PMI-OC - PMP Certification Examination Preparation Course

1. PMI-OC - PMP Certification Examination Preparation Course Instructor Orientation 8 September 2007 Theme: Better and Better

2. 2 Instructor Themes September 2007 Better & Better January 2007 Create a Significant Learning Experience January 2006 New material, New Faces October 2005 Building Bridges LA-OC joining forces Winter 2005 Value of Co-Instruction Fall 2004 Be Prepared Spring 2004 Excel at Instruction (in spite of handicaps) Winter 2004 Increase Consistency of Instruction Fall 2003 Improve Materials (OuterCore & Sybex)

3. 3 Session Agenda

4. 4 Ground Rules Stay on schedule Stay on topic Conduct one conversation at a time Provide feedback “red light / green light” Make accomplishable suggestions

5. 5 Introductions Introduce Yourselves Name Background and Relevant Experience Motivation for Teaching

6. 6 Acknowledgment Acknowledge that you are: Project Management Professionals Experienced Project Managers Knowledgeable Project Management Instructors

7. 7 Instructor Orientation Goal Is Not About Teaching UC, CSU, Corporate, Private, etc. Is About Improving PMI-OC Course Improve quality of instruction Improve consistency of delivery Embrace your participation and solicit feedback All feedback is helpful

8. Course Philosophy and Goals Course Philosophy & Goals Themes & Recommendations

9. 9 Course Philosophy PMI-OC will provide all the study materials and training to enable a student to pass the PMP certification examination Leave no student behind (unstated)

10. 10 Course Goal Goal is to prepare students for success in the exam: Understand learning commitment required Prepare for certification examination Take and successfully pass the PMP certification examination Become contributors to the profession and PMI

11. 11 Course Goal Goal is not to: Teach project management concepts Solve project management problems Provide advice about the real-world application of project management

12. 12 Class Evaluation Themes Clarify materials Content of questions not covered in reference text, slides or lecture Action: Provide constructive feedback to OuterCore Improve quality of instruction Preparation of instructors Action: Leverage techniques and knowledge of participants in this session Value of co-instruction Action: Encourage planning with co-instructor

13. 13 Recommendations Recommendations from Student Evaluations Explain concepts Help synthesize information Provide real-world examples that relate to PMBOK Be cautious about real-world examples that do not relate to PMBOK

14. 14 Recommendations Recommendations from Instructor Practice Provide handouts or white board examples Highlight important concepts in the PMBOK Expand explanations when dissecting questions and selecting answers

15. Session Structure Session Schedules

16. 16 Morning Session

17. 17 Afternoon Session

18. 18 Ancillary Learning Materials Caution students not to read too much extracurricular material in that it is sometimes more confusing than helpful.

19. Instructor Responsibilities Instructor Responsibilities

20. 20 Embrace Consistent Approach Understand course philosophy & goal Learn relevant course materials Understand instructor responsibilities Follow consistent delivery approach Participate in instructor orientation Provide constructive feedback for improvement

21. 21 Prepare to Present Be Prepared Review Instructor Orientation Guide Review relevant PMBOK chapter Review OuterCore Overview Review the OuterCore Slides and understand their meaning Identify relevant examples that relate to PMBOK Review OuterCore’s questions and understand the answers Work from the questions backwards Present at the proper level for retention Practice pacing presentation

22. 22 Prepare with Co-Instructor Meet with Co-Instructor Review slides together and determine points Review the questions together and determine points Determine if there are general points to be made Determine if any exercises, study tips, and / or handouts are needed and who is responsible Rehearse or script who will say what and when

23. 23 Teach in Partnership Instructors Have Partner -- like a pilot and co-pilot, both capable of flying the plane Act as a unit Provide opportunity for both to teach Be a time keeper for one another Help monitor “immediate feedback” and watch for non-verbal clues Do not interrupt one another

24. 24 Co-Instructor Allow instructor to teach and students to focus Assist when instructor is unable to make a point Consider the value-added before interjecting Make your point when there is a natural opening Use phases like “I would like to add to…”

25. 25 Present Positively Keep Session Focused Positively Convey all information and your knowledge in a positive light. Be upbeat in your presentation style and demonstrate enthusiasm. Be alert to students who inject negativity; respond by realigning the class in a positive direction. Expect one student who knows at least as much as you do about your topic. Use phrases like: “I have never heard it put that way before.” and “Thank you for your contribution.”

26. 26 Uphold PMBOK Support PMBOK Remind students about class goal Acknowledge PMBOK is limited, but also broad. Point out PMBOK was written and edited by volunteers Use phrases like “PMBOK is ambiguous in places” Refocus students their goal: Pass the exam!

27. 27 Add Value Focus on passing the PMP certification examination Offer pertinent ancillary information Provide examples consistent with PMBOK Turn “war stories” into examples 30 seconds, on topic and with a PMBOK point Help students synthesize and offer study tips Check your ego at the door

28. 28 Communicate Clearly Make communication clear, concise, complete and understandable Identify student industries and provide relevant examples Acknowledge and repeat questions Test student understanding by asking them to explain Use PC (rather than slides) as prompt Stand to side of screen, not in front of it Use dark marker when writing on the board (no red/yellow colors Blue/Black Only) Use phrases like “Are we OK?”

29. 29 Provide Accurate Info About PMP Certification Exam Be familiar with current exam’s structure: 200 Questions, 175 count, 25 Questions are being tested. Minimum score (%) in each category.

30. 30 Learn from Teaching Review Evaluations Inform your students in advance that you require their instructor evaluations Review their evaluations at end of class Ignore statistical outliers

31. 31 Ensure Quiet Testing Time Ensure quiet time during practice examination Avoid interrupting students with additional comments Take your conversations outside the classroom (e.g., cell phone call) Follow the “six foot” rule – everyone must stay 6 feet away from the door during the testing.

32. 32 Stay on Topic Action Items / Parking Lot Place unrelated items in parking lot Document action items and review at end of session Refer project management questions to PMI-OC breakfast meetings Understand content of orientation and optional sessions

33. 33 Manage Feedback Be receptive to immediate feedback Yellow (warning) Red (stop) Green (continue) Tips Follow student feedback (within reason) Ask for feedback forms at session end

34. 34 Provide Afternoon Breaks Students lose focus in the afternoon Breakup session with exercises or activities Encourage students to take some five-minute “stretch breaks”

35. 35 Consistent Delivery Summary of Your Approach Respect the schedule Stay focused on topic Manage feedback diplomatically

36. Break 5 minutes

37. 37 Presentation ExcellenceThe Three Parts of a Speech 1. Open Gets the Audience’s Attention 2. Body States the Main Point(s) 3. Close Moves the Audience Towards Your Purpose

38. 38 Presentation ExcellencePart 1: Open Use It to Get the Audience’s Attention by Means of: Startling Facts Personal Experience Reference to the Occasion

39. 39 Presentation ExcellencePart 1: Open Tell What You are Going to Talk About. Keep It: Simple Clear Concise

40. 40 Presentation ExcellencePart 2: Body Use the Body to Deliver the Main Point(s). Present Your Message in a Logical Pattern: Logical Patterns Allow Audience to Understand, Recall the Information Received

41. 41 Presentation ExcellencePart 2: Body Build Your Speech Around Your Purpose: Persuade Inform Motivate & Inspire

42. 42 Presentation ExcellencePart 2: Body Use the Body to Deliver the Main Point(s). Present Your Message in a Logical Pattern: Logical Patterns Allow Audience to Understand, & Recall the Information Received

43. 43 Presentation ExcellencePart 3: Close Focuses the Audience’s Attention on the Ultimate Reason for Sharing Your Message, i.e., on Your Purpose: Summarize Return to Your Main Theme

44. 44 Presentation ExcellencePart 3: Close Signals the Audience, Alerts Them to a Moment of Decision, That It Is Time to “Evaluate” the Information, to Make a Judgment: Review Summarize Return to the Opening Theme Move Toward Your Purpose

45. 45 Presentation ExcellenceDelivery Nervousness “Channel Your Nervousness Into an Enthusiastic Delivery” (Martin Luther King, Jr.)

46. 46 Presentation ExcellenceDelivery Verbal Communication Choice of Words: Use Definite, Specific, Concrete Language Prefer the: Specific to the General Definite to the Vague Concrete to the Abstract

47. 47 Presentation ExcellenceDelivery Speak Out! Speak Clearly; Speak to Be Understood. Stay on Mission!

48. 48 Presentation ExcellenceNonverbal Communication Posture Gestures Eye Contact

49. 49 Presentation ExcellenceNonverbal Communication Posture Be Guided by Your Knowledge of Audience & Occasion. Your Stance Lets the Audience Know, If the Occasion Is Formal or Informal.

50. 50 Presentation ExcellenceNonverbal Communication Gestures “Suit the Occasion to the Word” (Shakespeare) Emphasize Important Points Use Natural Gestures

51. 51 Presentation ExcellenceNonverbal Communication Eye Contact Use It to Establish Support With Your Audience Look for a Friendly Face Focus on a Small Group Look to the Whole Group. This Tells the Audience that You are Speaking With Them

52. 52 Presentation ExcellenceVisual Aids They Compete With Your Words for the Audience’s Attention They Must Be Integrated With Your Speech Use Them Only When They Add Understanding to Your Message Make Them Simple & Easy to See Tie Them to Your Words Practice Using Them

53. 1-Minute Instructor Practice How can we improve this presentation, documentation and the PMP certification examination preparation course?

54. 54 Next Steps Form Groups Select Single Slide for Each Person Practice Teaching a Single Slide Present Single Slide to Audience Receive Feedback from Audience Review Feedback in Group

55. Break 5 minutes

56. Lessons Learned Instructor Practice Sessions Peer Review Feedback

57. 57 Revision History