Root Cause and Cognitive Bias

Exam Part 1

Within the next year, the PMP course curriculum will be improved. I have a few queries to pose to learn more and generate potential next steps.

1. Why do students frequently withdraw from a course around midterm, and what are the most frequently cited reasons?

2. Is there anything distinctive about the experiences of remote participants that could explain why they perform less well than in-person participants?

3. How about we alter the current training schedule? Does the format consist solely of lectures, or can you also participate?

4. If applicable, is there a spending limit on program enhancements?

5. How are students now assessed in the classroom? Were there periodic exams or assignments?

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6. To what extent do students have access to additional readings, and videos, among others, to supplement their classroom experience?

7. Do you have a system to collect participant feedback on the design and implementation of the program?

8. What technological issues arise during video teleconferencing sessions, and what solutions have been attempted thus far?

9. Is the percentage of test-takers who passed the exam the only actual performance metric or an indication of the company's success?

10. Could you elaborate on the enhancements made to content and delivery over the past five years?

Exam Part 2

Opportunity to Accept

Self-paced, online training courses present a window of opportunity. Develop online instruction modules that students can access at their convenience, giving them greater control over their learning. Probability = 3 (Very probable), Negative Impact = 2 (Slightly probable).

Danger to be avoided

Threat: You are experiencing issues with your video teleconference. To ensure uninterrupted remote participation, planning for video teleconferencing, proactive troubleshooting of technological issues, and backup communication channels should be improved. Probability = -4 (Extremely low) and Negative Impact = +4 (Extremely high).

Possibility to Improve

Possibility: Increased participation due to interactive components in training sessions.

Facilitators should incorporate group discussions, collaborative tasks, and hands-on tasks into class time to increase participants' interest in and retention of training material. Probability = 4

(Highly Likely) and Positive Impact = 3 (Likely).

Transfer Risk

Existing 13-week courses pose a threat due to their low long-term retention and learning value. An intensive, one-week PMP exam preparation program should be administered in partnership with outside educators specializing in condensed courses—score: 2 (low probability) for negative impact and 5 (high probability).

Opportunity to Exploit

Possibility of utilizing online discussion groups for mutual support and education. Develop a network of trainees through a web-based forum or discussion board where individuals can connect, share their experiences, and provide mutual support. Score: 3 (Likely) for Probable and 4 (Highly Likely) for Significant.

Threat to Mitigate

People will only participate if there is sufficient leisure. To accommodate participants' time constraints, the course schedule should require less time per week or operate longer. The attrition rate is anticipated to decline by 15-20%, which will have a significant negative impact. The probability is a four, and the negative impact is a three.

Exam Part 3

Root Cause Analysis

There are no issues with visual teleconferencing technology.

Why did we experience connectivity problems throughout our video conferences?

First, there needs to be more infrastructure in place to make video conferencing successful.

Why were there insufficient technical resources and infrastructure available?

Second, more money must be invested to maintain video conferencing equipment current and in good working order.

Why were enhancements and upkeep of video conferencing devices not prioritized?

Thirdly, more money is needed to maintain technological advancement.

Threat transformed into opportunity - The current 13-week course length has little effect on retention and learning. First, why does the duration of the course hinder long-term retention and learning?

The first reason is that prolonged physical activity causes mental fatigue and a diminished attention span. The second reason is that mental excess shortens one's attention span. The second source of discontent was the course's ineffective instructional design and learning methods for keeping students engaged for 13 weeks (Devarakonda, 2023). There needs to be more pedagogical frameworks and methods of instruction to constitute the third cause.

Thirdly, more time and personnel must be needed to create and deliver engaging and effective training over an extended period. The threat posed by time constraints as a pretext for participant withdrawals has been neutralized.

Participants frequently cite time constraints as a reason for dropping out.

The inability of pupils to prioritize the 13-week course over other obligations is a primary cause.

What prevents individuals from coordinating all of their time obligations?

Cause No. 2: Classes must be taken in a specific sequence and adhere to a prescribed curriculum.

Why is there so little flexibility in the structure and scheduling of classes?

The inability to deviate from the standard 3-hour-per-week meeting structure is the third cause.

Please remember that this analysis is based on the provided information and that performing a root analysis requires a comprehensive understanding of the context. Additional data and analysis may be necessary to reach a definitive conclusion.

Exam Part 4

Confirmation bias, a cognitive prejudice, may be at play here, as course participants may enter the PMP certification program with preconceived notions about the program's utility and effectiveness. Due to this bias, individuals may seek proof that supports their preexisting opinions while discarding or disregarding evidence that contradicts them. To combat this bias, it must be possible to provide concrete evidence of the program's success (Shen et al., 2023). Spreading success stories, feedback, and statistics on previous participants' pass rates and career accomplishments is one way to combat confirmation bias and encourage an open mind.

Regarding the length of the training, a deceptive dilemma, also known as black-and-white reasoning, is at play. While considering their options, some individuals may look outside the binary of a 13-week or a shortened 1-week course. To clear up this misconception, it is necessary to investigate and present numerous training opportunities of varying lengths and formats. Higher retention over an extended amount of time, for instance, or more adaptability over a shorter amount of time are just two examples of the benefits and drawbacks that can be highlighted to assist individuals in making more informed decisions within their contexts.

Exam Part 5

The team recommends an integrated approach to training for the PMP that considers the program's current faults and acknowledges growth potential. To begin, we recommend developing computer-based courses so students can progress through the material at their own pace and timetable. Creating an online community of learners who can assist and be assisted by one another via a platform or forum is an excellent way to supplement this strategy (Shen et al.,

2023). The next recommendation is to restructure the course's time frame so that it requires participants less time per week or lasts longer overall. People will be better able to coordinate their other responsibilities while still obtaining the complete advantages of the training course if given greater participation flexibility.

Moreover, it is essential to invest in enhanced and well-maintained video conferencing equipment, resolving the technological obstacles encountered by remote site participants to facilitate seamless remote participation. To keep remote meetings operating smoothly, it is essential to plan for future issues and develop alternative methods of communication. These modifications aim to improve the organization's project management capabilities by increasing the retention rate and the number of individuals taking the Project Management Professional exam. We recommend routinely soliciting and reacting to participant feedback, monitoring success metrics above test pass rates, and modifying the program as necessary.