Steps of the training process

Our Training Process follows a meticulous work of Diagnosis of Needs, Conception, Monitoring and Training Assessment throughout Six Phases.

Phases of the Training Process

The dynamics of this process must be carried out carefully, as this change of knowledge, attitude and behaviour is not a static process.

To ensure an effective acquirement of knowledge, the training process must stand on 6 phases.

Phase 1
Fase 1, Diagnosis of Needs
Comprehending the training needs of the target-participants and their daily work reality is crucial for the success of the training. In this phase we look for a clear view of the technical skills and/or behaviours demanded of the target-participants. For this we compel ourselves to master the force field that identifies the actual development stage of the target-participants, as well as pointing out the desired stage and goals to achieve in training.
In this phase it is crucial to define evaluation criteria of training, which enable us to assess its effectiveness, during and after the training process.
Phase 2
Phase 2, Conception
Based on the previous diagnosis, forcerebrus conceives and plans the training together with the person responsible for ordering it in order to achieve the established goals. The training procedures, educational methods, techniques and means applied are defined, as well as a plan of training and educational itinerary (training curriculum).
In Deep Courses we conceive assessments for the end of each module, in order to evaluate the training continuously.
The Educational Methodologies we use in the classroom have been considered very innovative and effective by our Customers and are defined as Active Teaching based on the techniques of Accelerated Learning, turning the training sessions into playful and participative moments while aiming for the previously established goals.
Phase 3
Training Sessions
Phase 3, Training Sessions
At this point the goal is to introduce change in the stage of knowledge, attitude and/or behaviour.
Through training sessions we eliminate the forces that oppose the process of change, allowing a process of melting and re-crystallizing in a higher stage of development according to the previous established goals.
This is when we apply the concept developed on phase 2.
Phase 4
Phase 4, Pre-Assessment
When the participants are back to their work environment, other forces (routine and old habits) tend to force them back to their previous stage.
To avoid that, there must be a pre-assessment of the results of training - a short time after the training sessions, - based on the evaluation criteria defined on phase 1, to verify if the previously established goals where achieved or not.
Phase 5
Follow Up
Phase 5, Follow Up
The goal of this phase is post-training crystallization, ensuring the superior stage of development has been achieved and eliminating the differences detected on the previous phase. If the training responsible chooses not to go through Pre-Assessment (phase 4) – which is recurrent in most cases – the follow ups allow us to assess - even if less rigorously - the effectiveness of the training sessions, and to establish corrective measures when necessary.

The follow-ups sometimes take place in the classroom, but ideally they should happen in the working place during normal procedure of the participants. Management should be part of this follow-up.
This final stage is crucial for the success of training. When skipped, it may turn training into a cost and not an investment.
We believe that the follow up to this changing process is an important part of the training process just as the training in itself.
Phase 6
Phase 6, Assessment
From the criteria defined on the diagnosis phase, it is necessary to evaluate the achieved results in all phases of the training process, to compare and realize if all detected needs were fulfilled.

This phase is carried out by a third-party, as ethics abstain us from self-judgement.
Training Effectiveness
Result obtained from an effective Training
After the Training Process, skills are worked upon until new excelled behaviours are adopted, facilitating and improving pre-existent skills.