Our training delivers the fundamental skills your team needs. Practical activities are balanced with the relevant theories, so people can understand how their increased behavioural flexibility will improve their performance and relationships with their teams. This will impact every area of your business.

How Do We Help People Develop Those Skills?

For training to deliver results, it has to provide the opportunity for coached practise and performance-tuning feedback.

Learning a skill goes through 4 stages:

Unconscious Incompetence -
We don't know what we don't know.

Conscious Incompetence -
We realise that we can't do something.

Conscious Competence -
We are developing the skill, but still have to concentrate, when we apply it.

Unconscious Competence -
We practise the skill fluidly and naturally - it's an automatic part of our behaviour.

The easiest way to move through these stages is by practising and getting feedback on our performance, at a level that creates generative learning. We design our courses to provide both the inspiration and the opportunity for practise and feedback.

In our workshops, we use a mixture of practical sessions, fun exercises, group work, case studies, accelerated skill development and stimulating group discussion, supported by the relevant background theory. These help you identify, apply and integrate the techniques that make the critical difference between people who are “getting by” and those who excel in the way they communicate, motivate, influence, lead and succeed.

Inspiration

In order to develop a skill, people need more than just knowledge; being told what to do. They also need the reference experiences to help them understand how to do it – what works and what doesn’t.

"Knowledge is crucial, but inspiration provides you with the driving force to change."

We aim to provide a training environment where delegates feel inspired to leave their comfort zones and develop their skills, whilst also feeling safe to take that risk.

The Neurological Levels of Learning

By using NLP as the basis for our training, we are able to move up from the “behavioural” focus of traditional training. We don’t give delegates “lists” of things to remember, but help them naturally integrate new skills into their subconscious behaviour.

We also help people identify and address any beliefs or values that have been holding back their performance.

Finally, the course exercises and post-course assignments are designed to integrate the new skills at an identity level, creating permanent performance improvements, in line with the delegate’s natural thought processes. This approach maximises the effectiveness of the training and accelerates skill development.

Before the training:

For bespoke courses (as opposed to open seminars), we like to work in partnership with your key staff, to enable the training to be tailored to the real needs of your team and increase buy-in to a course “developed by your team, for your team”.

If appropriate, a short pre-course assignment will help delegates assess their current skill level and open their mind to what they can learn. Both prior to the course and during it, pre-teaching is used; teaching the subconscious mind. This has been proven to reduce the resistance of the conscious mind to new material, which makes it easier to learn new concepts and skills. It also means that skills are practised subconsciously, rather than delegates having to remember a list of actions for new behaviours after the course.

During the training:

Delegates are encouraged to “apply to self” all the techniques learned, looking for reference experiences within their own working context, as well as being introduced to relevant case studies. Many of the exercises they will work through are immediately transferable and can be run with their teams.

After the training:

Integration of skills: It can be highly beneficial to set a short assignment after the course, which delegates report back directly to us. This ensures they have an opportunity to apply the skills to a real-life case study and also gives them a further opportunity to receive feedback and ask questions.

Delegates are encouraged to feed back what they have learned from applying their new skills and are also taught how to cascade relevant new skills to their teams. This will enable an organic spread of the training throughout your business.

Course evaluation and feedback: This forms a central part of Pink Grapefruit’s processes. Feedback is elicited throughout the course and at the end. Delegates can also be provided with a special log-on area on the Pink Grapefruit website, where they can post feedback, should it occur to them after the end of the course.

Course materials can be posted on the secure section of the website, so they can form an ongoing reference library for delegates.

Next: About Pink Grapefruit's Vision