At ElleRich Training Ltd. we pride ourselves in our training methods. 
We like our training to be :- experience based, practical, relevant, creative, stretching, interactive, fun, respectful, in bite-size chunks, catering for all learning styles and as high up Dale’s Cone of Experience as we can manage.

Learning by experience
We find that adults learn best and perhaps more importantly transfer that learning into tangible behaviour and performance improvements when they are allowed to go all the way round the learning cycle. i.e. Experience, observations & reflections, insights, implications & applications. Therefore everything we do is geared to helping our learners do just that.  We value their experiences and give them plenty of time to air their past ones as well as creating new ones for them in the training. We also encourage them to deliberately have a go when they get back in their work environment and to observe and reflect on their experiences, knowing that mistakes is just another word for lessons.

Interaction
Learning with others is valuable from a number of standpoints. They can offer observations on you and your situations that would be hard for you to see yourself.  In problem solving when 2 minds come together a third intangible mind often appears and thoughts and ideas will abound that are better than either mind would have have come up with individually.

Research also suggests that when training occurs with others in a relaxed a fun environment, learning occurs at a faster rate and is retained for longer.  Also relationships are formed which can continue to support each other after the training is finished and can also foster understanding between departments and break down traditional sandbagging cultures.

Respectful
Fear is a poor state for learning.  As adrenaline goes up - learning goes down.  So we do everything  we can to make our training enjoyable and informal. Games, pair-work, discussion groups, case studies, simulations and dry-runs are all used to maximise contribution, interaction and a “safe to make mistakes” environment.

Movement 
or “The brain can only take in what the behind can endure.”
Studies show that regular movement stimulates oxygen flow and therefore attention and retention. So we move delegates around during their session - nothing too strenuous, just changing the dynamics of groups and pairs and whole-group work. (One thing’s for sure they don’t just sit and listen and take notes - far too much like school for our liking.)

Bite size chunks
This also reinforces our commitment to the primacy & recency effect which simply means learners retain beginnings and endings best.  By chunking our material, we maximise the number of beginning and endings and so increase retention. You will see that our modules have at least 4 distinct chunks and this is reinforced even further by changing pace or delivery method.

Latent Learning
We believe that the ability to “ sleep on it” does wonders. Sometimes a delegate doesn't always “get it “completely  in a session, but the “penny will drop”a day or 2 later when they are working. For this reason,  on our longer programmes, we’ve found simple work-based assignments keep enough focus to allow this to happen naturally and is effectively reinforced by discussing learning points at the beginning of the next module.This can be reinforced further and to great effect by the delegate’s line manager taking an interest in the assignment. Either formally, with a “briefing for next module meeting”, or informally with random enquiries, or as part of a weekly review.