Methodology

We believe that training is vital to ensure a constant drive forward to the individual and organisation as a whole.
Learning will only take place when attendees see that the training is relevant and useful to their own lives. 
We specifically choose the right training program to suit the training needs of the client & team.
One of the tools that we use is the internationally acclaimed Mta program. This program is used in conjuncture with outcome based activities to structure the process of introduction to a growth and development topic all the way through to practically applying the learning outcomes in the office environment.
All training is done in an interactive environment, involving the application of multimedia, experiential learning activities and group discussions. Our final key emphasis on all our training and team building is, ensuring that all training and facilitation will result in practical, positive change back in the office environment.
The process of Mta:
The notion of being actively involved in the training process, by means of activity and open discussion, allows a level of buy in from the learner that very few other methods achieve. The fact that learners are engaged in an activity and can see and experience outcomes at both a pre and post training stage, allows learners to see the benefits from the relevant training and thus further facilitate buy in into the training program.
Mta thus does not replace the principle of classroom based training, but rather functions as a tool to enhance training programs, by:
Allowing learners to see the need for training in specific areas.
Allows learners to actively apply learning in a controlled environment, where stimulus can be controlled in activity, to ensure specific learning in a relevant field.
Allows learners to see and experience change in the outcome of activity, by applying learning to activities.
Assists as an assessment tool in recognising further field of development, as the learners can be observed in a facilitated environment and responses can be monitored in a non threatening environment.
Application of learning have a longer lasting effect as the learning are remembered for more easily after it have been dealt with in a practical activity based environment.
Because Mta depends on current understanding of the “problem and enhancement area” within a practical environment, it caters for a far more diverse group at the same time.
A normal Mta assisted training program will run to approximately the following schedule:
Start off with a quick energiser and warm-up.
This breaks down any pre-conceived ideas on activity based training and facilitated the buy in from the group to the activities.
First activity set.
This set of activity will start with a pre brief on the expected outcomes on successful completion of the activity.
The actual activity. The activity is developed to ensure that the training to be done at a next stage is of the essence to successfully complete the activity. The team will thus experience a marginal success on the activity, but will soon realise that some more skills are needed to successfully complete the activity. Because they have however experienced some success in the activity, they are motivated to acquire the remaining skills sets to assist in future related activity. It is important to remember, especially when dealing with interpersonal skill development, or attitudinal development, to be vigilant and consistent in affirming the existing expertise while suggesting that "we can all get better". 
The debrief will address the group’s current successes as well as point out the relevant shortcoming of the team in the current state. This session takes the form of an open discussion where the team are guided into “arriving at the answers to improvement”. This allows groups to take ownership of the learning process as they have come to the conclusion that the learning is relevant.
Training
Skills are addressed and facilitated in formal training environment.
Reinforcing activity set
This set of activities will again start with a pre brief on the expected outcomes on successful completion of the activity. In the pre-brief time will be spend on the highlighting the key learning outcomes and the need to apply the principles in the activity to achieve optimal results.
The activity. The activity is developed in such a way that the learning outcomes handled so far are needed and emphasised during the completion of the activity.
The debrief. Time is spend on how the key learning outcomes affected the outcome of the activity as well as how the key learning can further be made relevant in the actual work environment.