Testimonials

What our clients had to say about our courses:

I’m amazed at how much I remember, probably because of the training techniques used.

 

I have grown in many areas of my life and am happier, healthier and more effective personally and professionally

 

Your influence has enabled me to make some key decisions which have impacted my career and propelled me forward

 

You have taken a thing which nobody could explain and made it easy to understand.

 

A brilliant way of learning

 

The illustrated training manuals and visuals are great

Feedback from a recent speech:

Hi Brian, Thank you so much for the speech!!!  It was perfect!!!  Everybody loved it.  Many compliments!!  Thank you!!  Thank you!!  Thank you!!  Elandro.

An abbreviated copy of a facilitator’s feedback report:

Hi Jasmine

Thank you for the assignment to evaluate Zunaid in action with his learners. I had the opportunity to spend some time with Zunaid when he trained a group of 17 HP218 analysis learners on Friday 27th June in Midrand. Here are the main points which Zunaid and I discussed after the session.

We can go into detail of the 33-point feedback form of which Zunaid has a copy when I see you on next week.

What Zunaid does well: Zunaid sets up a safe learning environment where his learner’s self esteem is maintained and enhanced and mistakes are okay and easily fixed. He does this by applying adult learning principles in all his learner interactions.

People learn well: One learner said: “I never thought I would ever be able to do this!”

Learners who struggle or fall behind are helped individually.

Handouts: Zunaid has made a professional and helpful MEMORY Guide which learners say is very valuable.

Some areas Zunaid needs to pay attention to: A Learning Structure: Zunaid and I discussed the essential principle of having a visible day structure so that learners can see the big picture and know where they are going, know where they are now and know where they have been during a day’s work.

Questions: We discussed better ways to use questions so that learners are prompted to think more. (Zunaid’s questions led to “yes or no” answers”. Zunaid was uncomfortable when learners needed thinking time and so he would continue talking after asking his questions. He would also answer the questions himself.)

Linking content points in the leaning: We discussed how Zunaid needs to summarise a point just completed and then indicate why the next point is important and why it follows logically. (Rather than: “Okay, now we’re going to do this or now we are going to do that.”)

Going through the computer programme screens: We agreed that it is useless for learners when a facilitator says: ” Go to “New”. Click on “Activate”. Type in 5%…” (Any person would be able to follow such prompts without having an idea of why or wherefore. They would also not be able to follow the programme independently afterwards.) Zunaid and I discussed at length what the alternatives were so that learners engage their minds and think, and also know the rationale of why they are doing what they are doing. (Zunaid pointed out that he had been doing that earlier before I saw him and had fallen into his old habit again)

Zunaid has undertaken to work to a visible structure daily so that his group is informed and in the know of where they are.

He has also expanded on the idea of involving his group to think and understand why they are moving around on screens, and why they are filling in data in particular places, instead of saying: “Click here, click there, open this, close that, enter, close and save”

He was encouraged to enjoy the fact that he has a magnificent rapport with his learners and that he deservedly enjoys their respect and trust.