Courseware Development Processes

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

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.

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:

• Analyse the role, or requirements, or documentation to gain a complete understanding of the training requirements.
• Define the training needs (needs analysis). This may involve assessing the current skills level of staff to determine the training required.
• Build performance measures for the training.
• Define goals or outcomes.
  

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 trail exams, Team based scenarios and problem solving, In dept reference materials and resources. 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! Mosaic's credential training is focused on PMI's, PgMP, 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.

Evaluation 

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

• Review and evaluate each phase (analyse, design, develop, implement) to ensure it is accomplishing what it is supposed to [Kirkpatrick Level 1 - below].
• Where appropriate, perform external evaluations, e.g. observe pass rates in certification examinations, etc [Kirkpatrick Level 2 - below].
• Where appropriate undertake a formal review of the training in conjunction with the clients management.
  
• Revise training system and/or courseware to continually improve outcomes.

All of Mosaic's presenters are experienced Program and/or Project Managers who are PMP Credential holders.  Additionally, our course developers are are Certificate IV Workplace Assessors and Trainers. Our team has 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.

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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.