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Project Management

Aside from the job of developing your software application, the most essential element is the overall management of the development process. There is a belief at O'Neil that "we are project management experts who also create extraordinary, interactive, training programs." We are obsessed with managing your project from the client kick-off meeting to delivery of the completed master program as quoted and, on time, period! Due to the nature of our work, we anticipate changes and delays. Through the use of a master design document, detailed project time lines, and frequent client contact, no deliverable is allowed to miss a deadline unless you fail to meet a date, or it is rescheduled.

• We will manage your project from the kick-off meeting to the delivery of the software application. Our project management skills are second to none.
• Your business solution is delivered on time and within budget.
• Any changes or delays are anticipated and communicated to you in a timely manner.
• A close relationship is maintained with your Subject Matter Expert throughout the project.
• Detailed timelines are used to track project development.

We assign a hand-picked team of specialists whose professional skills match your job's unique requirements. Here is how this team typically functions:

• You and your Project Manager discuss your situation and thoroughly define specific requirements. He or she then assembles the other team members who develop a plan to best suit your needs.
• We write our solution into a comprehensive proposal that addresses project objectives, intended audience, technical issues, multimedia considerations, content, information sources, schedules, and budgets. We then work with you to modify or refine the proposal until you are satisfied.
• When you accept the proposal and we receive your source materials, the team develops a Design Approach to best meet your objectives. The Design Approach includes course flow, writing style, and graphical user interface appearance and functionality. Naturally, you will approve the Design Approach before we proceed.
• With the Design Approach agreed upon, we research the content materials and write a first draft of the project text which we submit for your approval. This ensures that we have interpreted your goals correctly and are moving in the right direction. Of course, we expect there will be minor edits and changes at this point, which we will resolve. Major concerns or changes signal the need to readdress the project objectives and structure.
• Next, we begin programming your project. As we complete each section, we present it to you for review, editing, and approval. Upon approval of all sections, we perform in-house testing of full program functionality, completeness of data, course flow, text, and installation routines.
• After we make any necessary adjustments, the program is loaded onto the computer media you select. We then present the completed program to you for final approval.

The Instructional Systems Design Model

When working through any learning project, we've found this series of steps that, if followed, will lead inexorably to the production of effective instructional materials.

1. Identify the Instructional Goal - For the module in terms of terminal behaviors, that is what the learner will be able to do when they have finished the instruction.
2. Conduct an Instructional Analysis - Break down the behavior into a hierarchy of subordinate skills. Which skills does the learner have to have to perform the terminal behavior? What skills are required to perform those behaviors? And so on, into the most basic behaviors.
3. Description of the Target Population - Identify your target population and the general characteristics of your learners. Determine entry behaviors.
4. Write Performance Objectives - These objectives are derived from the instructional analysis. These differ from instructional goals in that performance objectives are the behaviors the learner will show at the end of each subsection of the instruction to demonstrate he/she has mastered the subordinate skills.
5. Criterion-Referenced Tests - Criterion-referenced test items should be written that demonstrate a clear relationship between the performance objectives and the test items pretest, posttest).
6. Develop Instructional Strategy - This step includes the development of pre-instructional activities, information presentation, student participation activities, testing, follow-through activities, materials, and media selection.
7. Formative Evaluation - This step is where the designer has to evaluate the effectiveness of the instruction. Can the learner actually do what the designer intended he/she to do? Any revisions to materials or additions to the instruction should be noted and revised at this time. The instruction and/or materials should be tested on a minimum of one learner.
8. Implementation
9. Evaluation/Revision - O'Neil's approach to the design of self-directed learning (CBT and WBT) includes course evaluation. Every student/user is offered a chance to evaluate the course content and the effectiveness of the training at the completion of the course.