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Methodology

In Adult education the curriculum of the course should be built around the student’s needs and interests. For this reason without delivering the courses in their existing format, we make an effort to customize the workshop exercises and examples to illustrate situations specific to the environment. Our instructors will play a facilitators role in the more advanced levels with their primary role being to guide and assist adult learners in achieving their own individual learning objectives. Our belief is that a successful training program must combine traditional teaching with facilitating elements.
 
 
Flexible Learning
 
Our flexible learning model expands choice on what, when, where and how people learn and supports different styles of learning including E-learning. Our five major learning approaches are distinct from each other but any given program might employ several in combination.
 
Curriculum
 
The curriculum model is the traditional approach. The participants will receive the training on a set of topics over a predefined time period.  Our approach are centered on dialogue between Lecturers and participants. The participants will contribute to the learning process and such education is not a one way knowledge transfer. It will be a collaborative dialogue among a group of people and a professional in the industry. Elements of experiential learning are incorporated where the learner constructs knowledge, skill and value from direct experience. This includes role-playing, simulations and other ways to practice for actual work settings. The benefits of the curriculum model are its efficiency, focus and consistency. A large numbers of participants can develop a consistent conceptual understanding of critical content in a relatively short period of time.
 
Tool-Based
Focuses on a supported application of new concepts in the workplace through the use of ‘tools’. They serve two purposes.
  • Diagnosis of some aspect of the work environment
  • Prescription of some appropriate responsive action
The diagnosis will identify the gap between the current situation and a desired state. The prescription and action process is aimed at closing the gap. The learning is focused on specific rather than generalized individual or group requirements. Needs that are identified are addressed in the context of work. This is often combined with curriculum based training.
 
Business Challenge
Our deep experience in designing and delivering management programs based on an ‘Action Learning’ format. This blurs the distinction between work and education. An internal team works on a collaborative solution. They reflect on what has occurred and learn from the process through our facilitation. The business challenge approach differs from typical action learning  in two ways
  • Participants receive relevant education and coaching along the way to their solution.
  • Participants receive organizing frameworks and processes just in time to apply them to their task.
 
Learning linked to Process
Learning takes place in the context of work. This approach is based on the fact that organizations have existing sequential business processes that they execute on regular basis. One step of the process must be completed before the individual or team moves on to the next step. Relevant education is delivered to participants just in time for real world use at each step in the process. The organization gets an enhanced execution of their business process. Participants gain knowledge and skills to better equip them for future applications of the process.