Training Course Methodology

Our training programmes are all interactive, practical, engaging and memorable.

There is no lecturing!

Our methodology includes:

Elicitation and input: Elicitation through asking of open questions to test participant knowledge, understanding, experiences and ideas of the key course principles and direct trainer input on unfamiliar topics as required in order to brief, teach or prepare participants for tasks
Individual and group work: A minimal amount of work will be conducted alone to ensure interaction; group work mainly in the form of short practice tasks and warmers before a longer, group-based task.
Concept checking: Any training input, especially on complex and multi-stage topics, is followed by rigorous concept checking to ensure full participant understanding of all ideas.
Roleplays: Tasks in which participants take on / act a role in an imagined workplace scenario or situation, set and monitored by the trainer and followed by participant reflection, peer feedback from the group and finally trainer feedback.
Simulations: Tasks in which participants are themselves (i.e. not acting or pretending) practicing coaching and mentoring in an imagined workplace scenario or situation, set and monitored by the trainer and followed by participant reflection, peer feedback from the group and finally trainer feedback.
Brainstorming tasks and controlled discussions: Brainstorming will be used to share ideas and experiences of key points and solve problems related to tasks set during the training. Discussions may be in small groups and controlled around a key topic before being opened up to the whole group. These will be monitored and facilitated by the trainer.
Models, examples, illustrations and anecdotes: Any input or new concepts will be supported by models, examples, illustrations or trainer or elicited participant anecdotes in order to engage course participants and provide real-life support to theory, concepts or tools trained.
Case study analysis: The case studies used will be of various lengths and will include both text-based and audio-visual (i.e. video case studies); all cases will be directly relevant to the course content or to the client company’s activity and operations.
Video and audio tasks: Video and audio texts of suitable linguistic and technical levels will be used for variety, task differentiation and engagement.
Presentations: Various tasks will conclude in a short or extended individual, pair or group presentation; this is set and monitored by the trainer and followed by participant reflection, peer feedback from the group and finally trainer feedback.
Games and gamified tasks: suitably timed and cultural acceptable fun tasks with real learning value to them.
Reflection, feedback and action planning: As this is highly practical task-based training, each longer task should be followed by reflection (self-feedback), peer feedback (from the group) and finally trainer feedback.