We strongly believe that the success of any training programme is based on accurately specifying the training requirements at the initial stages of contact with the client. Upon the receipt of a training request we always seek to answer the following questions:

• Who is the audience and what is that they actually do?
• What is the problem the client is trying to solve?
• What do you want the target audience to actually do?
• How will we assess whether this has been achieved?

The company prides itself on offering training programmes that are built on the principles of good teaching practice. Our philosophy follows a variation of Bloom's taxonomy of educational objectives.

Bloom's original taxonomy offered a way of organising educational objectives along a single continuum. Our interpretation widens the approach to two dimensions; the first describes the type of knowledge to be acquired, while the second outlines a cognitive process that may be used.

The knowledge dimension contains four categories:

• Factual,
• Conceptual (i.e. interrelationships),
• Procedural (i.e. how something is done),
• Metacognitive (i.e. self-knowledge).

The cognitive dimension contains six categories, each one of which may encompass a number of different aspects:

• Remember (i.e. the ability to recall information),
• Understand (i.e. interpretation; summarising; comparing),
• Apply (i.e. executing a procedure),
• Analyse (i.e. differentiating; organising),
• Evaluate (i.e. critiquing),
• Create (i.e. generating; producing).

The assessment of a course will be tailored to the corporate culture and needs of the individual client. This may include formal testing, or a more reflective means of assessment.