“We must watch the game with player’s eyes” (Stefano Greco)

When planning our classes, we are leaning on the two rules of the basic efficacy of the teaching process. According to the first one, one must abide by the fundamental formula which sees contents and the way they are delivered as the purpose of educational target, along with the operational role and professional profile of learners, time and budget.

According to the second rule, instead, one should follow the “pendulum pattern”, that is the necessity to make sure the project creates a link between the “training ground” and the “game field”, to comprehend clearly which learning activities have to be synchronized with employees’ performances during their work.

The overcome of the functionalist approach (mainly made for a straightforward kind of planning) and the switch to more complex dynamics (focused on recursive processes, based on the “hic et nunc” of the learning experience) led us to innovate our method, with new and more coherent ideas and tools, in complex educational and organisational environment.

This way, the idea of a “closed” planning becomes obsolete, giving space to the idea of a project which is never conclusive, always in progress and recursive: it’s not about having a plan; it’s just about providing ever-changing resources.

Our training course is structured in both “classroom” and remote learning processes, which obviously require various planning situations. More specifically, to plan “blended” training courses that demand e-learning events, we have professionals who guarantee the rules of efficacy when it comes about the self-training process of the learner, who thus needs to be made independent on the topics of motivation, attention and education.

Our planning is subject to periodical revision based on:

  • market (product innovation/economical status/organisational models)
  • learner’ feedback
  • continuous assessment of the learning process