Workshops are the leverage point

The power of the knowledge transferred in any of our workshops and the lessons learnt during them, are extremely important and beneficial. But, we realize that this is only as effective as what the people do with it. The workshop knowledge is a focal point to be leveraged for maximum benefit.

Part #1: The Starting Point: Pre-Education Diagnostics

The relevance of any education is directly proportional to the understanding of the problem. In order not to provide education “in a vacuum”, CTM conducts a front-end diagnostic step so as to ensure the education is directly pertinent to the organization’s needs. The combining of CTM’s experience and the experience of the participants, before entering the classroom, significantly increases the benefits of the program. We do not do a major assessment, we simply identify the key elements of the problem and the fundamental impacts on the participants’ business - as it relates to the selected educational program. This collective understanding is then taken into the classroom, and later into the work environment.

Part #2: Workshops That Work

Workshops have their limitations. Too often, more theory than practise. A lack of relevant exchange among participants. Too much lecture, too little participation. Overload of information. Scarcity of time. The CTM workshops are designed to minimize these factors. The content is much more practise than theory - remember, it has come from years of work in the field and from development inside companies. Our instructors spend 90% of their time in the field, not just in the classroom. The CTM workshops they do are a natural extension of their speciality, so participants work with people who have done it. People who know that the classroom is only a small part of a bigger learning environment. The exchange of information and experience in the CTM workshops is directly relevant. The CTM leader is a specialist in their particular discipline. The vast majority of workshops are “in-company” sessions so all the participants have a common reference point for dialogue. Because of the pre-diagnostic step, the lessons in the classroom are focused and structured toward specific objectives. Information overload, especially in a short 1 or 2 day time frame, is minimized because of the front-end diagnostic focus, and the fact that there is a continuing process after the classroom session. In many of the CTM workshops, experiential learning is provided through “simulation games”. These vehicles allow everyone to see, do and learn for themselves how information and theory can be applied.

Part #3: Lessons Learnt Need Real Applications

Taking it back home is critical to success. These programs are geared to send participants back to their real world of business and apply what they have learnt. CTM is there to help facilitate the lessons learnt into everyday thinking and implementation. On a predetermined basis, the CTM people will work with, check with and be available to, participants as they move through this new learning experience. It may involve getting right into the middle of applications and newly discovered problems, or it may be as simple as a telephone call and discussion. Either way, the participants continue to have access to a supplementary knowledge and experience base during the crucial “making it happen” stage.