Our Programme and Course model

Hawk Associates Program and Course Model

1.  Information gathering and programme design

This is where we find out as much as possible about you the client and your  requirements . This ensures that the course is relevant to your organisation and that the skills are fully transferable.

2.  Orientation of delegates – pre brief

It is very important that delegates are correctly briefed prior to attending a programme.  We cover everything from what they need to bring with them, to discussing programme objectives and are happy to answer any questions that they might have.

3. Development programme or training course delivery

This is the programme or training course itself and will vary from one organisation to another. It can include Outdoor Activities, Outdoor or Indoor Problem Solving Exercises, Complex Exercises, Action Planning, Briefing and Reviews to draw out learning.

4. Follow up

We recommend that there is a follow up after the programme.  This can take place at the original venue, at your premises, or in a neutral environment such as a hotel.  The effective sustainability of learning and development is one of our major concerns and we will work with you to provide an in-house scheme of support and coaching for returning participants

5. Evaluate

Here, information taken from the follow up and any Post Course Evaluations is used to make any necessary changes for future programmes, hence ensuring that a policy of continuing improvement is adhered to.

What do our courses look like?

All the courses we run are tailor made for our Customers. All programmes are structured to allow the course to build throughout its duration, allowing participants to develop and learn as they progress. The use of briefing and review sessions is an integral part of any programme and is seen as fundamental to both the learning process and the successful transfer of new knowledge back to the workplace.

All reviews are aimed at exploring inter-relational, teamwork and development issues, as process is the key, not the task.  The tasks are used as vehicles for learning, and that learning is achieved by the application and subsequent review of individuals’ and groups’ own actions.

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