Aspire2B Training Life Cycle


    The Training Cycle is the means by which you can ensure that your training results in what you’re wanting – whether it’s simply to show how you value and respect your staff / volunteers – or to create lasting and effective change.
    The Training Cycle has five core stages:

    • Identifying Training Needs
    • Design of Training
    • Delivery of Training
    • Applying Learning
    • Evaluation

    Simply experiencing a training event can result in learning. However, chances are far greater when learners are consulted and supported, particularly through the stages of identifying training needs, designing the training, and applying learning post-training including coaching where appropriate.
    The process is cyclic, so you can approach it at any stage, but the ideal starting point is Identifying Training Needs.


    All stages of The Training Cycle are important; but if you don’t address the right issues, or if you fail to identify actual training needs, then your training will not achieve what you want it to.
    During this stage we address questions such as:

    • What are you looking to achieve?
    • What would success look like and what are the critical success factors?
    • What is the current situation?
    • What problems exist?
    • What new knowledge, skills or attitudes are desired?
    • How will you measure results?

    At Aspire2b Coaching & Development we will take the time to consult with you, find out what you really want and need in a pragmatic way and work in partnership with you. We consider all stakeholders, refer to best practice and research, and take into account your organisational values and vision.


    Once Training Needs have been identified and a proposal for your training is agreed, we will design a programme tailored specifically to your requirements.
    We will agree specific learning outcomes, decide on a course title and compose a brief overview.
    At Aspire2B we believe in a blended approach to learning and will utilise a range of materials for your programme.
    We work in partnership with you to identify what managerial and organisational support might be put in place to promote the achievement of the required outcomes.
    We get creative about how to encourage delegate anticipation, creating ownership and fostering a desire for proposed changes.


    All training is led by experienced and skilled facilitators. It is essential that training sessions be regarded with a sense of reward and value.
    Facilitators cater for different learning and communication styles in how they present.
    At Aspire2B we understand that people learn best when in a relaxed and focused state. We endeavour to facilitate delegates in realising learning points for themselves, wherever possible - rather than 'telling or lecturing’.
    Our Trainers consciously establish an atmosphere of trust and cooperation.
    They carefully manage the group process, enabling individuals to engage with the material and explore the edges of their comfort zones.
    Our focus is on a facilitative, workshop style; providing opportunities for experiential learning with an emphasis on relating learning pragmatically to your role.
    We believe Learning should be fun.


    Learning is enhanced when delegates have time to reflect upon the training, and ideally time should be set-aside for this during the Design Stage.
    Ideally, delegates will be supported through their learning process through Coaching and each can be encouraged to make specific commitments in order to bring about proposed changes.
    This stage is crucial if any real change is to occur following the training event. Delegates need to be encouraged and supported in practicing new learning / skills / models etc. They need to be given the time, and opportunities, to put their learning into practice.
    This is also an opportunity to celebrate new steps, insights and learning.
    New learning most readily ‘sticks’, if applied immediately after the training.
    Delegates should be empowered and enabled to step out of their comfort zones into an environment where mistakes are regarded as an essential part of the learning process; simply something to learn from. Skilled, specific, feedback is invaluable during this process.

    Ideally, managers will be trained in how to support and reinforce the new learning in their staff. Guidance should be provided as a minimum.

    It is important to know to what extent the learning program has been successful.
    Ideally, elements of evaluation are built into each stage of the training process with the basic questions to consider being:
    “What are the critical success factors?” and, “How will we measure success?”
    Evaluation is planned for during the Preparation Stage, and steps may include:

    • Pre-tests / evaluations and post-tests / evaluations
    • Performance observations
    • Training evaluation forms
    • Supervision sessions
    • Performance reviews
    • Stakeholder feedback
    • Focus groups
    • Coaching sessions

    Evaluation measurements need to consider Return on Investment and Return on Expectation.
    Return on Investment consists of easily quantifiable units, such as items produced, sales figures, items sold, staff / volunteer retention, time taken to complete tasks etc. Measurements of hard data are evidence-based and objective.
    Return on Expectation is concerned with aspects such as attitudes, soft-skills, motivation and satisfaction levels. Measurements of soft data rely mostly on people’s perceptions and are subjective.
    The Kirkpatrick model of evaluation considers four levels of evaluation:

    • How did the delegates react to the training?
    • What did the delegates learn from the training?
    • How has this impacted upon observable behaviour; how are they performing their role differently?
    • How has the organisation benefited from the training? What is the impact on the organisation and its clients / customers?

    Evaluation procedures must obtain valuable information, whilst being as unobtrusive to the flow of business as possible.


    “The ICF defines coaching as partnering with clients in a thought-provoking and creative process that inspires them to maximize their personal and professional potential, which is particularly important in today’s uncertain and complex environment. Coaches honour the client as the expert in his or her life and work and believe every client is creative, resourceful and whole.”

    Managing change effectively is at the essence of all Training Cycle services.
    In addition to being experienced and professional group facilitators, all our Consultant Trainers are also qualified Coaches.
    This combination of skill-sets; working effectively in facilitating group learning as well as specialising in developing individual efficacy; results in our being ideally positioned to provide highly tailored programmes for effective management of organisational and individual change.
    Coaching can be a brief intervention; facilitating Managers in identifying learning and development needs, applying new learning or managing a specific challenge; or longer coaching programmes – typically over 8 to 12 weeks.
    Our coaching sessions can be delivered face to face, over the phone or via Skype, so location is not an issue.
    Coaching is a highly focussed process of individual support. Each person is a unique individual and, as such, the coaching process is different for each. However, by facilitating reflection, critical thinking, motivation and self-esteem, our coaches typically enable Managers to:

    • Overcome self-defeating habits
    • Develop integrity: aligning actions and values
    • Manage time effectively
    • Enhance self esteem
    • Set quality goals
    • Develop key management skills
    • Achieve work-life balance
    • Process and express emotions intelligently
    • Overcome and learn from challenges

    Coaching is Ideal for enabling under-performing individuals to achieve, or if you're facing a crossroads, determined to create a high performance organisation, or simply feeling 'stale' or ‘out of flow’.


Image: An accredited member of the TMS Network Image: JobEQ Logo Image: DISC Logo Image: Member of the association for neuro linguistic programming Image:IWAM Logo Image: ICF Logo