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FAQs

Below are answers to the most frequently asked questions we received. If you don’t see your question, please contact us, and we’ll get back to you within one business day.

How experiential are your training programs? 

We designed our programs around experiential learning because we believe it is the best way to learn. Instructors offer brief explanations of course principles before allowing participants to put them to use. Our classroom programs maximize actual doing—working through simulations or case studies, role plays . . . whatever method will best create the “aha!” moment needed to move the learning forward.

How likely are course participants to apply your training outside the classroom? 

Our training programs have always been highly experiential and received high marks from participants, but the real benefit, of course, comes from translating course principles to real-world situations. By our calculations, application is roughly 30% our responsibility, 40% the responsibility of the individual, and 30% the responsibility of the organization. We wanted to make sure we were doing our part to the best of our abilities, so we redesigned our programs several years ago to make them “stick” better so people would be more apt to use the skills and tools they acquired during the training. 

For example, passively watching videos and answering questions does not create behavior change. This classic e-learning model increases knowledge, but our programs don’t really focus on knowledge. Instead, we’ve designed our courses to teach new skills that can be used in the workplace. Our approach to training builds most of the learning into the exercises that participants are asked to do. This “learning by doing” method gives participants new insights, as well as practice at building new skills, and we’ve found that it helps them to apply the training to their actual work.

How practical is the training? 

Very. All of our programs focus on workplace application. When designing courses, we consider how much people can learn during the budgeted time, with a focus on immediate application to their work. Sometimes participants need to understand some theory to buy into what we are teaching, but most of the time, tools and techniques are enough. 

Do you provide course manuals to guide participants after the training ends? 

Because our courses are based on experiential learning, our programs have virtually no lecture. The instructor might go over some concepts with the group before they start an exercise, but all of the instruction is included in the course materials—typically, a study guide and a workbook. The study guide includes all the content that might otherwise be covered in slides, and the workbook has all the exercises. The study guide is also designed to serve as a job aid, helping participants to apply course principles in their work. Our project leadership program also includes a Tools Guide to help participants lead their next project. 

Why would I choose MMI over other providers of similar training? 

All of our training is designed to support the MM 2.0™ operating system, which is a collaborative, team-based approach to running an organization. Many other providers are still providing training that is directive in nature and part of an older operating system. It’s important to make sure that all the training you are providing moves the organization towards its organizational strategy, and if that strategy is more collaboration, more engagement, then MMI is the best choice. In addition to the design for learning approach, the content is all aligned and integrated. What they learn in one program will not contradict something they learn in another. The quality of the training is high and participants will not only enjoy the experience but find it valuable as well.  

What are the minimum and maximum class sizes for your training programs?

Since our programs are highly experiential and team-based, we recommend a minimum of 10 to ensure we have interactive discussions with different perspectives to enhance the learning. To ensure all participants have the opportunity to engage with the facilitator and practice, we recommend a maximum number of 25 students.

We have led training programs with more students, and in these situations, we add another facilitator and customize the program to accommodate the larger group. If you have fewer than 10 or more than 25 participants, we can identify a program and facilitation plan that meets your needs.

Are all of your courses stand-alone offerings, or do some have prerequisites?

Many of our courses are stand-alone and work together to build on the learning objectives in each program. When offered as one-day options, our project leadership programs have some prerequisites, which you can learn about here.

In what geographic areas do you offer training?

We currently work with clients in North America, Europe, Africa and Asia and Australia.

Do your training programs qualify for Continuing Education Units (CEUs) or Professional Development Units (PDUs)?

Our programs do not currently qualify for CEUs. Our project leadership programs can be used as self-reported learning for PDUs with the Project Management Institute®. We are currently exploring opportunities to help participants meet their professional certification requirements.

Do you offer self-paced or virtual training options?

We’re developing both self-paced and virtual training programs at this time, and we expect to launch these training options in 2020.