“We forget what we hear, we remember what we see, we understand what we do.” Our programs revolve around “doing.” By targeting key concepts, we significantly reduce lecture time to a bare minimum. Our goal is for participants to actually practice and apply new concepts. It is not uncommon for a 1-day session to have only 20-30 minutes of lecture.

For Example: To develop virtual teaming skills, we might begin with a 30 minute segment on critical techniques (based on current research) followed by a series of simulations that require direct application and refinement of these skills.

Our goal is to break learning down into manageable chunks. Typically we change topic or pace every 15 to 30 minutes. This is especially important since most adults have a functional attention span of only 20 minutes.

For Example: In a typical hour of training, participants will have likely discussed several key concepts, been exposed to new content or perspectives, had an opportunity to reflect on direct application, experienced first- hand involvement in applying these concepts, and developed plans for utilizing these skills.

Just as in sales, it takes multiple exposures to a new concept or idea before it is remembered. Our strategy is not mere repetition, but rather multiple perspectives and applications of key concepts. Through repetition and reinforcement, actual retention soars from 10 to 90 percent.

For Example: A concept that is introduced early in a program, such as the importance of tracking the right metrics, is reinforced by subsequent topics, illustrated by case studies, and reinforced by business-focused activities and facilitated debriefs.

The joy of working with adults is that they bring a wealth of first hand experience to every training session. Our programs are designed to tap into this resource, both formally and informally.

For Example: A discussion on critical leadership skills, while based on current research, is made real and applicable through participant examples and experiences (which also helps the group adapt the topical material to their specific environment).

A major advantage of working with LTI is the ability to draw from a large pool of consultants. This enables us to respond to a wide range of topical needs, situations, and industries with both credibility and effectiveness.

For Example: When a trainer speaks the same language as the group, and has experience in their industry, more time can be spent on the topic at hand rather than bridging the instructor-student gap.

The reason we customize every LTI program is to ensure the best fit, minimize wasted training time, and maximize retention by using the right training approach. Possibly the most important reason is to develop a program that supports and reinforces your corporate culture and direction.

For Example: Teaching cross-functional teaming techniques in a traditional matrix organization will likely create confusion and frustration while modifying this topic to cross-functional networking can provide a valuable set of functional skills.

We are always very sensitive to not open issues or topics that cannot be resolved in our allocated training time. We take great care to push participants as far as possible without overstepping realistic boundaries.

For Example: Confronting and opening sensitive issues during a 3 hour program will do more harm than good, while the same issues can be effectively addressed and resolved during a 2 day session.

We utilize a wide range of training methods to accommodate the variety of ways people prefer to learn. From more introspective approaches, such as personal reflection and pre-course assignments, to more interactive and extraverted approaches such as interactive activities and discussions.

For Example: During any LTI program, participants will likely hear new ideas, see how they play out in real situations, practice new skills, discuss direct applications, plan what to do next, and consider the consequences if nothing changes.

Our objective is to achieve results, not to deliver programs. We are well known for adjusting on-the-fly in order to maximize our effectiveness. As we learn more about the group, their experience, and their situation, we adjust our path to best meet their objectives.

For Example: In a leadership skills class, we quickly discover that the group is very well versed in basic leadership concepts, but is lacking in actual application. Rather than focusing on additional concepts (our original plan), we quickly shift to implementation. The day is spent addressing obstacles, identifying personal challenges, practicing specific skills, and developing realistic action strategies.

Knowing that our contact time with a group is typically limited, we strive to identify and create reinforcement opportunities to ensure that concepts stick. These tools range from coaching managers and leveraging other internal training sessions to direct follow-up with the participants. Even casual follow-up at the right interval will improve retention.

For Example: Most LTI programs are followed by a post-program packet that includes an Executive Report (summarizing insights and observations to help you reinforce progress and better plan future training), a summary of level 1 evaluations, additional resources, and photos (if taken during your program). Some programs are followed by a specific reinforcement schedule that might include regular distribution of Tips and Techniques (topic specific), follow up meetings, or even one-on-one coaching.