By carefully examining the training needs and the attributes of the target audience, Jacques Whitford will establish relevant learning objectives and appropriate learning strategies using a range of media to ensure achievement of these objectives.  Moving from lower level to higher level outcomes, our methodology focuses on blended learning - on providing a mix of learning opportunities from classroom or online course delivery to on-the-job training.  Throughout this process our focus on quality ensures delivery of a product that meets the training needs of the target audience. For all of our learning solution projects we follow a proven process for project management that involves these five steps:

Step 1 Project Initiation - allows the client and the Jacques Whitford project team to clarify the project methodology and its steps and tasks.

Step 2 Planning - results in the finalization of the planning, a step that will greatly enhance completion of a quality product on time and on budget.

Step 3 Implementation - results in the completion of the activities required to meet the client's needs according to the workplan.

Step 4 Client Verification - allows the client to review and provide feedback on all deliverables, request changes where required, and provide final approval of each deliverable.

Step 5 Close Out - provides an opportunity for the Jacques Whitford project team and the client to meet and discuss the project and satisfaction with the deliverables.

By utilizing exceptional project management skills, we are able to produce quality deliverables on time and on budget.  In the case of learning, our project managers blend the skills of our numerous subject matter experts with our instructional designers who are able to develop materials for deployment online, in the classroom or in an on-the-job setting.

We Excel at Teaching Adults

To train adults successfully - to ensure that they enjoy their experience and retain information - you have to keep some basic principles in mind.  The overarching principle is to ensure that your final product is a participant-centred, activity-based approach that encourages peer learning and presents easy-to-use work tools for use in the workplace.

In addition, it is important to ensure that every deliverable addresses the following issues:

• Motivation - Interesting information is not enough.  Adult learners must be motivated to learn.  All learning materials must provide tangible results that are relevant to the learner, such as how to do your job safely.
• Relevancy - The materials developed must be relevant to the work, responsibilities and experiences of the learner.  Adults are goal-oriented and practical, so learning experiences should include case studies, realistic scenarios and useful resources.
• Experience - Adults benefit from a lifetime of learning, and are more comfortable if they can relate new skills to past experiences and move forward.  Providing materials that encourage self-paced or self-directed learning allows individuals to leverage existing knowledge and skills for a customized learning experience.
• Fear of Failure - Most adults have a fear of failure.  This can be overcome by providing examples of "lessons learned" as well as opportunities for learners to test themselves and view their responses in private.
• People Learn in Different Ways - Adults tend to fall into one of three categories: visual learners who rely on what they see; auditory learners who rely on what they hear; and tactile or kinesthetic learners who learn by doing and experiencing.  Learning programs should utilize a variety of materials and techniques to engage all types of learners.

At the same time, we recognize the importance of adhering to andralogical principles.  Teaching adults is an art, but it is also a science.  That is why we look to education theory to guide our learning program methodology and design.  For example, we seek to move learners through the adult learning cycle (motivation, comprehension, practice and application).  Likewise, we use Bloom's Taxonomy to ensure that learning objectives are progressive and measurable and that appropriate learning strategies are selected to ensure that the objectives are achieved.