In a bespoke project management training course, it is crucial to ensure that the training programmes are specifically targeted towards meeting the needs of the business. Through the years, we have developed a structured development process that works closely with our corporate clients to deliver training that caters to their unique requirements and delivers measurable business benefits. To achieve these goals, we follow four simple phases that can be tailored to suit your needs. These phases are as follows:
- Discovery phase: Defining the learning outcomes and course outline
- Design phase: Creating the course materials and completing a dry run
- Delivery phase: Scheduling and managing the delivery of the courses
- Evaluation phase: Monitoring short-term and long-term feedback and evaluating the business impact.
We employ various diagnostic techniques during this phase to quickly understand your culture and development opportunities. This includes workshops, one-to-one interviews, and surveys to ensure that we fully capture the learning objectives of the course. We focus on clearly defined learning objectives linked to Bloom’s Taxonomy, which includes six levels of learning, ranging from simple recall to complex analysis and synthesis:
- Remembering: recalling or recognising information
- Understanding: comprehending or interpreting information
- Applying: using information in a new context or situation
- Analysing: breaking down information into component parts to better understand it
- Evaluating: making judgements or assessing the value or quality of information
- Creating: using information to generate new ideas, products, or solutions
Bloom’s Taxonomy can be used in design project management courses to develop learning objectives that reflect the specific skills and knowledge required for success in this field. For example, in a course on project planning, learning objectives might include:
- Remembering: recalling the key elements of project planning
- Understanding: explaining the purpose and benefits of project planning
- Applying: creating a project plan using appropriate tools and techniques
- Analysing: identifying potential risks and challenges in a project plan
- Evaluating: assessing the effectiveness of a project plan
- Creating: developing a new project plan that incorporates best practices and innovative approaches
By using Bloom’s Taxonomy to develop learning objectives, instructors can ensure that their courses are comprehensive and focused on the development of specific skills and knowledge. This can help people better understand and apply what they learn in the classroom to real-world design project management scenarios.
The milestone at the end of this phase is the client’s approval of the course outline and learning outcomes. Only once this is completed do we move on to creating course materials in the design phase.
During the course development phase, the team works together to develop a detailed curriculum, instructional materials, and activities that align with the learning objectives identified in the discovery phase. This may involve selecting appropriate training methodologies, creating presentation materials, case studies, exercises and resources, such as textbooks and videos.
Once the training materials are developed, a dry run of the course is conducted with key stakeholders to ensure that the learning objectives are met, and the training is engaging and relevant. During this dry run, feedback is gathered from participants, and the training materials are refined based on this feedback. The dry run helps identify any areas needing additional attention or revision before the course is officially launched.
Throughout this process, collaboration and cooperation are key to ensuring that the course is effective in meeting the needs of the target audience. By working together, the team can leverage the strengths and expertise of each member to create a high-quality training program that is engaging, effective, and impactful.
This stage is completed once the course materials are approved.
During the Delivery phase, we utilise the Parallel Learning System, which combines various learning techniques like distance learning, e-learning, podcasts, and workshops, to provide active learning that caters to the different learning styles of your team. Our approach is designed to ensure minimal disruption to project delivery.
To manage the delivery process, we employ a robust course management system called Arlo, which handles everything from trainer scheduling and delegate registration to attendance tracking and feedback collection. If hard copy materials are required, we can arrange for our printer to send them out to individual delegates for a small additional cost or to one central venue.
We utilise Moodle, one of the most widely used learning management systems, as our e-learning platform. This system provides powerful facilities to track and monitor delegate completion of homework, mock exams, and other assignments. This tracking enables us to identify delegates who may be struggling, often due to work pressure, and explore ways to provide additional support.
Our goal during the Delivery phase is to provide an effective and efficient learning experience that maximises engagement and retention for all learners. We continually assess the effectiveness of our approach, gathering feedback and making adjustments as needed to ensure that our courses meet the needs of each client and their team.
In addition to our approach to course delivery, we strongly emphasise account management to ensure that our clients receive personalised attention and support throughout the training process. In addition, our account managers work closely with each client to understand their unique requirements and provide tailored solutions that meet their specific needs.
To ensure smooth course logistics and communication with our clients, we hold two weekly course logistics meetings. During these meetings, we review the progress of ongoing courses, discuss any upcoming training needs, and ensure that all parties are aware of any changes or updates to the training schedule. This proactive approach allows us to address any potential issues or challenges in a timely manner and ensures that our clients receive the highest quality of service and support.
At this stage, we focus on assessing the effectiveness of the training program and measuring its impact on individuals and the organisation as a whole. To evaluate the program’s benefits, we use a range of assessment techniques, including both formal and informal methods.
We conduct formal post-course feedback using structured feedback forms, which allows us to gather feedback on specific aspects of the training program, such as the course content, instructor quality, and overall learning experience. Additionally, we conduct informal evaluations at the end of each course to gather candid feedback from participants and identify areas for improvement.
In addition to these feedback methods, we also offer online post-course follow-up to capture the long-term benefits of the training for the organisation. This approach allows us to assess the impact of the training on participants’ job performance and identify areas where additional training or support may be needed.
To guide our evaluation process, we again rely on Bloom’s taxonomy, a well-established framework that helps us measure the effectiveness of our training program. By using Bloom’s taxonomy, we are able to evaluate the impact of the training on participants’ knowledge, skills, and abilities, as well as on their attitudes and overall job performance.
Our goal during the evaluation phase is to provide meaningful insights into the program’s effectiveness and identify opportunities for improvement. By doing so, we can ensure that our training programs continue to deliver tangible benefits to both individuals and organisations.