The Making of Our Training Materials

Creating training materials is both a science and an art. We use the latest research in the fields of psychology, IT, social sciences, management and other related topics to create a comprehensive course which can make a difference for the delegates.

In addition, we also use design principles to make the training material visually and artistically interesting. By providing a pleasant, entertaining and educational course, we can maximise the efficiency of delivery and the retention of the content once delivered.

The following concepts describe the underlying structure and development of our high-quality training materials and demonstrate how each feature helps you to deliver a more memorable and effective training.

All courses are designed with the learner at the centre of the learning process which means that the courses are extremely interactive with many hands on exercises and practicals.
We use the TAP methodology throughout the design stage and as a result the content follows industry-standard structuring such as explaining the purpose, objective, process, etc. in the right order to maximise delivery and delegate participation.
There are a series of instructions at the beginning and at the end of each session to make sure that the delegates will understand why they need to learn the topic, where they can use it and how it could be applied to their real world problems.
Specific Course Guidelines for each course have instructions on the general delivery of each course such as preparation, what to focus on, pre-assignments and so on. You are also advised on setting the correct pace and how to work around the break times during the course.
Slides are designed to be visually engaging with many images and diagrams all serving to deliver a memorable message.
Complex concepts or step-by-step guides are explained with useful animations.
All training materials include a comprehensive workbook that delegates can use and keep as a reference much like a book well after the course is finished. This focuses the delegates’ attention during the course on learning the content rather than note taking.
Empty forms and appropriate content for exercises are all included in the workbook to minimise the distribution of lots of separate sheets. This helps the printing and binding of the training materials while also makes it easier for the delegates to maintain their content in one place.
If necessary, extra handouts are provided for exercises that delegates must receive after completing them.
Cut outs are designed and provided for the tutor to produce memory enhancing games and exercises. Comprehensive notes explain what the tutor should do before the course to prepare them and then how to use them during training.
Sessions are designed as independent modules. You can plug any number of sessions from different courses and make a new course based on your needs or use them to extend a course you already have. We also take advantage of the latest features of MS PowerPoint 2010 and use the "sectioning feature" to further facilitate the organisation of slides.
Tutor notes contain a set of standard Tags that help the tutor to know what needs to be done at specific points. These Tags are common to all courses and are defined in the General Course Guidelines. This facilitates common tasks such as initiating an exercise based on given instructions or dividing the delegates into pairs and so on.
The slide notes or training script are designed based on the latest principles of Accelerated Learning. To get maximum results, a tutor must keep asking questions rather than telling the delegates about new concepts. This way the delegates are encouraged to think of solutions themselves and are more likely to learn and remember the content afterwards. All of the scripts contain a series of questions which the trainer should ask the delegates and answers that the trainer should expect to receive. A trainer can easily expand a topic by asking more related questions until the delegates have delivered the right answer.