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Instructor-led Training

Our overall training goal is to provide an instructional environment that adheres to the standard adult learning principles in order to yield a highly effective educational experience to participants. We realize the design and method of delivering instruction determines its overall effectiveness. There are a number of issues that must be considered in order to create a successful learning environment. We utilize the following instructional factors and methods to offer an optimal educational experience to individual adult students.


We understand:

  1. Each person is unique, can learn, and has an individual learning style.

  2. Individual learning styles should be acknowledged and respected.

  3. Learning style is a function of heredity and experience, including strengths and limitations, and develops individually over the life span.

  4. Teaching individuals through their learning-style strengths improves their achievement, self-esteem, and attitudes toward learning.


We acknowledge the different levels of experience each learner brings into the classroom. As such, the course content is customized to be relevant to the customer’s organizational environment whenever possible. This allows the instructor to deliver the course material in a format that is easily understood and absorbed by the participants. The post-assessment exams when combined with the student evaluations are used to determine the overall effectiveness of both the course content and the instructor.


We convey the following principles to our instructors and build them into our courses:

  • Involve learners in planning and implementing learning activities. Their participation can begin with the needs assessment process where members of the target population help establish the program goals and objectives and continue throughout the learning activity to the evaluation phase.

  • Draw upon learners' experiences as a resource. Not only do adult learners have experiences that can be used as a foundation for learning new things but also, in adulthood, readiness to learn frequently stems from life tasks and problems. The particular life situations and perspectives that adults bring to the classroom can provide a rich reservoir for learning.

  • Cultivate self-direction in learners. Adult learning should be structured to nurture the development of self-directed, empowered adults.

  • Create a climate that encourages and supports learning. The classroom environment should be characterized by trust and mutual respect among teachers and learners. It should enhance learner self-esteem.

  • Foster a spirit of collaboration in the learning setting. Collaboration in the adult classroom is founded on the idea that the roles of teachers and learners can be interchangeable. Although instructors have the overall responsibility for leading a learning activity, all participants have something to share and learn from each other.

  • Use small groups. Groups promote teamwork and encourage cooperation and collaboration among learners. Structured appropriately, they emphasize the importance of learning from peers, and they allow all participants to be involved in discussions and to assume various roles.

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