P3 Training is different.

We use Attitudinal Based Learning methods.  These class leading ideas have been researched, built and progressed over 2 decades and practically and highly successfully delivered across the world, in both private and public sector organisations.

Developed with Colin Rose’s Accelerated Learning thinking, it takes Roses’ distance learning format into the ‘classroom’.  It expands on Accelerated Learning by focusing on changing attitude first, then uses these changes to bring about a desired change in behaviour.  Many providers try to say that Accelerated Learning increases learning, what they don’t say is all it does is provide content in a way the learner can absorb the content better. Thjis is not adding value, more just getting value that you should have in the first place.  What we add is a reason WHY the learner will find the content USEFUL, which our research shows is the key to unlocking added value in a classroom environment.  

Our courses look different - colour, playful and above all fun.  A great learning environment stimulates engagement.

They sound different, not just the ‘usual’ use of music – we ‘design in’ the use of sound.  Our research developed the use of ‘concert reviews’ and language pattern usage to extend learning and reinforce neural memory.  

They feel different – emotional state is critical to learning so we focus on getting the right emotions, for learning.  We provide small and intriguing curios to manipulate, we use exercises to physically reinforce ideas and learning, we design exercises to create adult play, whilst creating interest in concepts before we upload technical content.  Our learning environments are enjoyable, whatever the content.

Accelerated Learning

Introduction to Accelerated Learning

In essence, the process of Accelerated Learning is summarized as follows:

A PASSIONATE EMOTIONAL STATE

MULTI SENSORY INPUT

MULTI INTELLIGENCE PROCESSING

MULTI MEMORY ENCODING

to produce learning that is

  • Fast
  • Effective
  • Enjoyable
  • Creative

So, What Is Accelerated Learning?

Accelerated Learning is a system of learning that provides efficient and effective human performance.  It focuses primarily on the learner, not the content that is to be learned.

Traditional educational and training processes had restricted effectiveness because they tried to push the stream of information rather than clear the path for that stream to flow smoothly.

This is exemplified when we look at where the word education comes from. The Latin word “educare”, means “to draw out”.  This philosophy has not been the primary process for traditional training, rather, teaching systems in the past have concentrated on pushing information into the student, classically known as ‘chalk and talk’.

Accelerated Learning seeks to rebalance ‘educare’.

The principles behind Accelerated Learning are based on applied research into how the human being learns.  In the last 50 years this research has provided us with more information on the human brain processes than throughout the rest of human history.

Accelerated Learning has it’s roots within the research of the Bulgarian educator, Georgi Lozenov.  His work at the University of Sophia in the late 1960s and 1970s, demonstrated that learning could be improved by between 3 and 10 times during training given the ‘right’ level of input.  He worked predominantly with language training, where he compared his methods with ‘traditional’ learning methods.  He found that he gained an average improvement, of up to 400%.

Lozenov’s work was developed by Colin Rose in the 1980s, again predominantly within the field of language training. Rose proposed a 6-stage model of learning that began to include the work of leading educationalists and neurologists.  This model was the first to overlay the latest research about multiple intelligences and functional neurology.  His belief was that if we can understand about how people think and process information, we can devise learning strategies that are more individually biased.

Paul Dunn of P3 Training provided the final piece of the jigsaw during the late 1990s.  His research, along with his colleagues within the corporate training world, complements both the work of Lozenov and Rose, but takes a more pragmatic view of the subject.  It is this model that is used throughout this booklet and it’s conceptual basis is explained in detail overleaf.  The process is at the forefront of brain-based learning and is used today by many organisations worldwide, as the basis of their learning and development programmes.

The Research of Accelerated Training

Accelerated Learning applies a number of different theories and research projects and is simply a ‘cover all’ label.

Many different people throughout the world have added to the technology and, unexpectedly, these people were working in a variety of different disciplines; neuroscience, psychology, medicine, neurolinguistic programming, philosophy, music and healing, learning styles and others.

Schuster, a professor of psychology, is a pioneer in researching and applying this thinking on Accelerated Learning in the United States.  Although he is an educator himself, he has observed that none of the innovators who made major contributions to Accelerated Learning techniques was an educator.  Thus, these pacesetters were not bound by the traditions or paradigms of education.  This finding is not surprising.  Generally speaking, an expert in a particular field seeks to advance the field, not to change it.  New ideas that imply major changes are generally viewed with some suspicion.

A central principle of Accelerated Learning is that people must unshackle themselves from the belief that they have limited ability.  In addition, the application of the latest research into the physical operation of the brain provides new and more efficient learning principles.

The basic ideas of Accelerated Learning were formulated in the 1980’s.  It is important to be aware of the brain models derived from the neurosciences in understanding the complexity of an Accelerated Learning system.  The following research-based theories support the fundamental Accelerated Learning model:

Working Together and Courses

Courses we run

Whilst all our courses are built to order, we have a vast back catalogue to spark ideas with.  Some exercises have been so successful some clients ask for these to be included, such as the decorated ‘Pig or Camel’ game for Finance for Non-Financial Managers.

We specialise in 5 key areas: Trainer Training, Leadership Development, Presentation Skills, Communication Skills and Core Finance Skills.

What people say about us

After nearly 20 years we have worked with many people, companies and organisations.  Throughout our history many people have said many kind words about what we do.  Be it public sector in the United Nations, or commercial companies like Allianz, KPMG and RB, they all value our approach to designing hi-impact quality learning.  We have found that our way of working seems to make people smile and learn.  Don’t take our word for it, see what they say….

Convincers

How we work with you

We only create bespoke events for our clients.  This means we want to know what you want, need and crave.  To do this we have realised that building a relationship is critical.  This can take a little time, so we don’t charge for design time, feeling that if we can explore ideas and designs with you, you get a better product.   We are upfront, honest and want to genuinely help, it’s part of our DNA. 

We will talk about the money, yet actually we think a good product sells itself, so the conversation is not difficult, just open and genuine. So, we price at middle market, we only discount for good causes and do work for free sometimes, so we can add something back.

Our small team are all specialists in each of the areas we specialise in and have either direct ‘industry or specialised’ experience or researched in that area.

Modular Based Learning Sessions

Team Building Events

These support a manager when embedding their new skills particularly around Culture Change and High Performing Team programmes.  Either on or off site these are fully tailored to each team and their specific scenario.

Simulations

We use simulations to create insight into higher level operational performance. The purpose of a simulation is to let managers experiment with reality – without taking risks with the business.   Our business simulations give your people the opportunity to test new skills and knowledge – and make mistakes – in a fun, safe environment. These simulations fall into 2 groups:

  1.  Low cost – in-house design simulations
  2. Readymade and [purpose specific simulations by Celemi:
  •  Decision Base: interfunctional co-operation in a competitive environment. Participants take over the running of a capital-intensive company competing for customers in a highly competitive and changing marketplace. Participants take on key roles in the business and aim to create a strategy which delivers shareholder value in the long term, whilst dealing with constantly changing short term issues such as cash flow.
  • Tango: Managing talent and knowledge. Participants run a people-intensive business to create both tangible and intangible value - developing the brand, people and client base - whilst constantly competing for the right clients and the right people.
  • Apples and Oranges: Business finance for everyone. Business finance is brought to life as participants take over the running of a business and are invited to act like business owners, understanding the impact of both strategic and day-to-day operations on the financial performance of the business. Available in both service and manufacturing versions.
  • Enterprise: Staying ahead in a changing world. Participants manage a service business in a highly competitive marketplace offering both risks and rewards. Financial performance, product development, capacity utilisation, planning and customer segmentation are all integral to this simulation.
  • Cayenne: Securing project success. Most projects fail to achieve the benefits claimed in the business case. Participants work in teams to diagnose the critical events in the life of project, and focus resources on what they see as the critical points in order to deliver on time, within budget, and to add value.

Distance Learning

We design modules and course content can be covered through self study media. The managers will and coursework is reviewed with a ‘module tutor’ who then provides feedback to them.

 Action Learning Sets

We would normally create Action Learning Sets and a self-learning embedding tool.  Action Learning involves working on real problems, focusing on learning and actually implementing solutions. It is a form of learning by doing.

Pioneered by Professor Reg Revans and developed worldwide since the late 1940s, it provides a well-tried method of accelerating learning which enables people to handle complex issues more effectively.  The process integrates  research, learning  and action into a single activity that develops an attitude of questioning and reflection to help individuals and organisations change themselves in a rapidly changing world. Normal set up in the foundation stage, this process can be externally or internal facilitated

Leadership  Programs

  • Leading an Enterprise
  • Leadership of Culture
  • Leading Organizational Impact
  • Leadership Potential
  • Leadership Fundamentals

Strategic Skill Development Programs

  • Innovation Leadership
  • Change Leadership
  • Strategic Leadership
  • High Performing Teams
  • Financial Acumen
  • Coaching for Improved Performance

Communication Skills

  • Presenting with Gravitas
  • Personal Impact
  • Survival Skills in Extreme Pressure

Specific Audience Development Programs

  • Women's Leadership Leverage
  • Leadership Development for HR Professionals
  • Coaching for Learning & development Professionals

Personal 1 on 1 Business Coaching

With this, each manager receives face to face or telephone coaching.  Together they tackle some of the major issues that is holding the manager back at work and they put action plans in place to improve them.  This can also include -

Behavioural Profiling

Both the coach and manager build a series of assessments and exercises that produce a  detailed report and profile on their preferences and what makes them the person that they are.

Personal 1 on 1 Life Coaching

Each manager receives face to face or telephone coaching from a fully qualified life coach. These sessions are designed to create a confident balanced professional who is motivated and operating at their peak.

Work Based Assignments & Projects

Embedding learning into the work activity is critical in any MDP programme.  Using  work based assignments, the managers work through having to apply what they have learned in real circumstances.  Additional assignment would be  designed  upon a “real life” scenarios  that the company or more senior managers have or could face in the future.  Managers are asked to review their project both in writing and a presentation as well as being debriefed by a business coach.

Get in Touch - Contact Us


Where to Find Us

P3 Training Limited
8 Holmhurst Avenue
Highcliffe, Dorset
BH23 5PQ
United Kingdom

Tel: +44 (0) 1425 278586
Email: contact@p3t.com

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