Instructor Facilitation Guide
- Page ID
- 57172
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\(\newcommand{\avec}{\mathbf a}\) \(\newcommand{\bvec}{\mathbf b}\) \(\newcommand{\cvec}{\mathbf c}\) \(\newcommand{\dvec}{\mathbf d}\) \(\newcommand{\dtil}{\widetilde{\mathbf d}}\) \(\newcommand{\evec}{\mathbf e}\) \(\newcommand{\fvec}{\mathbf f}\) \(\newcommand{\nvec}{\mathbf n}\) \(\newcommand{\pvec}{\mathbf p}\) \(\newcommand{\qvec}{\mathbf q}\) \(\newcommand{\svec}{\mathbf s}\) \(\newcommand{\tvec}{\mathbf t}\) \(\newcommand{\uvec}{\mathbf u}\) \(\newcommand{\vvec}{\mathbf v}\) \(\newcommand{\wvec}{\mathbf w}\) \(\newcommand{\xvec}{\mathbf x}\) \(\newcommand{\yvec}{\mathbf y}\) \(\newcommand{\zvec}{\mathbf z}\) \(\newcommand{\rvec}{\mathbf r}\) \(\newcommand{\mvec}{\mathbf m}\) \(\newcommand{\zerovec}{\mathbf 0}\) \(\newcommand{\onevec}{\mathbf 1}\) \(\newcommand{\real}{\mathbb R}\) \(\newcommand{\twovec}[2]{\left[\begin{array}{r}#1 \\ #2 \end{array}\right]}\) \(\newcommand{\ctwovec}[2]{\left[\begin{array}{c}#1 \\ #2 \end{array}\right]}\) \(\newcommand{\threevec}[3]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \end{array}\right]}\) \(\newcommand{\cthreevec}[3]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \end{array}\right]}\) \(\newcommand{\fourvec}[4]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \\ #4 \end{array}\right]}\) \(\newcommand{\cfourvec}[4]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \\ #4 \end{array}\right]}\) \(\newcommand{\fivevec}[5]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \\ #4 \\ #5 \\ \end{array}\right]}\) \(\newcommand{\cfivevec}[5]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \\ #4 \\ #5 \\ \end{array}\right]}\) \(\newcommand{\mattwo}[4]{\left[\begin{array}{rr}#1 \amp #2 \\ #3 \amp #4 \\ \end{array}\right]}\) \(\newcommand{\laspan}[1]{\text{Span}\{#1\}}\) \(\newcommand{\bcal}{\cal B}\) \(\newcommand{\ccal}{\cal C}\) \(\newcommand{\scal}{\cal S}\) \(\newcommand{\wcal}{\cal W}\) \(\newcommand{\ecal}{\cal E}\) \(\newcommand{\coords}[2]{\left\{#1\right\}_{#2}}\) \(\newcommand{\gray}[1]{\color{gray}{#1}}\) \(\newcommand{\lgray}[1]{\color{lightgray}{#1}}\) \(\newcommand{\rank}{\operatorname{rank}}\) \(\newcommand{\row}{\text{Row}}\) \(\newcommand{\col}{\text{Col}}\) \(\renewcommand{\row}{\text{Row}}\) \(\newcommand{\nul}{\text{Nul}}\) \(\newcommand{\var}{\text{Var}}\) \(\newcommand{\corr}{\text{corr}}\) \(\newcommand{\len}[1]{\left|#1\right|}\) \(\newcommand{\bbar}{\overline{\bvec}}\) \(\newcommand{\bhat}{\widehat{\bvec}}\) \(\newcommand{\bperp}{\bvec^\perp}\) \(\newcommand{\xhat}{\widehat{\xvec}}\) \(\newcommand{\vhat}{\widehat{\vvec}}\) \(\newcommand{\uhat}{\widehat{\uvec}}\) \(\newcommand{\what}{\widehat{\wvec}}\) \(\newcommand{\Sighat}{\widehat{\Sigma}}\) \(\newcommand{\lt}{<}\) \(\newcommand{\gt}{>}\) \(\newcommand{\amp}{&}\) \(\definecolor{fillinmathshade}{gray}{0.9}\)Project Reckon Practicum
Managing a Fully Outsourced Product Development Initiative
1. Purpose and Philosophy
This practicum is designed to move students from:
Understanding project management → Practicing project leadership under uncertainty
Unlike traditional instruction, this module:
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Does not present clean problems
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Does not provide complete information
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Does not reward memorization
Instead, it simulates:
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Ambiguity
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Trade-offs
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Stakeholder pressure
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Imperfect decision environments
Instructor Objective
Your goal is not to:
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Teach the “correct” answer
Your goal is to:
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Develop judgment
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Reinforce discipline
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Encourage decision ownership
2. Instructor Role (Expanded)
You operate in three simultaneous roles:
1. Facilitator
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Guide thinking, not answers
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Ask probing questions
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Challenge assumptions
2. System Designer
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Adjust scenario intensity
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Introduce consequences
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Control pacing
3. Executive Voice
At times, you will act as:
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CFO
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CTO
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Executive Sponsor
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Stakeholder
This introduces realism and pressure.
3. Classroom Setup Models
Model A – Individual Execution
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Students respond individually
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Best for writing discipline
Model B – Team-Based Simulation
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Groups act as PM office
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Best for discussion and debate
Model C – Hybrid (Recommended)
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Discussion → Individual submission
4. Weekly Facilitation Flow (Detailed)
Phase 1 – Scenario Launch (5–10 min)
Instructor:
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Provides scenario
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Reads key email (optionally aloud)
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Highlights signals, not conclusions
Do NOT interpret the scenario.
Phase 2 – Silent Analysis (10–15 min)
Students:
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Read scenario independently
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Identify:
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Issue
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Risk
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Decision
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Phase 3 – Structured Discussion (20–30 min)
Instructor leads using:
Core Question Framework
1. Signal Identification
“What is actually happening here?”
2. Pattern Recognition
“Is this new, or part of a trend?”
3. Decision Pressure
“What decision must be made now?”
4. Trade-offs
“What are you giving up?”
5. Risk
“What could go wrong next?”
Phase 4 – Decision Commitment (Critical)
Students must:
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Take a position
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Defend it
Instructor must enforce:
No vague answers
No “it depends” without conclusion
Phase 5 – Debrief (10–15 min)
Instructor:
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Highlights strong reasoning
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Compares approaches
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Emphasizes trade-offs
5. Deep Facilitation Techniques
Technique 1 – “Push for the Second Layer”
Student:
“We should monitor.”
Instructor:
“What happens if this continues for 3 weeks?”
Technique 2 – “Force Trade-offs”
Student:
“We should improve quality.”
Instructor:
“What are you willing to delay or spend?”
Technique 3 – “Reverse the Decision”
Ask:
“What would happen if you did the opposite?”
Technique 4 – “Future Projection”
“Where will this project be in 2 scenarios?”
Technique 5 – “Decision Ownership”
“Are you comfortable explaining this decision to the CFO?”
6. Scenario Phase Guidance (Deep)
Phase 1: Early Execution (Scenarios 1–5)
Focus:
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Scope discipline
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Early signals
Instructor Behavior:
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Push students to act early
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Challenge “it’s small” thinking
Phase 2: Pattern Formation (6–15)
Focus:
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Trends
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Corrective action
Instructor Behavior:
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Force pattern recognition
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Ask:
“What’s repeating?”
Phase 3: Escalation & Conflict (16–24)
Focus:
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Leadership under pressure
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Trade-offs
Instructor Behavior:
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Introduce tension
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Simulate executive pressure
Phase 4: Control & Closure (25–30)
Focus:
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Alignment
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Reflection
Instructor Behavior:
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Push strategic thinking
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Challenge hindsight bias
7. Common Student Failure Modes (Detailed)
1. Passive Monitoring
Symptoms:
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“Let’s wait”
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No action taken
Instructor Response:
“What signal would make you act?”
2. Overreaction
Symptoms:
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Immediate escalation
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Over-control
Instructor Response:
“What problem are you actually solving?”
3. Narrow Thinking
Symptoms:
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Focus only on defects OR cost
Instructor Response:
“What else is affected?”
4. Avoiding Decisions
Symptoms:
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Long analysis
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No conclusion
Instructor Response:
“Choose.”
5. Emotional Reaction
Symptoms:
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Blaming vendor
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Defensive tone
Instructor Response:
“What would an executive say?”
8. Adaptive Scenario Control (Advanced)
If Students Are Too Passive
Inject:
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Escalating defects
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Budget spike
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Stakeholder complaint
If Students Are Too Aggressive
Inject:
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Vendor pushback
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Relationship strain
If Students Ignore Finance
Inject:
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CFO escalation
If Students Allow Scope Drift
Inject:
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Scope reconciliation crisis
If Students Over-Control
Inject:
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Slow delivery
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Team frustration
9. Evaluation Model (Expanded)
Grade Based On:
1. Decision Quality
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Clear, actionable
2. Trade-off Awareness
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Recognizes consequences
3. Risk Insight
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Identifies future problems
4. Structure
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Organized thinking
5. Tone
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Professional, executive
Do NOT Grade Based On:
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Agreement with instructor
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Technical detail
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Length of response
10. Capstone Facilitation (Scenario 30)
Instructor Questions:
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“When did control break down?”
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“What decision mattered most?”
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“What would you change first?”
Encourage:
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Honest reflection
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Ownership
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Pattern awareness
11. Teaching Philosophy (Core)
Students must learn:
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Projects drift gradually
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Control must be continuous
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Decisions have second-order effects
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Trade-offs are unavoidable
Final Instructor Insight
The most important question in this practicum is:
“What happens next if I do nothing?”
12. Optional Advanced Delivery Modes
Live Simulation Mode
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Instructor reads Julie’s email aloud
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Students respond in real-time
Executive Review Mode
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Students present dashboard
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Instructor plays CFO
Debate Mode
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Split class into opposing decisions
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Force defense
13. Final Instructor Reminder
Do not rescue students too early.
Let them:
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Make imperfect decisions
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Experience consequences
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Learn through pattern recognition
🎯 Final Thought
This practicum is not about:
Getting it right
It is about:
Learning how to decide when things are not clear