cycles, and emphasis on collaboration and feedback.

1. LLAMA
Agile Project
Management for
Instructional Designers
Megan Torrance | mtorrance@torrancelearning.com

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3. Build the case for Agile
Deliver projects
on time, in
budget, that
meet the need
Describe it to others
Write learner personas
Define the scope
Build the environment
Get started!
Estimate the effort
!
Plan the project
Develop in iterations
Align with goals
Identify work tasks Kick off the project

4. Build the case for Agile
Articulate why traditional approaches to project
planning are lacking
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5. Think about your
best project ever.
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Source: Wikimedia Commons
NASA_Space_Shuttle_Atlantis_landing_(
STS-110)_(19_April_2002).jpg
Our projects are complex &
we have to keep up with an
ever-increasing rate
of change.

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ANALYZE
DESIGN
DEVELOP
IMPLEMENT
EVALUATE
TIME

8. The first day of a project
is the worst day to plan what
the end product will be
(and how much it will cost).
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iStockphoto.com/10587442
ANALYZE
DESIGN
DEVELOP
IMPLEMENT
EVALUATE
TIME

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A
D
I+E
D
I+E
D
DD D
TIME

11. Agile is …
An iterative, incremental method
of guiding design & build projects
in a highly flexible & interactive manner,
focusing on maximizing customer value
and fostering high team engagement.
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Software Instructional Design
Dedicated Multiple projects
Features + Functions + Objectives
Continuous Sprints Considerable wait time
Scrum, XP, Kanban LLAMA
Test feedback loop
is immediate
Learning feedback
loop is long

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14. THE AGILE MANIFESTO:
We are uncovering better ways
of developing software
by doing it and
helping others do it...
15
source: www.agilemanifesto.org

15. Through this work we have
come to value:
Individuals and interactions
over
processes and tools
16
source: www.agilemanifesto.org

16. Through this work we have
come to value:
working software
over
comprehensive documentation
17
source: www.agilemanifesto.org

17. Through this work we have
come to value:
customer collaboration
over
contract negotiation
18
source: www.agilemanifesto.org

18. Through this work we have
come to value:
responding to change
over
following a plan
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source: www.agilemanifesto.org

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Dollarphotoclub_25873819

20. Write Learner Personas
Use learner personas as a guide to keeping training
design & your project focused.
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http://www.elcidweddings.com/wp-content/uploads/2012/08/Real-
AdobeStock_211557660

23. Define Scope with
Stories
Write learner stories and story cards to define scope
and plan the project.
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24. Stories capture business needs
and performance outcomes
in a format that's useful for
planning & production.
25Story Cards 3 Things

25. blog.cathy-moore.com
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http://blog.cathy-moore.com/

26. Practice in
Training
Knowledge
Required
Goal
Adapted from: CathyMoore
Behavior on
the Job
Nail roof
shingles safely
Remove a
kidney stone
Provide verbal feedback
to teammates
Collect &
enter data
accurately

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Learners’ job Your job
What parts of the
learners’ job are we
supporting?
What are we building
to help them?
Define scope in terms of:

28. Identify & estimate work
tasks
Create the task list for the
first round of work to be done.
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Humans are very bad at this

30. Rules for
Estimating
Break down big things into little things.
The person who does the work estimates
the work.
Estimate based on what you think it will take
to do the work, with no padding.
Account for the uncertainty of large things.
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31. Create a 30 minute
elearning module
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32. Why might an estimate
be wrong?
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33. When the
estimate is
wrong....
1. Speak up as soon as you know.
2. Say "thank you“.
3. Understand why.
4. Figure out what to do next.
5. Communicate with the client.
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34. Lather, Rinse, Repeat
Iterate!
Plan for small, meaningful iterations that allow for
review and adjustment.
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35. Make small mistakes faster.
Skip the big mistakes.
36Richard Sheridan, Agile Explained

36. Do the
simplest
thing that
could
possibly
work.
37
M.V.P.
Minimum Viable Product

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D
I+E
D
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D
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TIME
I+E

38. How to
iterate?
Alpha > Beta > Final
By Project Phase
By Delivery Medium
By level of finish/functionality
By language
By audience
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39. Megan’s
Rules for
Iterations
It does real work.
Someone else has to use it.
You gather data.
Data informs the work to do in the next
iteration.
40

40. Plan the project
Prioritize and schedule work & the resources you need
41

41. Zero-
Surprises
Projects
1. Break big things into little ones.
2. Plan from the big to the little.
3. Work from the little to the big.
(if they don’t match, start talking)
4. Make it visual.
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D
I+E
D
I+E
D
DD D
I+E
D
D
I+E
*Work
1 week
Review
1 week
Work
1 week
Review
1 week
Work
1 week
Review
1 week
Tweak
1 week
Final
release
Kickoff

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Top-Down Planning:
SME & Reviewer schedules
Holidays
Resource Plans Final
Delivery
Date

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Bottom-up Planning is
based on estimates

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When the two don’t match,
then you start talking.
Hard part

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48. Organize
weekly work
by day and
team
member.
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50. Build the case for Agile
Deliver projects
on time, in
budget, that
meet the need
Describe it to others
Write learner personas
Define the scope
Build the environment
Get started!
Estimate the effort
!
Plan the project
Develop in iterations
Align with goals
Identify work tasks Kick off the project

51. Make it your own
Modify approach to fit own work environment and
organizational culture.
52

52. Megan Torrance
mtorrance@torrancelearning.com
@MMTorrance | @xAPIGnome | @Tlearning
Questions &
Thoughts?
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