We take a phased approach to developing and delivering your programme. This approach has proven time and time again to deliver the best results for our clients.
Our first focus is on establishing a solid understanding of what you are trying to achieve and how this fits with your business drivers. During this phase we share our initial ideas as to how we propose reaching these objectives, and what we can offer as an expert partner should you choose to proceed to the next phase.
A more in-depth understanding of your business and, in particular, the business drivers behind your request is established during this phase in order to refine the initial concept design. Final decisions are made regarding the programme structure, format, content, teaching methodologies, faculty, and location.
Information is gathered through interviews with key stakeholders. These could involve the CEO, the project sponsor, functional heads, line managers of participants, current customers or a sample of participants. Company and/or site visits give us an inside view of operations and a chance to experience the company culture. This information is then used as input when designing assignments and selecting case studies.
The fine details of the design are established during the design phase. Participants are informed of the learning process, programme schedule, and expectations regarding time and effort. All practical, organisational and logistical aspects are also finalised, such as hotel accommodation and catering preferences. During this phase:
- Final decisions are made about the scope, order and weighting of topics based on what is most relevant to the target group.
- Lesson plans are created, including decisions as to the mix of teaching methodologies.
- Materials to support the learning process are sourced and created, such as multi-media resources, readings and case studies.
- Pre-inter-post module/programme work is established that will support the learning experiences within the face-to-face modules.
- Company and other guest speakers are booked for specific sessions and discussions held to coordinate the delivery of a cohesive message to participants.
The delivery phase includes face-to-face learning in the Residential Modules, and often pre-work, inter-module assignments, and post work.
- Residential (face-to-face) Modules: The exact nature and form of the face-to-face experience will vary depending on programme goals and practical constraints. A mix of teaching methodologies ensures all learning styles are catered for. They range from seminar style lectures and plenary discussions to role plays, case study analyses and group work.
- Pre-Work: Depending on the programme design, participants may be required to complete certain tasks prior to the programme, possibly several months before the face-to-face modules. Examples include preparatory reading, assignments such as data gathering, individual self-assessments, or discussions with line managers as to the agreed learning goals
- Inter-Module Assignments: These can include individual or group assignments. Project Work for instance, is a specific assignment designed to extend new learning by providing a forum for immediate application.
- Post-Work: Activities often take place after the face-to-face modules to further embed learning. These may include becoming a mentor or coach for more junior managers, being part of a strategic taskforce, completing an additional stretch assignment, or taking part in peer-forums facilitated by RSM.
The evaluation phase involves formal evaluations with both the client contact and participants. The client is consulted at several points throughout the learning process, at minimum after each residential module, mid-way through the learning process and at the end of the programme.
Feedback is gathered from participants on all aspects of the programme at the end of each topic, residential module, at the end of the programme, and after each faculty member or guest lecturer. They are also consulted at several intervals after the conclusion of programme to assess the extent to which new learning has been retained and applied.
These two sources of feedback are combined to establish potential areas of improvement. These might include changing or replacing content areas, utilising different teaching methodologies or faculty and guest speakers, and so on.