FAQ

Frequently Asked Questions

 

Experiential Learning

What Is Experiential Learning
Experiential learning is the process of making meaning from direct experience, i.e., "learning from experience"through reflection on doing, and focusing on the learning process for the individual. David Kolb's Experiential Learning Model illustrates this well:
what is experiential learning
Why can’t experiential learning be substituted by virtual learning?
Recent studies have demonstrated that between 50-90 % of trainees recall depends upon their direct participation in the material in which they are being instructed (National Training Laboratories, 2003). They estimate that trainees who participate in discussion group sessions recall over 50 % of material that they learn, while 'practice by doing' contributes to about 75 % retention.
Told Told & Shown Told, Shown & Experience
After 3 weeks 70% 72% 85%
After 3 months 10% 32% 65%

Source: Whitmore, John Coaching for Performance, Pfeieffer & Company, 1994

By far the most impressive retention statistic, however, is that trainees retain over 85% of the material to which they are exposed if they are required to use the material immediately or engage in teaching others. A study Conducted by IBM Experiential learning leaves a very strong kinesthetic imprint on an individual, which in turn results in longer retention. We almost never forget something we experienced or something we did with our own hands! TTM programmes provide every participant exercise to experiment with to reach the desired learning and use it as an experience for real life cases.
What makes experiential learning more impactful?
Experiential learning is so effective because it’s a process of learning by doing. It is a learner-centred environment.

What makes it unique at TTM associates, is the opportunity to learn from your own experience, and no one else’s. Kinaesthetic learning – rather than only listening and viewing.

The kinaesthetic learning method requires a learner to perform physical movements. Experiential learning incorporates kinaesthetic learning methodology, thus ensuring holistic improvement of the mental, behavioural and physical strengths. The process of learning experientially allows room for individuality.

As we learn by doing and reflecting, or from our mistakes, we reflect on our actions and the take-way learning is applied in another experience.

Why is it important to have fun while learning ?
Neurologist and educator Judy Willis’s book “Research-Based Strategies to Ignite Student Learning: Insights from a Neurologist and Classroom Teacher” (ASCD, 2006) is one of many that have highlighted the learning benefits of fun.

“The highest-level executive thinking, making of connections, and “aha” moments are more likely to occur in an atmosphere of 'exuberant discovery,' where students of all ages retain that kindergarten enthusiasm of embracing each day with the joy of learning.”

So fun actually seems to promote learning. It increases dopamine, endorphins, and oxygen!

“The human brain and body respond positively to laughter with the release of endorphin, epinephrine (adrenaline), and dopamine, and with increased breathing volume (more oxygen). When a lesson starts with humour, there is more alerting, and the subsequent information is attached to the positive emotional event as an event or flashbulb memory.Optimal brain activation occurs when subjects are in positive emotional states or when the material holds personal meaning, connects to their interests, is presented with elements of novelty, or evokes wonder. This is why attentiveness is so closely linked to positive emotional cueing and personal meaning. When there is connection to prior knowledge or positive emotional experience, new information passage through the limbic system will be enhanced. The thalamus will then ‘decide’ to pay attention to the information.“

How does experiential learning influence a learning culture?
Experiential Learning at TTM brings a holistic approach to learning with learners given the opportunity to explore different ways of learning from different cultures! It is a method that is need-specific and works around an individual's capacity, where learning happens by actually doing, an approach that is far more inclusive than conventional learning.

Experiential Learning triggers kinaesthetic, audio, visual and tactile senses of a person thus leaving deeply engraved impressions on the individual mind.

What is the impact of experiential learning on a learning culture?
The Experiential Learning method can be used as a valuable tool by TTM associates today.

As the trend towards more balanced and multi-skilled individuals grows the concerned organisation is constantly looking for ways to improve knowledge transfer process to not only offer the learner information, but also experiences that enable the learner to understand and retain better.

Such experiential learning also caters to different kinds of a learning culture.

Which learning style generates the most ROI
High performing organisations, including High Growth Companies, report higher levels of line manager effectiveness.

The Chartered Management Institute (CMI) report, "The Business Benefits of Management and Leadership Development", claims that eighty per cent of managers in high performing organisations report that their line manager is effective or highly effective compared with 39 per cent in low performing organisations. This means that there is considerable scope for improving the effectiveness of managers and organisational performance in most organisations.

The CMI’s research identified 26 different types of development activities that are commonly used by organisations. The most effective activities at the workplace are as follows:

  • On-the-job training is one of the most commonly used methods, managers rated accredited learning and qualifications as having the most impact on their management abilities.
  • Leadership programmes delivered by external providers are seen as particularly effective for those at more junior levels.
  • Coaching and mentoring either by line managers or external practitioners, appears in the top five most effective types of management and leadership development.
  • Different management and leadership development activities develop different competencies: for example management and leadership programmes delivered by external providers are strongest for developing teams.
  • Business school qualification such as the MBA is particularly strong for developing strategic awareness.

On what kind of topics is experiential learning more impactful/relevant
Management training or organisational development, apply experiential learning techniques in training employees at all levels within the business and professional environment. Training games simulating business and professional situations such as the COMSIM for Business Acumen and Financial Management or the River Kwai simulation for behavioural development.

As higher education continues to adapt to new expectations from students, experiential learning in business and accounting programs has become more important. For example, Clark & White (2010) point out that "A quality university business education program must include an experiential learning component."

Furthermore, in business school, internship, and job-shadowing opportunities in a student’s field of interest are elevated as examples of valuable experiential learning which contribute significantly to the individual’s overall understanding of the real-time environment.

Why is a flipchart methodology more impactful than PowerPoint based training?
When a flip chart is built based on discussions in class, it provides a strong visual anchor for the shared learning that the group arrives at. When building a flipchart, we collect information from the class and place that on the chart itself. This helps students connect better to the learning they've contributed to.

On the other hand, a Powerpoint presentation is a static experience that you cannot alter in class. A lot of Powerpoint delivery is aimed at conveying facts instead of building shared understanding which pretty much kills the whole aim of generative discussion.

When you extend this to a course that runs for multiple days, a Powerpoint presentation from the first day is an experience that is long forgotten by your audience by the third day. On the other hand if as a facilitator you've been able to build a flipchart with the class and you can place that summary on one of the walls, it provides a strong visual anchor for students to rock back into the previous experience and recollect the shared understanding you've arrived at.

TTM’s delivery style is powerpoint slide free.

Flip charts are both a static display tool (like slides or props) and a dynamic creation tool (like a whiteboard or the ubiquitous back of the napkin). This low tech versatility offers many key benefits to speakers, including:

example flipchart
  • Writing or drawing on a flip chart is an active process, and energizes the speaker.
  • Audiences ask more questions, perhaps it’s because the scribbles or sketches on a flip chart feel less permanent (than electronic slides), and thus more open to questioning and dialogue.
  • Writing takes time, and this provides healthy pauses for the audience to absorb information or take notes.
  • Please take a look at our example of a typical flipchart.

What level of skill is required to make good flipchart training?
TTM facilitators use the following skills
  • Time management skills: it can be more difficult to keep up with flipchart training, there is the pressure of limited time, the facilitator must emphasize the scheduled times dedicated to sessions and breaks. The facilitator should also add on an additional 10% of the workshop time for unforeseen events such as longer discussions on certain topics or additional exercises.
  • Writing the agenda to include the topics gathered from the objectives and also the timings for sessions and breaks.
  • Writing the activity instructions: TTM trainers prepare a list of activities such as energisers, exercises and common tools with a multiple choice set of possible answers concerning the duration of the activity.
  • Debriefing skills: Participants are divided into groups. Each group is asked to come up with their definition of the term ‘objective’ and why it is important to define the objectives of a training workshop. The working results are presented in a plenary session, discussed briefly, and if necessary complemented by the facilitators. The facilitator needs to collect all of the participants’ ideas and create a program accordingly.
How is the brain and the human mind influenced by experiential learning?
The embedding of new ideas and the process of converting new insights into new behaviours requires a balance of pacing and tempo (rhythm). We might call this the ‘sweet spot’ where learning takes place, or a moment of insight. In fact, brain studies indicate that at the moment of insight, there is a resonant tone that cuts through the noise of the prefrontal cortex’s circuitry. It turns out that rhythm and pacing are key to how the brain stays engaged. Learn too slowly (or deliver content to an audience too slowly) and boredom and restlessness set in. Result: disengagement.

Conversely, when new material is delivered too rapidly, we miss the chance to embed new ideas, and it’s easy to feel overwhelmed and irritated or despondent.

trainee retention
The result: disengagement.

Cyclic Left and Right Brain dominance require trainee synchronization at the start of the training cycle. Journaling at the end of each day, combined with project work at day 10 and day 40 will ensure an optimal 80% retention factor.

What are the drawbacks of PowerPoint based training?
A Powerpoint presentation is a static experience that you can’t alter in class. A lot of Powerpoint delivery is aimed at conveying facts as against building shared understanding which pretty much kills the whole aim of generative discussion.

When you extend this to a course that runs for multiple days; a Powerpoint presentation from the first day, is an experience that is long forgotten by your audience, by the third day.

ttm 90 minute structure
On the other hand if as a facilitator you've been able to build a flipchart with the class and you can place that summary on one of the walls, it provides a strong visual anchor for students to rock back into the previous experience and recollect the shared understanding you've arrived at.

Based on the above, TTM associates' 90 minute structure follows the illustrated structure to avoid the drawbacks of PowerPoint presentations.



Training and Development

What is the difference between training and development
Training is a process of learning a sequence of programmed behaviour. It improves the employee's performance on the current job and prepares them for an intended job.

Development not only improves job performance but also brings about the growth of the personality. Individuals not only mature regarding their potential capacities but also become better individuals.

Training
  • It's a short term process sometimes once off event.
  • Refers to instruction in technical and mechanical problems.
  • Targeted in most cases for non-managerial personnel.
  • Specific job related purpose.
Development
  • It is a long term educational process, run over a period of time.
  • Refers to philosophical and theoretical educational concepts thought provoking and changes skills and behaviours.
  • Managerial Personnel.
  • Organizational related purpose that changes building capacity and cause business transition.
When is training beneficial and when is development beneficial?
Benefits of training

  • Improves Productivity: Training leads to increased operational productivity and increased company profit.
  • Improves Quality: Better trained workers are less likely to make operational mistakes.
  • Improves Organizational Climate: Training leads to improved production and product quality which enhances financial incentives. This in turn increases the overall morale of the organization.
  • Increases Health and Safety: Proper training prevents industrial accidents.
  • Personal Growth: Training gives employees a wider awareness, an enlarged skill base and that leads to enhanced personal growth.

Benefits of development

Management development attempts to improve managerial performance by imparting

  • Knowledge
  • Changing Attitudes
  • Increasing Skills
The major benefit of development is managerial effectiveness through a planned and a deliberate process of learning. This provides for a planned growth of managers to meet the future organizational needs.

TTM focuses on development applied through culture to change and transform leadership and to change mindsets to passionately apply the development tools and become future leaders

How to justify the high investments of time, money and effort for development for HR practitioners
People really are the greatest asset!

Development programmes should be viewed as investments in the organisation's human capital and not just considered as an expense.

HR practitioners must take the following steps under consideration:

  • To validate training as a business tool
  • To justify the costs incurred in training
  • To help improve the design of training
  • To help in selecting training methods

How is ROI measured in development cases?
The cost of not developing is the real question to be answered, the cost of employee de-motivation, the cost of decreased efficiencies in processes, the cost of employee turnover, the cost of enhancing performance.
What are the critical success factors of a good development program?
Process, information sharing resources and Tools. Feedback, evaluation, and measurement of ROI. Varied and targeted strategies, implementation methodologies.
What is development and is it a more effective version of blended learning?
Development can be a more effective version of blended learning. Blended learning is a fruitful effort in integrating live classroom activities including face-to-face instructions along with online learning and instructions so as to reap the maximum benefits by utilising the best elements of all through effective planning by an ideal facilitator (Babu M, Sameer 2009)

TTM integrates face-to-face learning in field projects along with e-learning through the use of webinars and web forums.

What is the major goal of training and development in any organisation
We often think that the biggest benefit of learning is that we get a diploma or credential. As we get wiser, we realize there are so many more benefits than that, such as
  • Increased job satisfaction and morale among employees
  • Increased employee motivation
  • Increased efficiencies in processes, resulting in financial gain
  • Increased capacity to adopt new technologies and methods
  • Increased innovation in strategies and products
  • Reduced employee turnover
  • Enhanced company image, e.g. conducting ethics training
  • Risk management, e.g. diversity training
What are the success stories of developmental initiatives in the middle east and globally
TTM had a tremendous success story in developing safety behaviours in the Oil & Gas sector.

In order to attain the desired change in safety behaviours, companies may need to change the mindset into a journey of behavioural development which is based on three main pillars as explained in the diagram below

three main pillars

Behavioural leadership development methodologies are

  • PowerPoint slide free & experiential workshops
  • Action learning projects
  • One-to-one coaching
  • Peer-to-peer feedback partners agreement
  • Webinars
  • Web forums
What is TNA methodology?
Training Need Assessment is the process of collecting information about an expressed or implied organizational need that could be met by conducting training. The need can be a performance that does not meet the current standard. It means that there is a prescribed or best way of doing a task and that variance from it is creating a problem.

The TNA process helps the trainer and the person requesting training to specify the training need or performance deficiency. Assessments can be formal (using survey and interview techniques) or informal (asking some questions of those involved).

An in-house trainer or a consultant performs a needs analysis to collect and document information concerning any of the following three issues

  • Performance problems
  • Anticipated introduction of new system, task or technology
  • A desire by the organization to benefit from a perceived opportunity
In all three situations, the starting point is a desire to effect a change. Given this, you must know how the people who will experience change perceive it. In the absence of a needs analysis, you may find employees resistant to change and reluctant to training. They may be unable to transfer their newly acquired skills to their jobs because of the organizational constraints.

Professional organizations administer needs analysis at regular intervals, usually every year or two.

TTM’s TNA process

  • Questionnaire design based on structured design methodology across all the layers and tools
  • One-to-one interviews with executives and HR/Talent Management
  • Focus groups with senior executives, managers and delegates
  • Online survey for entire organisation on required behaviours
  • Office work for data collation, analysis, tabulation and validation
  • Well defined and documented leadership behaviours for safety in the selected industry in the context of each company.
  • Behavioural benchmark and gap analysis of every indicator
What are the major stages of building a good development program?
The four main stages are
  • Establish a needs analysis, to identify activities to justify an investment for training, the techniques necessary for the data collection are surveys, observations, interviews, customer comment cards By determining the needs, the organisation will decide on what specific knowledge, skills and attitudes are needed to improve the employees’ performances in accordance with the company’s standards.
  • Developing training programs and manuals, to establish the development of current job descriptions and standards and procedures. Job descriptions should be clear and concise and may serve as a major training tool for the identification of guidelines, a complete list of standards and procedures should be established from each responsibility outlined in the job description to standardize the necessary guidelines for any future training.
  • Deliver the program this step is responsible for the instruction and delivery of the program decide on the methods, if it is one on one or job or group training, seminars and workshops are the most popular methods, make sure of a thorough understanding of the following characteristics of an effective trainer. The trainer should have a desire to teach, a working knowledge, an ability to motivate participants to want to learn, dynamic appearance and passion towards the participants.
  • Evaluate the program, to determine how effective and profitable it has been, using pre and post surveys, the establishment of a cost/benefit analysis, outlining the expenses and returns.
Should training and development be outsourced or insourced (internalized)?
Before deciding whether insourcing or outsourcing is the best option, it is important to first define business goals. A poorly defined objective may result in neither insourcing nor outsourcing being beneficial.

Insourcing makes sense when the business requirement is only temporary or where no significant investment is involved. Insourcing may give you a preview into how outsourcing can work. Done well, insourcing may help you build a team of skilled people. Insourcing can also help smaller businesses and start-ups that have little or no experience with outsourcing.

Outsourcing is a clear winner when businesses need to cut costs while still requiring expert personnel. Today, companies of all sizes use outsourcing to let go of managing non-core functions while saving a lot of money in the process. Outsourcing also gives you access to specialized skill sets of resources and processes that insourcing simply cannot match—not without significant costs.



Skills and Behaviours

What is the difference between skills and behaviours?
One may say that a skill can be a behaviour or ability which you have developed through training or any other experiences you have had since you were born.

On the other hand, while all skills are behaviours, not all behaviours can be skills.

Behaviour is what you see, hear and feel. For example, telling a joke is a skill; laughing at a joke is an actual behaviour.

Why are behaviours important in a business context?
These days, managers are paying more attention to how their employees react to a situation rather than whether or not they respond. This is because nowadays behaviours are the most important aspect of an individuals’ ability to be creative, adaptive and therefore to be able to implement high levels of business performance towards the customer and the organisation as a whole.
How are behaviours changed and how is the change measured?
Benchmark where you want to be in a change situation. This could be done through
  • One-to-one interviews with executives and HR/Talent Management
  • Focus groups with senior executives, managers and delegates
  • Online survey for the entire organisation focusing on required behaviours
  • Apply GAP analysis
Why is it that very few companies focus on behaviours?
More often than not companies underestimate how important and at the same time how hard it is to change people’s organisational behaviour. Therefore, they focus on developing their peoples’ skills instead of behaviours and as a result most companies end up with well-skilled individuals that lack aspects of organisational behaviour. This has a direct impact on their business performance and consequently on the organisations’ financial statements.
Can skills be enough for success without behaviours?
The truth is that skills can be enough for an individual to perform up to a certain level.

In order for individuals to be able to perform the skill they developed and take it further in order to improve their selves and remain motivated and inspired is through behaviours.

In fact as Jacobs (2013) states, the techniques that the behavioural leadership offer will get your existing strategies, processes and technologies working to their full potential by reducing the hidden human barriers that so often scuttle them.

How can a business leverage behavioural change initiatives?
Organisations can leverage behavioural change initiatives in several ways that may suit them at the time they decide to develop their employees’ behaviours.

Some of them may attend to optimise their goals as a start since new habits can only be learned when an individual actually experiences something by doing it.

Furthermore, companies may consider grouping people to work together on numerous projects to leverage behaviours including collaboration for example, in order to help them coordinate and take initiatives. This will consequently help them to minimise their stress levels and to share cultural values that will assist employees to increase productivity and accept diversity in the workplace.

How much of a company culture is driven by skills and how much of a culture is driven by behaviours?
After a lot of years of experience and working with numerous clients, we argue that skills and behaviours can be metaphorically described as an iceberg. This is because people do not only need skills to perform effectively but they actually need a certain level of well-developed behaviours.

Therefore, like icebergs that only reveal just 10% of their actual surface and the remaining 90% lies below the surface of the sea, in the same way we argue that skills represent 10% of what it is shown by individuals and the other 90% lies within the individuals’ behavioural aspects.

Why is it hard to shape/change behaviours?
According to Harvard Business review (2012), successful change of behaviours comes in stages. How long it takes, is an individual matter.

No matter when an individual decides to change his/her behaviour, it can be difficult to do as individuals need to find the power to remain motivated in adopting new healthy business habits or breaking an old one.

Researchers also suggest that in order for individuals to accept and remain self-motivated to change their behaviours, this should be done as part of a long-lasting change process by focusing on positive thinking and limiting the number of goals you are trying to reach. This is because change is considered to be a process and not an event and each stage of transformation should form a preparation for the following one, so individuals need to focus on each stage of the change cycle and not hurry through or skip stages.

How can you harness behaviours to derive a competitive advantage?
It is fair to argue that having in place the right processes and develop your peoples’ skills alone is not enough for a company to maintain its competitive advantage in the market.

What people need to have is the right skills and BEHAVIOURS that when combined can give you an ideal model of individual who can offer its services with the best possible way. Therefore, companies need to constantly develop their people’s behaviours by offering support such as coaching, mentoring and training in order to keep them motivated and engaged at all times and inspire them to perform in high levels of business performance.

This way the company will gain or maintain its competitive advantage and its strategic position within the market it operates.

How can bad behaviours impact bottom line?
It is arguable whether most problems within a business start because of bad behaviours of people. Many people believe that most bad behaviours come when employees are struggling in some way and are not left to perform the way they know by the people around them.

This causes conflicts within the company and people move away from the collaborative mode and get into a crocodile mode.

As a result, this has major impact on the employees performance and therefore in the organisations’ as a whole which makes the importance of the topic of behaviours even greater for employers to be aware of.

To what extent is bad behaviour influenced by leadership?
High performance leadership teams often understand that their collective and individual behaviour casts a positive or negative shadow across the entire organisation. And since employees tend to take their cues on what is important and how to behave from their leaders, negative behaviour at the top creates negative behaviours far down into the organization, adversely impacting performance and productivity.

Whether the leadership team is aware of it or not, their behaviour casts a powerful shadow far into their organization and actions speak louder than words! People watch the behaviour of their leaders for clues as to what is accepted and what is not. When the leadership team says one thing and then behaves differently, employees quickly figure out the real story.

“One of the major obligations of leadership is integrity between words and deeds!” (Childress 2009)

Therefore it is fair to say that the behaviour of the senior team has a direct impact on the performance and productivity of the entire organisation.

In order to be a good leader, does one have to be versed with behavioural change?
Yes. Being a leader means that you need to be a good role model for the organisation and that means everything that shapes the organisation as a whole.

If one admits therefore the existence of behavioural change and its crucial importance in the organisation it is fair to argue that leaders need to be able to inspire followers to implement and adopt change in all aspects especially concerning the behavioural aspect of their followers. Therefore, it is important that leaders promote change as an advantage for people and try to shape and develop their behaviours at all times in order to be able to synchronise the organisational behaviour with the existing change and as a result enable the organisation to compete for a strategic position in the market.

What is the relationship between behaviours and competency?
Behaviour is the way in which one acts or conducts oneself, especially towards others, whereas competency is an attribute, knowledge, skills or other characteristic that contributes to successful job performance.

One may say that behaviours and competencies are commonly used together. This is because in order for someone to be competent a certain level of behaviours must be associated with the competency as it is actually a structured way of describing the behaviour itself.

Therefore one may say that these two components are interrelated as no one can perform a certain competency without the right behaviour.



About TTM

Where are TTM associates operating?

We are operating in the UK and we work across many countries including the UK, France, Belgium, Africa, the Middle East and Turkey.

We have plans to expand to other parts of the world including Asia, USA and Canada.

How can I contact TTM associates?
You are very welcome to visit our Contact Us page or connect with us on our social media channels which are listed at the top and bottom of every page in our website.
Which areas of my organisation do you specialise in?
We work across all departments and tiers, customising the common principles to suit each combination.

For more information, view our development, commercial and consulting pages.

What is the difference between ‘development’, ‘commercial’, ‘consulting’?
Simply put, our development curriculum involves bespoke training to develop the individual and as a result, teams and eventually the entire organisation.

Our commercial services aim to enhance your customer-facing functions, including retail, customer care, marketing, sales and customer management, basing our approach around the Value concept.

Our consulting services are composed of a rich blend of complementary tools, techniques & methodologies which we use to enable senior executives to plan, review and implement impactful business strategies.

Can we scale our services?
The answer is yes - we work with all sizes of organisation, providing everything from individual modules to academies.

Over a decade of existence has helped us to develop a very rich and up to date portfolio of innovative and effective services that generate real value for organisations worldwide and from a wide range of industries.

What makes us different from our competition?
Our Development Programs are designed around “Accelerated Learning Techniques” developed in our Training Research Labs in Paris and Lake Lure (US). Training is based on “activity learning” and uses minimal classroom teaching.

Learning will focus on case studies, designed around your own products and customers by specialists of your industry.

The Seminar Project Work (SPW) developed by the students will be immediately useable in the field.

The Course Workbooks have been designed to meet the needs of individual companies.

A “Learning Journal” built into the students workbook will enable participants to rework their learning after the seminar.

Course timing is based on physiological wisdom of brain activity during learning, and enables optimal retention of learning.

Post Seminar Project Work (PSPW) will ensure complete integration of the learning and enable a good Return on Learning (ROL).

Tell me about the TTM associates and consultants
Full biographies of our consultants are available on the Who's Who pages.
What is TTM associates’ process / approach from start to finish?
First we understand the situation of the client, their needs and objectives.

Then we design a customized proposal accordingly including our proposes approach, modules and contents, tools and concepts.

We recommend specialized consultants.

The programme is uniquely customized according to the discussed needs.

We then run the programme.

Post workshop projects are conducted or coaching or webinars, if required