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Project management is experiencing a resurgence as a proven methodology for planning, organizing, and controlling complex activities in any industry, including government and nonprofit organizations. Training in both the classic aspects of project management as well as the newer approaches, including use of specialized software. An understanding of the uses and potential for project management and how to apply it to successfully achieve organizational objectives. Current theories of project management and real-world practices applicable to all industries. Intended Audience: Project Management professionals who currently lead a project or are part of a project team, managers and specialists in a variety of disciplines, and individuals wishing to study specific subjects without pursuing the certificate. This matrix lists courses we plan to offer during the time indicated and is subject to change. As the continuing education division of the University of California at Santa Barbara, UCSB Extension is fully accredited by the Western Association of Schools and Colleges (WASC). Certificate candidates must notify the UCSB Extension certificate advisor by phoning (805) 893-3816 or by e-mailing when they receive the grade for their final course. The total cost of the Project Management Professional Certificate Program is estimated at $2,910. Most UCSB Extension courses and certificate programs qualify for employer-paid tuition reimbursement. Courses in our Project Management Professional Certificate Program cover the information in A Guide to the Project Management Body of Knowledge (PMBOK® Guide) that serves as the fundamental knowledge base for project management. Participants learn, in-depth, the essential elements of initiating and completing a successful project, including the development of interpersonal and leadership skills to conduct work in the team environment inherent to modern projects. UCSB Extension offers the necessary courses to fulfill both the required and elective course requirements using local qualified professionals to provide the instruction.
For security reasons and the protection of your personal information, your session will time out due to a period of inactivity in minute(s) and second(s). For security reasons and the protection of your personal information, your session timed out after a period of inactivity. Two Day Leadership Skills Programs Covering Communication, Presentation Skills, Team Building, Decision Making, Delegation, Time Management and more. Two days Personality Development Program Covering Voice Culture, Public Speaking, Presentation Skills, Poise and Body Language. Satish Kakri Consultants has played an active role in the development of soft skills training through innovative programs that cover areas of like Voice, Communication and Behavioral Skills. The vision of Satish Kakri Consultants is to help organisations manage and internalise change. Based on TKI Research Studies: Which Conflict Mode Is Used Most Frequently (Whether in a Group or in an Entire Country)?
Why Does the TKI Interpretation Focus on High, Medium, and Low Percentiles and Not Raw Scores?
Many consultants, trainers, coaches, and mediators have earned one or more of our certificates so they can provide their clients with the highest level of expertise in using the Thomas-Kilmann Instrument (TKI), our other assessment tools, and the eight tracks for quantum transformation. Technically, you don't need certification to purchase the TKI or any of our other self-report assessments. We offer two foundational courses that not only examine the thread of self-aware consciousness (which runs through all our online courses), but also provide a grand overview of our entire series of courses on conflict management and change management.
If it's important to you to see THE BIG PICTURE at the start so you can learn how all the pieces fit together, then begin your process toward certification by taking the Expanding Consciousness Course and the Quantum Transformation Course.
If you're still new to the TKI assessment and conflict management, we recommend you take our 80-minute course on BASIC Training in Conflict Management. Even if you begin with the BASIC course and then take GROUP Training, however, you'll still need to take the eight-hour ADVANCED course, since the latter is the foundation for a deep appreciation of the TKI and conflict management in organizations. It will be most important for you to take and pass the Final Exam in the ADVANCED course, by receiving at least an 88 out of 100 points on 25 multiple-choice questions. It will be important for you to take and pass the Final Exam for the Critical Thinking Course, by receiving at least an 88 out of 100 points on 25 multiple-choice questions. If you successfully pass six required Final Exams (EITHER Expanding Consciousness OR Quantum Transformation, ADVANCED Training, GROUP Training, Critical Thinking, EITHER Culture Management OR Team Management, and EITHER Strategy-Structure OR Reward Systems), you'll receive the Certificate for Conflict Management and Change Management. If you would like to focus on the Thomas-Kilmann Instrument, you can purchase The TKI Package of our three TKI-based online courses (which you can buy at a nice savings). When you've learned all this material (as demonstrated by your certificates), when combined with your knowledge and skills in organizational development, you'll be in an excellent position to assist work groups through the same process. The above link shows how you can blend the best of both worlds: ONLINE LEARNING to ensure that people receive the same principles and practices from the author himself and FACE-TO-FACE DISCUSSIONS with group members who will be making use of these principles and practices with one another in the workplace. The above information and links should help you decide which of our four certifications are right for you. Participants learn in-depth, essential elements of initiating and completing a successful project, including the development of interpersonal and leadership skills to conduct work in the team environment inherent to modern projects.
Project management training is appropriate for many disciplines including, but not limited to, information technology, software development, marketing, finance, contract administration, procurement, quality assurance, engineering, manufacturing, and construction.
Proposed transfer courses taken at other schools must be comparable in content and length to the UCSB Extension equivalent and must have been taken from an accredited college or university within the last five years. Students will automatically be notified of acceptance once the application and filing fee are received. Once your final grade is received and your records are checked to verify that you have met all program requirements, your certificate is processed and mailed to you. Individual course fees are listed in the current UCSB Extension catalog and on this website. Be sure to check with your employer about any employee assistance programs that you may be eligible to receive. They are chosen for their personal commitment, academic background, teaching ability, and professional expertise.
Training Programs for individuals and smaller groups are available at our Nariman Point corporate training center located in Nariman Point, South Mumbai.
The Company has done pioneering work through its 'Voice Culture and Speaking Skills program that has helped hundreds of people bring about an all round improvement in their voice and communication skills.

Instead, the primary purpose for receiving our certification is so you'll use each assessment tool accurately—and to its full potential—and thus be able to provide the best possible service to your clients. However, if you would first like to get some solid “hands-on” experience with the Thomas-Kilmann Conflict Mode Instrument (TKI) and how it can improve conflict management in the workplace, then begin with either (1) BASIC Training or (2) ADVANCED Training, as described below. If, however, you're already well versed in the TKI and its uses, you can proceed by taking our 8-hour ADVANCED Training in Conflict Management.
Then you'll be ready to take our GROUP Training in Conflict Management, where you will learn how to develop and interpret the more intricate group TKI Profiles. Indeed, the knowledge learned in ADVANCED Training is used throughout our remaining online courses. And for your convenience, all courses will be available on the same webpage—in the recommended sequence. Consultants are using these detailed steps and guidelines to facilitate the best possible learning outcomes for organizational members. Professionals from many disciplines can apply the technical and interpersonal skills, knowledge of the processes, and tools and techniques to achieve their objectives.
This type of credit is typically recognized by government and industry for full or partial tuition funding or reimbursement. To determine whether courses taken at other schools will qualify, send a copy of the course title and description and the dates the course was taken along with the UCSB Extension course title equivalent(s) to the certificate advisor. We provide students with the opportunity to comment on our instructors, our program, and our customer service at the end of each class. Satish Kakri Consultants offers a variety of Corporate Training Programs suited to the requirements of Corporates and Institutions across various sectors.
We partner with leading Companies and Institutions to ensure their Human Resources are optimised. These Group TKI Profiles require members to complete two TKI assessments with modified instructions in each case: (1) INSIDE your group, how do you usually respond when you find your wishes differing from those of another group member? Moreover, instead of the expiration period of 90 days for each of the separately purchased courses, your purchase of The Complete Program gives you access to all our online courses for an entire year. And for your convenience, all three courses will be available on the same webpage—in the recommended sequence.
We welcome any comments that would assist us in improving the quality of instruction in our program. Our training programs cover Communication, Presentation Skills, Time management, Negotiation Skills, Leadership, Public Speaking and more.
Our Management Development Programs cater to areas of individual requirements within the context of the overall organisational requirements. Naturally, if your prime focus is on receiving certification for conflict management only (and not on any aspect of change management), you can then bypass our two foundational courses altogether (since the Final Exams for our two foundational courses are not required for our certificates in conflict management). To activate the formal transfer of credit, students must have filed their Application for Candidacy in the certificate program and must request the school previously attended to send an official transcript to the certificate advisor. Students will be expected to fulfill program requirements in place at the time candidacy is filed. The results from these two TKI assessments can then be sorted into HIGH and LOW scores that show how conflict modes are being used both INSIDE and OUTSIDE a group. A corporate can even nominate a single participant to attend such training at our institute. Our GROUP Training course concludes by presenting the Conflict Management Matrix, which provides action recommendations that result from various combinations of (a) transforming systems, (b) developing people, and (3) transferring the conflict management wisdom from one group setting to another. Each corporate training program is customised to suit the training requirements of the organisation concerned.
What have we learned?Why Course-Level Assessment Is Important to Kaplan UniversityIt is true that assessment is important to all accredited postsecondary institutions; we are required to assess student outcomes. Like many for-profit, universities, we are a comparatively young and fast-growing institution. We began offering online programs in 2001, for example, with just 34 students and a few degree programs.
But over the past decade we have expanded, so that we now serve more than 58,000 students online and more than 7,000 students at 11 campuses in Iowa, Nebraska, Maryland, and Maine, as well as at several learning centers across the country. Given that growth trajectory, it became increasingly important to know that we were doing things right.We are also a student-focused institution that emphasizes flexible programs and market-relevant degrees. Students enter Kaplan University with an average of four NCES-identified risk factors and without a great deal of college preparation. Once planning was complete, the second half of 2008 and all of 2009 were focused on creating learning goals and objectives and corresponding rubrics for each course.
Consequently, in order to test the efficacy of the CLA system, we needed to distinguish changes to courses that were driven by or that utilized CLA results from those not directly involving CLA data.By late 2010, we had reached a significant milestone on the road toward improvements in teaching and learning.
Therefore, every learning goal is assessed for every student, every term, in every section of every course. We assign four to six discipline-and course-specific learning objectives to both graduate and undergraduate courses. Additionally, for undergraduate courses we assign at least two general education literacies (GELs) that we want students to master.
As a student progresses through a program, we expect to see an increase in the cognitive complexity of the learning outcomes. GELs differ from discipline-specific goals in that the same GELs appear in courses across a program, whereas disciplinary goals are specific to a single course. To move over a period of just three years to an institution-wide system of assessment required a substantial investment of human, capital, and technological resources. While nearly all the assessments were based on assignments and exams that already existed in the courses, new grading rubrics had to be created to ensure that the CLA system produced measurements of specific learning objectives independent of aggregate grades.
Throughout a course, students regularly submit work that is reviewed by faculty, who enter CLA data throughout the term via a component of the online gradebook used in all courses. When courses are changed or new courses and programs are implemented, CLAs are created up front as part of the process.The learning goals and rubrics that appear in the online gradebook come from a common data repositorya€”eCollege's Learning Outcome Manager (LOM)a€”that Kaplan, along with several other of eCollege's large clients, designed to be a single source of record for course- and program-level information. The LOM provides a linkage between specific assignments, exams, or components of those assignments and exams and the stated learning objectives.

By linking those objectives, rubrics, and assessment data, we can compare student achievement on any specific objective across any number of instructors, sections, or terms with the confidence that the same assessment was used, addressing the same learning objective, graded with the same rubric. This level of consistency, supported by a common repository, is foundational to our institution-wide CLA system.Checks and BalancesTo ensure the fidelity of data collection and consistency in the student experience, we designed two university-wide system checkpoints. First, as part of the curriculum-development process, all learning goals and rubrics are reviewed by the Office of Institutional Effectiveness to ensure thateach goal describes only one primary area of knowledge,for each, specific behavior(s) can manifest the knowledge or skills that students should be able to demonstrate mastery of by the end of the course,the cognitive tasks demonstrate the appropriate level of complexity required for given levels of mastery, andthe rubrics comply with Kaplan guidelines.Second, all new courses or major course revisions, including modifications to learning goals, are subject to review by one or more governance committees, depending on the type of course change. Both the General Education Committee and the Faculty Curriculum Committee are charged with approving all major curricular changes within their jurisdiction, including reviewing all learning goals, their alignment with the course and program, and the viability of their successful assessment within the course.In addition to governance committee oversight, we developed and continually update training modules on the use of the rubrics and the CLA approach in general.
This required training contains both a general orientation to the framework and detailed calibration exercises.
Kaplan periodically surveys the faculty on content knowledge as well as general attitudes toward CLA and rubric use. As a result, both assessment and assessment-driven decision-making are now established in the university's culture. As Kara VanDam, vice provost for academic affairs, relates, a€?We are deliberately focused on what students are actually learning, not simply what we assume we are teaching them.
This core belief in the importance of measurable student learning informs every conversation we have and every curricular improvement we undertake.a€?In January 2011, we conducted a survey to gauge the faculty's understanding and use of the CLA tools and system. The survey, sent to 1,640 randomly sampled faculty from a total of 4,923 across the university, had a 48 percent completion rate.
Among these respondents, 95 percent claimed to have had experience with applying the CLA rubrics and entering CLA scores.Nearly half reported that they assign learning activities that address specific course outcomes always or most of the time and that this awareness of the CLA system affects their lesson planning. Yet a clear majority also reported that the CLA system does not divert attention from the required courseworka€”in other words, faculty do not distort classroom work to a€?teach to the test.a€?We have made CLA-related data part of Kaplan University's normal operations, and we ensure that all data reporting remains focused on actionable information. Our Office of Institutional Effectiveness is responsible for regularly publishing reports that aid particular stakeholders. For example, a report showing the impact of a curriculum change within a course was designed specifically for the curriculum team (Chart 3). This type of report includes parametric statistical tests on pre- and post-change data so that users can quickly ascertain the effect size of any changes.CLA scores reveal student performance and inform administrative conversations on curricular design. In 2010, we initiated a study of 221 courses that had been revised since the inception of the CLA system, using post-revision data.
Given the variations in student cohorts and other influences, it would not have been realistic to expect that every curricular modification would result in significantly better student outcomes, although that is the overall goal.
Indeed, for some subsequent groups, we might see no evidence of improvement, or even regression in some cases.We looked for two types of improvement evidence. First, a comparison of student outcomes between pre- and post-modification of the courses should show that the average levels of learning are higher post-revision at statistically significant levels. The second form of improvement was defined by a reduction in the rate at which students fail a given course. Kaplan tracks this definition through a a€?U ratea€?a€”the a€?Ua€? representing unsuccessful performance. A course-level U rate includes all students who fail to earn course credit for whatever reason, including an inability to achieve passing grades or dropping out.The dual definition of improvement was created to reward changes that encouraged students to persist who might otherwise have failed to successfully complete assessments or withdrawn from the course.
An example is IT117, an undergraduate course in website design required for students enrolled in the Bachelor of Science in Information Technology and the Associate of Applied Science of Information Technology. Based on a review of CLA data, along with other academic metricsa€”grade distributions, end-of-term student satisfaction surveys, and faculty surveysa€”the curriculum team and faculty discussed the need to revise the course. In the mastery-learning change scenario, students were allowed to redo and resubmit their work for re-grading provided they had submitted the original assignment on time and it was determined to be in reasonable form by the instructor.
The guided online tutorials provided structured training in several target skills for the course. The self-efficacy scales measured students' learning at a task-specific level both pre- and post-instruction.
While there are also external motivatorsa€”most notably accreditation and federal policy changesa€”the CLA was, and remains, an undertaking inspired by a focus on student learning.Availability of sufficient resources. Human capital and technological resources were allocated to make implementation possibleChampions of the cause from across the university. Executives championed the undertaking, academic leadership was empowered to drive change, faculty engaged in the project, and institutional-research and faculty-development staff provided support.Transparency of the undertaking. From regular meetings to updates on the employee intranet, everyone knew what was going on, why the change was happening, and what their role would be.Plan for data usage. How the data would be used was an integral part of the project, not an afterthought once work began.Incorporation of the CLA into the culture of the university. It is incorporated into our day-to-day tasks, academic projects, and strategic planning.The need for sufficient resources to do this work cannot be overstated. But the substantial investment of human, capital, and technological resources to create an institution-wide system of assessment was a strategic decision, made with both academic and business outcomes in mind. We hope that this level of learning assessment will pay off, not just in terms of immediate gains in student learning but also through a recognition of the quality of our programs that will attract new cohorts of students, faculty who engage in the scholarship of teaching and learning, and new academic partners.The successes to date from the CLA approach and structure have not come without some changes, lessons learned along the way, and adjustments based on feedback.
These include:Acknowledgment of concerns from stakeholders regarding their existing paradigms for instruction. We had to ensure safe havens for discussion of differing views on teaching as a science or an art, on the balance between a centralized curriculum versus individual teaching styles, and so forth.Balance of responsibilities. Different people provided institutional oversight, curriculum expertise, and a knowledge of assessment best practices, while faculty autonomy was respected even while we aimed to reach a common goal.Appropriate granularity of analysis.
Discipline was required to focus on what information we need to gather and will use, rather than collecting more and more information because we can.Potential for spurious results. At the same time, the benefits to students, faculty, and the institution are clear, and we look forward to all that we will learn in the coming years.Resources1. Comparing Three Learning Outcomes Assessments How Effective are the NSSE Benchmarks in Predicting Important Educational Outcomes?

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