CASE STUDIES
Take a look at our case studies to see the wide range of different formats and blended solutions that we can apply to the learning, and our ability to create bespoke solutions covering almost any subject.
CASE STUDIES
The Medical Research Council (MRC)The MRC required a programme for senior researchers, aspiring and existing line managers which would enable them to effectively and consistently deliver on-the-job training to more junior staff (a frequent need for laboratory staff). The programme was first delivered in 2004 and continues today; the original Training Needs Analysis (TNA) was partly instigated to look at the possibility of introducing e-learning into the organisation.
The audience come from a variety of cultural backgrounds, are highly intelligent and are appreciative of logical structured training with an immediate and clear purpose.
The process
We conducted a training needs analysis (TNA) to establish the need for the training, the required objectives and best methods of delivering knowledge and then testing the application of that knowledge in a simulated situation. Following the TNA, we designed a detailed training design overview and developed all course materials. Materials were equality proofed.
The format of the programme is:
® e-learning pre-work concentrating on training theory
® a training day of demonstration and practice of skills learnt, where participants use a series of training techniques to teach
Subject areas include: the role of the trainer, writing and using objectives, key trainer skills, structuring a training session, learning styles and different forms of delivery.
Key design decisions
® We incorporated the training theory and an on-the-job training model into the e-learning and designed activities which allow delegates to demonstrate their understanding of the theory and put the model into practice on the training day. This allows
o research and evidence to be available as part of the e-learning, to explain given approaches (we find that scientific audiences are highly receptive to this).
o the training day to be highly proactive as it concentrates on putting theory into practice.
® We use the technique of juggling as our exemplar. One reason for this is because many techniques that need to be trained in laboratories (e.g. pipettes) use motor skills; another is that it demonstrates the transferability of general skills into a variety of contexts.
Key delivery points
® Discussion and best practice points are brought out between attendees to establish what consistent practice should look like.
® Attendees learn the basic techniques of juggling. This
o keeps attendees highly interested
o can then be applied to learning points made during the course.
® Attendees are required to deliver some training and be verbally assessed by their peers.
Client evaluation
® The programme consistently achieves an average overall effectiveness evaluation score of 4.7 out of 5 (1 being lowest and 5 being highest): i.e. 94% of all recipients mark the programme at 4 or 5 (“useful” or “very useful”).