In adult education, the curriculum of the courses should be built around the trainee’s needs and interests. This is the reason why, although we can deliver our courses fully in their existing format, we make an effort to customize the workshop exercises and examples to illustrate situations specific to their environment.
We encourage our instructors to play a facilitator role in the more advanced levels with their primary role being to guide and assist adult learners in achieving their own individual learning objectives. We believe that a successful training program must combine traditional teaching with facilitating elements.
Flexible Learning Model
Our flexible learning model expands choice on what, when, where and how people learn. It supports different styles of learning, including e learning. Selection of an appropriate mix of educational approaches is a function of the types of participants (e.g., senior executives vs. mid-level mangers); budget (some cost more than others); the environment of the organization; and the depth of learning desired. Five major learning approaches are described in the following sections. While the five approaches are distinct from each other, any given program might employ several in combination.
The traditional form of training program is a curriculum model. With a curriculum approach, participants receive a ‘teach’ on a set of topics over a set period of time. Our approaches are centered on dialogue between instructors and participants and among participants. Participants have much to contribute to the learning process, and such training is not a one-way transfer of knowledge from instructor to participant. Rather it is a collaborative dialogue among a group of people and an instructor. Elements of experiential learning are incorporated where the learner constructs knowledge, skill and value from direct experience. This includes role-playing, simulations and other ways to practice for actual work settings.
The benefits of the curriculum model are its efficiency, focus and consistency. Relatively large numbers of participants can develop a consistent conceptual understanding of critical content in a relatively short period of time.
Tool-based Training Model
The tool-based model focuses on a supported application of new concepts in the workplace through the use of ‘tools’. The tools serve two purposes: 1) diagnosis of some aspect of the work environment and 2) prescription of some appropriate responsive action. The diagnosis identifies gaps between the current situation and some desired state. The prescription and action process is aimed at closing the gap. Examples of tools are our Assessment Tools. The education is focused on specific rather than generalized individual or group needs. Needs that are identified are addressed in the context of work. Tools-Based training is often combined with curriculum training.
We have deep experience in designing and delivering management programs based on an ‘action learning’ format. Action learning blurs the distinction between work and education. For example, an internal team works collaboratively on a solution. They reflect on what has occurred and learn from the process through our facilitation. Our Business Challenge approach differs from typical action learning in two ways. Participants receive relevant education and coaching along the way to their solution. They receive organizing frameworks and processes just in time to apply them to their task.
Learning Linked to Process
With this model, learning again takes place in the context of work. This approach is based on the fact that organizations have existing sequential business processes that they execute on a regular basis. For example, an annual marketing planning process (situation analysis, then goal setting, then strategy formulation, etc.) where one step in the process must be completed before the individual or team can move on to the next step. Relevant education is delivered to participants just in time for real-world use at each step in the process. The organization gets an enhanced execution of their business process. Participants gain knowledge and skills to better equip them for future applications of the process. These are highly customized programs.
Managerial Capabilities of the Training Division
Apart from the quality Professionals engaged as faculty, CNS Limited focuses on the Management of the Training courses as a key part of its success. Director of the School Section has experience of conducting and managing large scale corporate training like IDB-BISEW Scholarship Programs. The Course coordinator, under supervision and authority of Director of School Section plans and designs the courses, Sets training guidelines for the faculties, prepares schedules the classes. Counselors provide advice regarding the courses and collect the responses regarding the classes. Lab assistants help the students during the practice hours and maintain the lab to keep it operational for the next classes.
This structure and efficient management has enabled CNS Limited to conduct the previous corporate training courses which were critical in nature and had complicated topics and skills involved.