How we work
Our approach is one of close collaboration with our clients. There is a constant interaction between the employers, the employees and us. This partnership gives us the flexibility required in order to adapt to different types of companies and fit into different ways of working. If a training structure is already in place in the company, we can harmoniously combine it with the programme needed.
Needs analysis
We work hand in hand with our clients to make sure we understand their training needs and the nature of their business. We then identify and discuss with them all the solutions that could help meet those needs.
Guidance for funding
We endeavour to inform and guide our clients whenever there is a possibility for them to benefit from financial support. For example, our contract with the Learning and Skills Council's Employment Training Pilot has allowed many employers to benefit from the available funding.
Programme introduction
Learners are provided with information advice and guidance to ensure they have chosen the correct programme. We have the skills and resources to support learners with additional learning and social needs ensuring equal access to our programmes.
Variety of training sites
We discuss with our clients the most suitable place for training and deliver the service at the location chosen:
- Work-based training is proven to be an ideal option for many learners and employers. They can indeed learn without disrupting the work of the company. This is also a good opportunity for our peripatetic assessors to have a concrete view of the learner's work and general environment. The learner can directly apply the new teachings to their day-to-day tasks and note his/her improvements.
- Local and Regional training suites:we periodically run training sessions in venues around the UK. Please contact us if you would like to know the time, dates and locations of these sessions or if you need your training to be delivered in another place.
Client Comments
Read what our clients have to say about us...
