Experiential Programme Design.
Over the last 20 years we have developed our own unique approach to designing, developing and delivering experiential based learning and development solutions.
We begin by working closely with the organisation’s senior management to identify the targeted business benefits and the change in knowledge, skills and attitudes that will bring about these desired changes.
We begin by working closely with the organisation’s senior management to identify the targeted business benefits and the change in knowledge, skills and attitudes that will bring about these desired changes.
The next step is to understand the working context within which the knowledge skills and attitudes will be applied. Once this is clear a number of practical activities are selected, adapted, or designed to address these competences.
Each activity is chosen to address a specific set of learning points and to build on previous activities. Each activity also has its own review process that is designed to draw out the relevant learning points. A set of simple models is compiled that support the application of each key learning point. These simple models are introduced at strategic points in time to maximise the impact of the activities. Following each activity (and review) there is an opportunity to explore how the learning will be applied back at work. A follow-up set of actions and commitments is developed throughout the programme. This gradually builds up into a consolidated action plan that is implemented and reviewed following the programme.
These programmes are often modular which enables a review of actions to be held during successive modules. Other options we use for reviewing progress after the programme include:
Our success at designing targeted practical experiences for use on leadership and management development programmes has led to providing these for internal use by large organisations (such as GlaxoSmithKline, BMW and Oracle) and other Education and Training organisations such as Ashridge Management College and Chalmers International College in Stockholm.
Each activity is chosen to address a specific set of learning points and to build on previous activities. Each activity also has its own review process that is designed to draw out the relevant learning points. A set of simple models is compiled that support the application of each key learning point. These simple models are introduced at strategic points in time to maximise the impact of the activities. Following each activity (and review) there is an opportunity to explore how the learning will be applied back at work. A follow-up set of actions and commitments is developed throughout the programme. This gradually builds up into a consolidated action plan that is implemented and reviewed following the programme.
These programmes are often modular which enables a review of actions to be held during successive modules. Other options we use for reviewing progress after the programme include:
- Skype calls with programme trainers
- Reviews with manager –driven by a structured brief and set up before the programme
- Support and Challenge Groups –3 or 4
What People Say
“This is a must for anyone looking for a career in management in (this organisation), it allowed me to take a step back from daily business pressures and think about management techniques in a supportive environment of my peers from across the whole company.” PG Senior Sales Director
“With over 25 years of Management, this MDP was by far the best course that I have attended and more importantly I am still utilising and gaining benefit from what I learnt in the field. – P W, Senior Director
“To be sure this is the best use of my time this year. The practical approach was very good.” – Russia PL&I
