What Training Methods do we Use?

There is a saying in the UK that you can take a horse to water, but you can’t make it drink. In the case of corporate training, the equivalent situation that might concern employers who have never used us before would be that they can send their personnel to training sessions, but that doesn’t necessarily mean they’ll retain any of the knowledge that has been passed on to them. However, in reality there is no chance of this actually happening. As well as being experienced business people, our training facilitators are skilled tutors and can easily recognise how to engage delegates on a personal basis, ensuring their key messages are always effectively communicated and the companies who use us get the maximum impact when their workers return to them. A large reason for this is down to the way our courses are planned. We’ve previously written about how there are many different forms of learning, with individuals finding some methods more effective than others. As a result, we make sure each course offers a wide range of activities to help all learners absorb as much information as they can. So, what are the examples of the types of exercises delegates can expect to encounter?

Diagrams and charts

Venn and spider diagrams are a favourite at LCT. This approach typically favours visual learners and can be led by the facilitator or the delegates themselves. At the centre of this exercise is group discussion, with the tutor leading a debate on – for example – ‘what are the different ways you can approach procurement?’. Delegates will then offer their own insight and experience as the results are recorded on a flip chart in diagram or chart form, which they can then copy onto their own notes for future reference. This enables participants to present a range of ideas from a variety of backgrounds on one page – highlighting the benefit of attending a course with a mix of nationalities and industry experience.

Role play

This activity can involve small groups or pairings, and encourages discussion and debate that can generate further ideas. The approach is likely to appeal to kinesthetic learners, who pick up new skills and information by doing them first-hand. An example could be trying to make an imaginary sale or participate in a HR meeting, with delegates taking turns to swap roles around and apply some of the theory supplied to them by their facilitator and other members of the course.

Q & A sessions

Rather than simply lecture our delegates on the issues contained within the course syllabus, we understand the importance of getting attendees involved and how this can positively impact on the amount of information they retain. By encouraging delegates to ask questions at any point throughout the sessions and actively introducing Q & A sessions, this not only appeals to auditory learners but also gives delegates an opportunity to ask for clarity if they want more detail on a point that has been made or if they want to know more about how an issue may affect their particular industry. These three activities are but a snapshot of an LCT course, but it’s important to recognise that no two seminars are ever the same. Our facilitators pride themselves on their teaching abilities and as well as being informative, we want our courses to be engaging and fun! If you haven’t used us in the past, why not see for yourself? [block id=”1068″]