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Connected Learning Concept

Trend Consult programs are designed by starting from the connected learning concept detailed below.

A series of stimulus influencing mostly the application of the concepts transmitted during the training in real life are impacting the participants as time goes by. These stimuli are impacting both before, but mostly after the training itself, while their impact can be dramatic, as research are demonstrating.

Ideally, after a training session, the participants are benefiting from an increase of skills that stay with them for a long time at a high level, and thus allow a proportional increase of results by applying them in real life.

This ideal image is illustrated in the chart below, where, on the vertical, one can track the increase of desired skills and results, while on the horizontal the changes produced in time are indicated.

The researches indicate that, in reality, after the training, both the level of skills retained as well as the results generated by applying them, present an evolution below expectancies in real time, as the chart below illustrates.

Therefore, although the participation in a training session increases the level of knowledge, on a long term they get lost and the results expected as result of the investment in training are not significantly improved, due to some negative stimulus that are not connected to the training course itself.
These negative stimuli are in fact obstacles or inhibitors that prevent the participant in the training course to apply the newly acquired skills. Such stimulus can be:

• T he uncertainty of his own performance levels and the skills that need to be developed – participants don’t know if, what and how they should change what they do at the moment and are reluctant to learning and applying new abilities;
• The lack of practical examples – of real life and correct application of the theoretical concepts – the trainers are going back to their own methods that are less efficient, but familiar;
• The lack of a timely long term qualitative feedback – the training participants are not changing their behaviour if they do not understand the old mistakes and the benefits of the new skills;
• The weak support of implementation of new behaviours or even lack of consideration on behalf of managers or informal leaders– the training participants will abandon the newly acquired skills, if people around suggest that, in fact, the reality is different, while the theory is not applicable in real life;
• Too long periods of time between the training course and the follow-up stage or up to a new stage of transmitting additional skills – – the training participants forget what they have learned or apply only what they can remember;
• Internal obstacles or inhibitors – they don’t feel motivated to apply the new skills; the lack of resources to apply them in an efficient way – the training participants don’t have time or they have limited access to information, or they complain about the over-loading of activities.

Consequently, to ensure the maximum efficiency of the training course, the simple classic intervention in the training room is no longer sufficient unless it is supported by a process aiming to control the stimulus and the possible negative effects identified.

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Learning Transfer Strategy – LiveIT!™

The LiveIT!™ concept

It means:

• Preparing participants to enter the learning program;
• Creating powerful experiences during the face-to-face delivery sessions;
• Assisting participants in using the learned elements in their working environment;
• Assisting participants in self assessment;
• Motivating participants to make all the crucial three steps for learning transfer: training, learning, life;
• Motivating people to share and expand in the organization what they have learned and offering them the tools to do this;
• Creating a learning culture.

The LiveIT!™ components

The LiveIT concept acts through seven components:

Before the training course itself, PrepareIT aims to ensure the preparation of the people for the learning process. If the training room stage is focusing on acquiring new behaviours, the post training stages are encouraging and supporting the participants to apply these behaviours in their day to day activity.

The LTSI Methodology comes to complete this strategy, by helping the client companies to identify the internal factors of the organisation that can facilitate or prevent the transfer of learning into practice.

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