The problem with these ratios is that even if they are true, they are simply not believable. I dare you to tell your boss or a stakeholder that it’s going to take a week of full-time work to put together an hour-long training. I can guarantee with almost 100% certainty that not only will they be rolling their eyes inwardly (and possibly outwardly, too), but they will start actively looking for ways to show you the proverbial door.
In their mind, it takes 15 minutes to throw together a PowerPoint deck and some notes to conduct an hour-long meeting. So, why does developing an hour-long training take a full week? 15 minutes versus 40 hours. Clearly, there is a big disconnect going on here that makes these ratios useless.
So, now what? How can you figure out and effectively communicate how long instructional design really takes?
Let’s start with the notion of time. In the project management world, of which you are inadvertently a part, there are two types of time: task time and elapsed time. To illustrate the difference, let’s say you have a task that you know will take 8 hours of pure work to complete. The question is, “are you going to be able to sit down at the beginning of an 8-hour work day, work on this task straight through, and have it complete by the time you leave?” Probably not, right? Your 8 hours of pure work will be undoubtedly be interrupted by meetings, impromptu conversations with colleagues, other priorities, coffee breaks and the ensuing bathroom breaks. In fact, it might take you 4 days to complete this 8-hour task. These 4 days are your elapsed time.
Bosses and stakeholders do not care about task time. They care about elapsed time because that tells them when it, whatever it is, will be done.
But, in order for you to figure out elapsed time, you need to start by figuring out task time. And, these hard-to-fathom instructional design to development ratios are not helping you. They are simply not credible.
Here is the very accurate process I use when figuring out the elapsed time I need to communicate to my clients.
- Identify deliverables. Every training course consists of a series of deliverables. Examples of possible deliverables for classroom training include instructor guide, participant guide, handouts, job aids, and slides. Deliverables for e-learning might include screen text, images, audio script, storyboard, etc. You get the idea. Think through what you will need to create and list it out.
- Sequence the order in which you’ll create the deliverables. Sometimes the natural flow of the work dictates this order. For example, you can’t start off by writing the storyboard. Sometimes, the order is a little more flexible.In the latter case, I always start by creating whichever deliverable will be most comprehensive. This allows me to pull content from that deliverable to create the other deliverables. For example, sometimes the instructor guide is the most comprehensive deliverable I need to create for classroom training. I create it first and then re-use portions of the content for the participant guide. This speeds up the development process.
- List the steps you’ll need to create each deliverable, including reviews. Steps might include review existing material, interview subject matter experts (SMEs), create notes, review notes with SMEs, etc.These steps should be fairly detailed. And, of course, they will be driven in part by the sequence of the deliverables you decided on in step 2. For example, if you plan to leverage content from the instructor guide to create the slides, you don’t need to re-interview the SMEs to create the slides.By listing out the steps to create each deliverable, you are, in essence, creating a project plan.
- Guesstimate the time it will take to do each step. If the deliverable is more complicated, make sure to estimate more time. For example, it will take you longer to write a detailed instructor guide that someone else can use to deliver the training than it will to write up a simple outline of what you’ll cover when you deliver the training.I know. I know. This part feels uncomfortable because you are guessing. Just do your best. If you follow this process often enough, your guesstimates will become more and more accurate. Plus, I’ve found that even if my guesstimates for individual tasks are off, my guesstimate for the total time it will take to do the project is consistently spot on. And, this is what we are shooting for.
- Add 50% to your guesstimates. Why 50%? Research shows that when we context shift, we lose up to 40% productivity. Context switching means jumping from task to task (aka multi-tasking). It might look like this: write facilitator guide, go to meeting, write facilitator guide, respond to colleague’s question on Slack, write facilitator guide, check email. Every time you switch from writing the facilitator guide to doing something else and back again, you lose 40% productivity.The extra 10% is just in case your initial estimates were overly optimistic. Plus, it makes the math easier.
- Add up your guesstimates to get the total task time for the project. This is the pure work effort you’ll need to put in to get this project done. You still don’t know how long the project will take, though.
- Schedule it out. Review your calendar, taking into account everything else you need to do, and figure out how much time you’ll need to dedicate to this one project day-by-day. If others will be involved, guess (or better yet, check with them) to see how long their part will take. For example, we never give SMEs fewer than 3 days to review something.
At this point, you’ve essentially created a project schedule that shows when you’ll be done. This has several important benefits.
- If your done date exceeds your due date, you’ll need to re-prioritize how you are spending your time. This can be a conversation you have with your boss regarding what you should be working on. It can also mean making decisions such as skipping a meeting in which your presence is not critical in order to get your project done. In other words, you’ll be able to plan instead of scramble.
- You have a credible way to communicate with your boss and stakeholders about what needs to be done and how long it takes. This can be the genesis of a conversation about cutting scope, pushing out the deadline, or getting help. It’s much harder to argue with a well thought out, documented plan than it is to argue with seemingly ridiculous and unreasonable ratios.
- Over time this approach can help your team as a whole determine what is realistic to take on. Let’s face it. Time and energy are not infinite resources. If you are mindful about what something “costs,” you might choose to spend your time and energy only on the projects that have the most potential value to your organization.