How well does your curriculum align with the capabilities that the organization needs to develop?
To what extent does your training curriculum represent the functional environment of your students?
How interactive is your courseware?
Is there coaching support for training participants?
How are analytics employed to manage the learning process?
What structures have been put in place to support the learning process?
What simulations have been added to the base curriculum to help build mastery of skills and confidence in application?
What measures are taken to build an active and supportive community of practice?
How is the development of technical and leadership mastery assessed?
How are training participants selected?
How is the project work of continuous improvement organized and supported?
How does the organization build process improvement capability throughout its leadership ranks?
Basic overview, focused on remembering and understanding concepts of continuous improvement
Application of basic tools and methods for process improvement and data-driven problem solving
Intermediate analytical tools for more advanced data-driven problem-solving
Comprehensive, advanced, and rigorous content to develop deep critical thinking, evaluate complex situations & create new solutions
No functional customization of course examples
Range of examples provided from different functional areas
Extensive functional customization available at the course level
Adaptive functional customization determined at the individual level, multi-media
Course content includes multiple choice skill check or quiz questions; 10% or less of the total time is spent in active practice
Course includes drag & drop visual exercises as well as multiple choice questions; 11-25% or less of the total time is spent in active practice
Course includes complex story problems, downloaded datasets, and data analysis software tutorials; 26-40% or less of the total time is spent in active practice
Course includes integrative (capstone) high-fidelity project simulations and games; more than 40% of the total time is spent in active practice
Formal coaching support not included in the training model
Subject matter experts identified to respond to student questions or problems.
Course instructors or designated coaches respond to questions raised during training
One-on-one coaches assigned to proactively help students through the first project; coaches provided with visibility to the project work
Data on course status and assessment available upon request
Detailed data on course progress and assessment performance (quizzes) available at a granular level
Detailed course analytics used to identify gaps for structured coaching and remediation
Detailed analytics used to build predictive models, automated alerts employed to keep students on track, and assessment data used to continuously improve the course content.
All learning self-directed by the participants
Completion schedule with milestones established; dedicated learning time committed and supported
Voluntary group coaching events or review sessions available as required; program leaders or coaches use eLearning system analytics to monitor progress
Periodic group coaching events (study halls) scheduled and required; coaches use detailed eLearning system analytics to identify and close gaps at group and individual level
Additional story problems or case studies with multiple choice answers added for practice
Short process simulations employed to illustrate process improvement concepts
Process simulations generate data dynamically to facilitate individual tool practice
Comprehensive team-based high-fidelity project simulation including open-ended exercises incorporated as a capstone event to integrate tools and practice critical thinking
Virtual group instruction part of the model, including virtual introduction of training cohort members
Training cohorts paired into study teams; group coaching or 'lunch & learn' sessions used for ongoing professional development
At least one workshop session (simulations or other exercises) with social aspect included in the model; experienced practitioners help coach new students
Company sponsors annual project team recognition event or company-wide project fair, with senior leadership involvement
Periodic quizzes or skill checks included in curriculum
Comprehensive exam administered; demonstration of tool and method mastery required through teach-backs
Formal certification model based on successful project work in addition to exam
Ongoing project work expected and managed; recertification required based on continuity of practice
Training open to anyone who expresses interest
Training designated based on position, with expectation of general post-training application in daily work or projects TBD
Training is designated based on position, apptitude or leadership potential, with prior identification of specific project application
Training for capability pulled by demand from strategically-linked projects or project work
Informal project selection based on local subjects of interest
Projects identified based on local pain points or aligned with local budgets or targets
Projects identified through approval process to ensure alignment with primary initiatives
Project selection aligned with strategic imperatives, designed to close identified performance gaps, prioritized accordingly, and managed as a portfolio
Process improvement experience not a factor in leadership development planning
Formal plan to repatriate process improvement team leaders into operational roles
Professional development profiles target process improvement capability; process improvement experience required for leadership positions
Professional process impovement capability recognized as core competency for senior leaders; senior leaders assume role as teachers