Our Approach

Many business schools design their curriculum around traditional academic disciplines. In an interconnected world requiring multi-disciplinary solutions to complex problems, we believe the traditional approach has outlived its purpose.

Our training intervention starts on a different footing. We ask these questions first: what are the needs of our participants and client organisations? What skills sets and organisational capabilities do they require? How do we measure success? What is the most effective and efficient way to empower them? How do we ensure rapid implementation of learning in the workplace?

We have embraced the 70-20-10 formula based on research of Lombardo and Eichinger at the Centre for Creative Leadership as a new way to think about learning. Their formula states that 70% of learning takes place at work, 20% through coaching and mentoring, and only 10% in training programmes.

This means that a different approach is required for learning, training and development. It requires an acceptance that there are different sites of knowledge production and the workplace is a very important site of learning. It calls for a radically different set of tools, applications and processes to engage in the learning process meaningfully.

You will find our courses and workshops any but traditional and immensely absorbing and value-adding. We are very committed to the way we create the learning experience.

Our Approach to Customised Learning

FR Research Services is committed to working closely with clients to identify their employee and organisational needs and provide customised training and development solutions. We research client needs before determining a course of action. We offer a range of training courses and workshops on-work site or off-work site, depending on client preferences.

Our training and development approach is as follows:

Needs Analysis

Step One

  • Conduct training needs analysis
  • Review relevant business documents
  • Discussion with clients on skill gaps,expected learning outcomes, context, content and process.

Programme Development

Step Two

  • Design Team co-creates curriculum with client
  • Develop learning intervention – outcomes, content, learning process, activities and assessments

Programme Completion

Step Three

  • Review completed learning intervention with client
  • Make enhancements
  • Finalise programme

Implementation & Evaluation

Step Four

  • Implement learning programme
  • Evaluate effectiveness of programme
  • Present closure report to clients and discuss future priorities

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