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train4change

How We Do It

Approach

Working in partnership with our clients means that we spend time getting to know exactly what their businesses need to make the improvements that they want to make. We seek every opportunity to explore the strategic intention behind the development, and to align our learning solutions within their business plan and with all the other learning interventions or other initiatives within their business.

This alignment will maximize the return of any investment made, and means that each delegate has complete clarity about how everything fits together, and what the benefits of the learning experience include for them.

Everything we design represents our clients' vision and values. We explore how we want each delegate to think, feel and do as a result of their experiential learning experience. All learning solutions are totally bespoke and developed within our client partnership approach.

Our approach will ensure the partnership team explores how to create the right environment for learning, how to enable all the learning to be transferred back to the workplace, how to embed the changes in behaviour and how to celebrate success and achievements.

Research

To design a bespoke event and to align it to the current culture of our customer we will conduct in depth research. We will immerse ourselves in the business to establish the following:

  • Current attitudes and behaviours
  • Attitudes to behavioural change and development
  • Hurdles and potential blockers to learning
  • Current challenges of the target group
  • Recent success of the business
  • The customer experience
  • Relationships with the employees
  • Current employee engagement levels

We use a number of ways to find out this information, including:

  • Mystery shopping the customer experience
  • Shadowing employees as they carry out their duties
  • Looking at current job descriptions
  • Interviewing our target group
  • Interviewing the line and senior managers
  • Discussing and influencing the stakeholder group
  • Reviewing relevant quantitative and qualitative data

Our research reports and conclusions become the basis for both design and evaluation activities.

Design

We undertake design as a team. Using relevant stage and theatre concepts, we consider the entire delegate experience – which includes understanding how they are invited, how the context of the event is shared with them, what happens to them afterwards, as well as their experience on the day. The design team will consciously consider how we engage with all learning styles, how we will maintain pace and energy and how we will maximize all opportunities to create a positive and effective learning experience.
Elements within the learning may include:

  • Bespoke DVDs
  • Delegates being on the receiving end of their own behaviour
  • Wearing the customers shoes
  • What’s In it For Me?’ to change my behaviour
  • What skills to I need to change?
  • Demonstration of skills and knowledge as delegates meet their customers and colleagues

Rehearsal

In the theatre any new production is rehearsed so the audience has an effective experience. Why should learning be any different? Because all of our learning solutions are bespoke we road test them all before we deliver them to our client. This offers the opportunity to refine the product as it is lifted from design to delivery. This also means that those first pilot events with our customers are 100% effective, and therefore, returning on the investment from the programme start.

Delivery

The development and quality of the t4c product does not stop once we start delivering the learning. We have a dedicated quality assurance team who assess our product throughout the life of a programme. We recognise on longer term projects that business needs, issues and market challenges can change, and the t4c product is flexible and will accommodate any changes so that it always represents the current client business culture. Our delivery teams attend development activities on a regular basis to share best practice as a team, and to help each of them to keep up to the minute, fresh and energetic in their delivery style.

Evaluation

We base our evaluation process on the widely used Kirkpatrick model. We will measure the effectiveness of the learning at four levels. These are:

  • Reaction
  • Learning
  • Performance
  • Impact

We will also assess the overall project approach by monitoring the specifically agreed Key Performance Indicators that the partnership team will define at the start of a programme.

The Team

Sarah

I'm lucky enough to do a job that I am passionate about – working with people every day, being creative about learning, and believing that everyone can achieve given the right support. My dog Holly is the official team mentor, attending all rehearsals, team meetings and team development days. My other life sees me handling dog sled teams in Canada at long distance races where working in minus 45 suddenly makes our UK summers seem much better!

Paul

Using my past experience from film, television and theatre I enjoy bringing learning to life, making it accessible and fun. I'm a keen, but not competent triathlete. I often train with the family Labrador Fern, who is definitely faster at running and swimming than I! My favourite responsibilities within t4c are writing, recording, filming and editing all the audio and visual materials that we use…..any excuse to try a new camera, apple mac, lap top…

Lindsay

Along with riding my horse Hooch, walking our dog Alfie, looking after and taking my son Charlie to play football, I manage to find time to support train4change. It will probably be me that you speak to if you call the office with an enquiry. I look after the financial side of t4c, supporting each of thetraining teams, liaising with our customers as well as the lovely more mundane routine admin tasks that any office has to tackle.

Thers's More

The rest of the team numbers over 30 (including facilitators, film crew, editors, and actors).

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