One of our major strengths is that we support training in a way that warrants the skills and concepts that people learn are actually used on the job. Two factors contribute to the likelihood that such a transfer of learning occurs—the design of the curriculum and course and how it’s reinforced.
As you can see from our Design Process, we create programs to promote awareness and behavioral change during each phase of the training curriculum—change that participants regard as valuable at work. All of our programs are based on real business experiences—and can combine webinars, self-paced learning, simulations, games, discovery activities, lectures, skill demonstrations, small and large group discussions, role-plays, case studies and feedback to ensure that new behaviors and concepts are learned.
Unlike many programs that try to focus only on a participant’s understanding and belief, our programs also reinforce the skills required to implement the concepts and ideas introduced. We teach people new concepts and skills that help them behave differently, rather than merely helping them understand things differently.
Participants will not embrace a new concept or skill if they feel that it’s “phony” or compromises their identity. We respect each participant’s entry level of understanding and skill, while at the same time encourage the perspective that even the most effective businessperson can afford to add tools to his or her repertoire.
We structure our workshops’ design to help each person integrate the concepts and skills into his or her own natural, personal style. Our programs are designed to create a developmental learning environment, not a “remedial” one. As a result, participants feel empowered rather than threatened or compromised, leaving them more receptive to growth and change.
To learn a new skill, you must practice it. Watching others, hearing explanations, and reading instructions are not enough in themselves. That’s why swimming teachers get you into the water, and computer classes advertise “hands-on” experience.
For years, this key learning principle was ignored in most training. As a result, much of what was taught never made it out of the classroom.
In all of our courses, the various learning methodologies such as: lectures, involvement activities, experiential learning activities and demonstrations are all preparatory and designed to support the targeted transfer of learning. The critical learning step is the concept application and skill practice that allows a participant to use the ideas and behaviors being taught.