In this chapter we explain how we ensure that people learn and develop new skills quickly and in a focused way.
We opt for a pragmatic approach. This means that we provide useful principles and techniques, but above all many practical tips that participants can put to work immediately.
Practice-oriented and relevant to the participants' situation
At the start of the training course, we provide space for the participants to provide their own examples and situations.
This brings the content very close to the actual work situation and the participants are involved and committed during the learning process. This is the only way to really let learning take place and to obtain a transfer to one's own practice.
We make use of simple, practical models and tools that allow the participants to quickly find their way around.
The choice of working methods depends on the number of participants, but we always assume that they themselves provide the material relevant to their own role and work context, by bringing in their own examples and cases.
In this way, each story will take place in a recognizable environment and they will learn how to adapt their own attitude, mindset and working methods.
We give each participant the opportunity to map out his or her own communication preferences, attitudes, mindset and working methods, and discuss the pitfalls and obstacles he or she experiences.
Didactic approach tailored to adults
Our didactic approach is tailored to adults to optimally stimulate the learning process for them.
We make use of the insights from cognitive and neurological research.
In recent years, this research has increasingly pointed in the same direction:
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Positive psychology
Focus on what works and reinforce what people do well.
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The power of repetition
Approach the same topic through different angles.
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Application-oriented work
A theory is worth nothing if you can't apply it at times when it matters.
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Building short tension curves
These provide lots of variety and also physical movement.
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People learn when they talk themselves, not when the lecturer speaks
So we are more often facilitators than classic 'lecturers'. We use various work forms (e.g. flipped classroom) to organize interaction between participants.
As facilitators of learning processes, we allow the participants to immediately experience how they can apply techniques in their own practice.
We constantly apply the principle of meta-cognition (becoming aware of your own learning process) in order to lift people to a higher level.
The overall course is structured in such a way that people can immediately experience the principles and techniques. This allows people to directly experience the impact of facilitating the learning process and to immediately start applying the principles and techniques.
Extra added value in internal customized learning programs
In internal programs, the participants follow the training together with their colleagues. This has a number of strong advantages.
Experience teaches us that:
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We can work around situations that are current in the organization at the time. These are recognizable and relevant for each participant. The translation to 'my work' is therefore much easier, because throughout the process each participant works on a change in which she/he plays a role.
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The managers of the organization talk to each other about the changes and improvements that they are trying to implement at that moment, because this training stimulates interaction and contribution, it also becomes a moment of attunement. At such a moment, very often the seeds of a plan of action are sown or important agreements are made.
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The chance that t new principles and techniques will also be effectively applied is greater, providing a common language and a common frame of reference.
Blended learning for optimal integration
Participants are given access to online learning materials based on thinking questions, assignments, video, presentations and conversations via ubeon's e-learning platform.
This encourages participants to:
- Prepare for the training in advance;
- Consult additional learning materials and (further) learn on their own;
- Share learning points with each other and with the trainer/coach.
