Workshop Customization is Fast and Easy…
We can tailor or fully customize any of our core programs within a two to four week period. If you have a training need that requires design and development of an entirely new program, we typically deliver one-of-a-kind projects within four to six weeks.
The custom-design process includes:
Interviews with Leadership
Approximately 30 - 60 minutes per interview. We request brief interviews with key leadership to identify issues, business objectives, and strategy. This process ensures commitment and the achievement of desired results.
Survey with Target Audience
One page, 15 - 60 minutes to complete. (Length of interview depends on the objectives and course) We survey and/or interview professionals to ensure that important challenges and client situations are incorporated into the training.
We create a Customizing Summary to you, which includes a suggested agenda, training objectives, and recommended exercises and learning methods for your modification and/or approval.
We work with you to develop relevant and challenging scenarios to be worked through by participants during the program. The scenarios may be used in a variety of ways during class, e.g. to help participants integrate their product knowledge with real life application, to quickly improve their skill level.
Pre-Work for Participants
We will customize any pre-work for each program to make sure that it prepares the learner for the training course. This activity improves the level of participation and accelerates the application of the skills.
Each participant may be provided with a workbook and additional handouts as necessary. These materials can be fully customized to accommodate corporate image, meeting themes, training themes, etc..
Reporting and Measurement
At the end of each training event, we will ask participants to fill out evaluations. As a follow-up to training, we will collate the results and provide you with a report along with recommendations. We will also administer test results if testing is included in the curriculum.
To help promote the ongoing improvement and application of skills on the job, we will design or provide customized tools as appropriate.
Dedicated Project Lead
We will dedicate a project lead to you who will be responsible for internal communication and coordination of design and delivery. That way, you will have one point of contact with clear accountability for your project. We will also assign a lead training consultant to ensure training quality and consistency.
Great Instructional Design Should Address All Four Key Elements:
Attitude, Knowledge, Skills, and Experience
Ignoring one or more of the elements is a common occurrence in businesses today. When any one of the four elements is not addressed in the learning process, learning slows or stops completely.
When the Attitude of the Learner is Not Addressed
Barriers to learning will raise their ugly head when people are not open and ready to learn. This can happen for several reasons, they:\
- Don’t see the benefit of the skill
- Are not interested or distracted
- Have had bad experiences with the subject at hand
- Equate formal learning with boredom
- Are fearful of being embarrassed, and
- Are stressed.
When these barriers are not overcome, learning becomes difficult, if not impossible.
When Learning Preferences are Not Addressed
Barriers to learning will again occur if the knowledge you are asking people to assimilate is presented in a way that:
- Doesn’t fit their learning style
- Isn’t relevant to what they do, and
- Requires passive absorption only.
For example, people who have to move and be active while they learn (i.e. kinesthetic learners) will not respond well to long, instructor-led presentations unless they are given a task or are engaged in an exercise of some kind.
When Skills Practice Isn’t Included or Effective
Barriers to learning will occur when people are not given sufficient time to work on integrating and applying new skills, or are made to feel “unsafe” in a learning environment. Integration is important to the adult learner because they have a life time of experience, beliefs, and values they have built, and they will need to find ways to integrate new behaviors into existing framework or experience.
Additionally, application exercises need to be both useful and safe. Learners will lose interest if exercises are something they can’t use and if they are irrelevant to their real lives. If they feel unsafe in a learning environment, they will be less likely to try new things or to succeed at new skills. Two ways a facilitator can ensure that the learner feels safe is to never penalize mistakes in learning or cause embarrassment. This creates undue pressure and can limit creativity.
Lack of Real-Life Experience or Application
Learning barriers occur when people do not have a chance to immediately apply skills in the real world or are able to see how knowledge can be used. If new skills, knowledge, and attitudes are not actively applied and developed throughout the learning process, they will not take root and will eventually die. People often forget what they are not using: One study concluded that only about 5% of classroom learning “stuck” in situations that didn’t have immediate application and reinforcement.
Experience is a very important element. It eventually drives application of knowledge and skills, as well as the attitude of the learner. If bad experiences occur when first applying a new behavior, and the learner is given little or no support, the skill will naturally be avoided and negative feelings about the usefulness of the skill will ensue. In order for learning and improvement to continue, on the job support and feedback is critical to the integration of new behaviors.