We are your intelligent, integrated learning partner who believe passionately that learning should be varied, interactive, and the rapid outcome is demonstrable ability to problem solve effectively. The learning process should activate your neuronal connections so you can create an imbedded new roadmap in your brain, and ultimately transform your life.

We offer learning solutions that are highly customised to meet your needs, your expectations, your time frame, and your budget.

We deliver our programs in a format of interactive training, workshops, coaching, keynote speeches – whatever suits you most, for individuals, teams, or when you go global. We are internationally mobile and go where you are.  

We have more than 25 years’ experience in training, coaching and consulting global MNCs, and have seen first hand that the usual corporate training programs do not yield long-term results of the desired change.

For the past 15 years we have been applying Neuroscience principles in the design and delivery of our programs using a rigorous GO-ACT methodology, and we consciously strive to craft an interactive, integrated, highly Intelligent Learning Environment (ILE) for our clients.


10 Characteristics of an interactive, integrated, highly Intelligent Learning Environment (ILE)

1. We encourage our participants to ask good questions

This is not a feel-good implication, but really crucial for the whole learning process to work.

The role of curiosity has been studied, if a learner enters any learning activity with little to no natural curiosity, prospects for meaningful interaction with texts, media, and specific tasks are bleak. 

2. We value questions more over answers

Questions are more important than answers. So it makes sense that if good questions should lead the learning, there would be value placed on these questions. And that means  we are adding currency and credit (we give the participants points), creative curation (writing as a kind of graffiti on large post-it pages on the training room walls), or simply praise and honest respect.

3. Our ideas come from a divergent sources

Ideas for learning should come from a variety of sources. If they all come from narrow slivers of resources, the trainer is at risk of being pulled way off in one direction (that may or may not be good). We use sources like professional and cultural mentors, the community, content experts outside of education, and even the participants themselves. Huge shift in credibility.

And when these sources disagree with one another, we use that as an endlessly “teachable moment,” because that’s what the real world is like.

4. We employ a variety of learning models 

Inquiry-based learning, project-based learning, direct instruction, peer-to-peer learning, eLearning, Mobile learning, the flipped classroom, and on and on—the possibilities are endless. A characteristic of a highly-effective training is diversity of styles, models and content.

5. Our learning “translates” into a connected community

In a highly-effective learning environment, learning doesn’t need to be radically repackaged to make sense in the “real world,” but starts and ends there.

We plan our programs from the beginning with the end goal of transferring information into knowledge, then translating knowledge into wisdom and practical applications.  

6. Learning is personalised by a variety of criteria

Personalised learning is the future, but personalisation and even consistent differentiation is a challenge for most trainers. All our trainers have had sterling reputation and decades of training experience. 

7. We give authentic, transparent, and encouraging feedback

The tone and emotion of our programs is informal, interactive and fun. We encourage 360 degrees constant feedback between all learners and trainers, and incorporate feedback as an essential part of our programs.

8. Our criteria for success is balanced and transparent

What does “success” in a highly-effective program look like ? It should not be entirely weighted on “participation,” assessment results, attitude, or other individual factors, but rather meaningfully melted into a cohesive framework that makes sense to the learners.

9. We constantly model what we teach, we practice what we preach

Cognitive, meta-cognitive, and behavioural “good stuff” is constantly modelled. Curiosity, persistence, flexibility, priority, creativity, collaboration, revision are all great places to start. So often what participants learn from those around them is less directly didactic, and more indirect and observational. Monkey see, monkey do.

10. We believe there are constant opportunities for practice

Old thinking is revisited. Old errors are reflected on. Complex ideas are re-approached from new angles. Divergent concepts are contrasted. We cover the simple to the complex in an effort to maximize a participant’s opportunities to learn, and demonstrate understanding of content.

*Adapted from “Teach Thought”.