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Courseware & Instructor
Development Processes

"Practice is the best of all instructors."
Pulvillus Syrus 

Visit our new PMP and CAPM Training Page

Visit our new easy-to-use PMP and CAPM Training Website

Mosaic’s training is designed to improve trainee’s performance in their present job, train new personnel to perform their job, or bringing a trainee up to a defined standard, generally measured by achieving a pass grade in a designated examination. Our courseware development follows the normal ISD (Instructional System Development) processes, although the analysis phase, including curriculum development is more usually undertaken by others (eg, the development of role delineation studies and examination specifications by PMI for their range of credentials). The majority of Mosaic courses are developed and maintained on a continuing cyclical basis.

ISD Flow

Develop the Training Plan

A Training Plan will help set the overall context for training and may include the following:

Requirements Analysis

This phase is focused on Mosaic achieving a detailed understanding of the need for the training and where appropriate, agreeing this need with our client. Where courseware is being developed against a third party examination specification (eg the PMI examination specifications and role delineation studies), we spend significant time analysing the requirements and ensuring we fully understand the elements being examined. Where courseware is being developed or adapted for the specific needs of a client, Mosaic's consultant will work with the client's staff to identify the key requirements of the training. The key elements in this phase are:


Course Design & Development

The overall design of the course is established and where appropriate agreed with our clients. The key elements in the design phase are:  

  • Develop the learning objectives for each element of the training, to include both terminal and enabling objectives.
  • Identify and list the learning steps required to accomplish the training. 
  • Develop appropriate performance tests to show mastery of information, e.g. written, hands on, etc. 
  • List the eligibility requirements or entry behaviours that the learner must demonstrate prior to training. 
  • Choose instructional setting for the tasks to be trained, e.g. classroom, on-the-job, self-paced study, etc. 
  • Sequence and structure the learning objectives.
The development of the course materials is closely linked to the design process. Development includes:  
  • Determining the learning environment, media and demographics of the intended trainee group.
  • Developing learner centered instructional materials including:
    • Moderated discussions,
    • Self assessment and trial exams,
    • Team based scenarios and problem solving,
    • In dept reference materials and resources.
    • For more on effective learning see our blog on the Psychology of Effective Learning.  

Implement Training 

The key elements in this phase are:
  • Create a management plan for marketing and/or conducting the training.
  • Conduct the training.
    • We blend theory with group and individual exercises to provide a wide spectrum of learning experiences.
    • A key aspect of our exam preparation courses is a focus on deliberate practice.  Deliberate practice is an activity specifically designed to improve performance, it can be repeated (a lot), feedback on results are continuously available, its mentally demanding and it isn't much fun!  We have developed 1000s of questions designed to support the learning component of each course that provide this type of practice to help trainees prepare for their examinations.
    • Support as far as possible the different learning capabilities and styles of the group. Mosaic's White Paper on The Art of Learning, helps trainees understand their style and preferences.
  • Where possible we reinforce learning through Kolb's learning cycle
  • Obtain feedback from trainees on both the trainers performance and the courseware.
Before you take the plunge!

Trainee evaluation

Mosaic's credential training is focused on PMI's, PMP, CAPM and PMI-SP examinations. We consistently evaluate the performance of our trainees to balance the rigour of our training against the rigours of the examination. Our aim is to deliver adequate training to ensure a pass; (neither too much, nor too little).

We routinely update our courseware to optimise the content of each course, based on feedback from trainees received as part of Mosaic's Quality Assurance processes.

Mosaic's Short Courses and Workshops are designed to meet identified needs in the PM Training market.  These courses are reviewed after each delivery and updated as needed to meet the evolving needs of the project management community.
 
 
PMI R.E.P. 
policy compliance



Mosaic is a PMI approved Registered Education Provider which requires us to comply with PMI quality and administrative policies. Our designated person responsible for ensuring continuous compliance to the R.E.P. policy is Patrick Weaver.

Our processes and practices are regularly reviewed to ensure compliance with these policies including:
 - Organizational Responsibilities
 - Course Development and Content
 - Course Delivery and Instructor Evaluation
 - The Awarding of Professional Development Units (PDU)
 - Course Evaluation and Improvement
 - R.E.P. Marketing Representations
 - PMI Intellectual Property Guidelines.

Evaluation 

Continuing evaluation is a key component in our courseware development and maintenance.

Mosaic's course leaders are experienced Program and/or Project Managers who are PMP Credential holders, we actively maintain our subject matter knowledge and teaching skills (see Instructor Development Policy below).  We have successfully guided many organisations worldwide, through the implementation of methodology and the cultural change, whilst facilitating the structured examination preparation required to steer candidates to successful outcomes in PMI's examinations.

[ Return PMI Credential Training Home Page ] or [ Workshops and Short Courses Home Page ]


Kirkpatrick's four levels of training evaluation

Donald Kirkpatrick is best known for creating a highly influential four level model for training evaluation. Kirkpatrick's ideas were first published in 1959, but are better known from a book he published in 1975 entitled, Evaluating Training Programs. The four levels of Kirkpatrick's evaluation model measure:
-  Reaction of student - what they thought and felt about the training
-  Learning - the resulting increase in knowledge or capability
-  Behavior - extent of behavior and capability improvement and implementation/application
-  Results - the effects on the business or environment resulting from the trainee's performance.

The way we apply the Kirkpatrick model in our training delivery is set out in the table below:

Level Evaluation description
Tools and methods used Relevance and implementation
1 Reaction evaluation is how the delegates felt about the training or learning experience. Feedback forms ('Happy Sheets').
   
Verbal reaction, post-training discussions.
Quick and very easy to obtain and analyse.  We collect evaluation forms from all trainees and regularly assess their reactions through formal and informal communication.
2 Learning evaluation is the measurement of the increase in knowledge - before and after. Typically assessments or tests before and after the training. Relatively simple to set up; clear-cut for quantifiable skills.  We track our PMI exam candidate's success rates in the PMP, CAPM, PgMP and PMI-SP exams.
3 Behaviour evaluation is measuring the extent of transfer and application of learning back on the job.  Observation and interviews over time are required to assess change, relevance of change, and sustainability of change. Measurement of behaviour change typically requires cooperation and skill of line-managers.  May be applied to selected in-house courses as part of our overall training brief, in conjunction with the client's management team.
4 Results evaluation is determining the effect on the business or environment caused by the trainees increase in knowledge. Measures need to be in place via normal management systems and reporting - the challenge is to relate improvements to the trainee's enhanced capability. Individually not difficult. Process must attribute clear accountabilities. May be applied to selected in-house courses as part of our overall training brief, in conjunction with the client's management team.


Instructor Development Policy

By design we are a small business focused on providing an excellent level of service to our trainees, as a consequence we do not employ training staff. All of Mosaic's courses are developed and delivered by:

Dr Lynda Bourne Dr. Lynda Bourne DPM, PMP, FAIM, FACS.
Lynda is an internationally recognised consultant, author and trainer. She has extensive experience as a Senior Project Manager and Project Director specialising in delivery of IT and other business-related projects and has worked as a Senior IT Project Management Consultant.  

Lynda is Director of Professional Services with Mosaic Project Services and the Managing Director and CEO of Stakeholder Management Pty Ltd.
 
See Lynda's CV
   
Follow Lynda: 
Patrick Weaver Patrick Weaver PMP, PMI-SP, FAICD, FCIOB.
Patrick has over thirty five years experience in the Project Management industry and has been a PMI member for over 25 years.  His career initially focused on the planning and managing of construction and engineering projects. The last twenty years has seen his businesses and experience expand to include the successful implementation of project controls in a range of government, defence, ICT and business environments and the development of a range of sophisticated training options. He is the designated R.E.P. contact within Mosaic responsible for ensuring the continuous compliance to R.E.P. policy.

Patrick is
the Managing Director of Mosaic Project Services Pty Ltd.
   
Skills Development


To maintain our position at the forefront of project management knowledge and teaching skills we actively engage in the creation and dissemination of new knowledge and information through the following activities:

  • Researching and writing blog posts discussing topical issues across a wide range of project and stakeholder management issues: see our current blog list.
  • Researching and writing articles for a range of web publications: see our published articles.
  • Researching and writing articles for formal publications: see our press list.
  • Researching and writing White Papers: see our White Paper list.
  • Developing and presenting conference papers:
  • The collection of papers and articles outlined above are consolidated in our PM Knowledge Index, sorted by topic. This resource is a valuable adjunct to our standard course materials and freely available for all trainees to use. 
  • In addition to developing materials, we also take the opportunity to attend conferences and workshops on a regular basis.

Learning theory

Learning theory has been a contested scientific field for most of its history, with conflicting contributions from many scientific disciplines, practice and policy positions. A mapping of the most prevelent theories has been undertaken by the EU HoTEL project; see: http://hotel-project.eu/content/learning-theories-map-richard-millwood 
Why We Teach

We have always enjoyed teaching people the art of effective project management to the point where teaching has become the focal point of the Mosaic business – Our thanks to Roger H. Mandel for this inspiration which sums up our inspiration and joy in helping people develop their skills:

What Teachers Make

The dinner guests were sitting around the table discussing life. One man, a CEO, decided to explain the problem with education. He argued, "What's a kid going to learn from someone who decided his best option in life was to become a teacher?"

He reminded the other dinner guests what they say about teachers: "Those who can, do. Those who can't, teach." To stress his point he said to me; "You're a teacher, Roger. Be honest. What do you make?"

(I have a reputation for honesty and frankness in my replies so I replied) "You want to know what I make. (Paused for a second and then began...) "Well, I make people work harder than they ever thought they could.

I make a C+ students feel like the Congressional Medal of Honor winner. I make students sit through 2 hours of class time when they can't sit for 5 minutes without an I Pod, Game Cube or movie rental... You want to know what I make." (I paused again and looked at each and every person at the table.)

I make students wonder. I make them question. I make them criticize. I make them apologize and mean it. I make them have respect and take responsibility for their actions. I teach them to think and then I make them write. I make them read, read, read. I make them show all their work logically. I make my students from other countries learn everything they need to know in English while preserving their unique cultural identity. I make my classroom a place where all my students feel safe.

Finally, I make them understand that if they use the gifts they were given, work hard, and follow their hearts, they can succeed in life. (I paused one last time and then continued.) "Then, when people try to judge me by what I make, I can hold my head up high and pay no attention because they are ignorant... You want to know what I make.

I MAKE A DIFFERENCE. What do you make?"

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