1. Management Learning & Coaching Ltd 68 Goldstone Villas Hove East Sussex BN3 3RU
T 020 7183 0081 E info@management-learning.co.uk www.management-learning.co.uk
About
Management Learning & Coaching Ltd
Management Learning and Coaching Ltd

2. © Management Learning & Coaching Ltd Page i
Table of Contents
ML&C’s Principles for Training and Development...............................................................................1
Learning in the 21st Century.................................................................................................................3
Areas of Expertise ................................................................................................................................4
Our Experts...........................................................................................................................................5
Selection of Companies We Have Worked With .................................................................................6
Client Testimonials...............................................................................................................................7
Appendix 1 Sustaining the Learning....................................................................................................9

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ML&C’s Principles for Training and Development
Our approach is summarised by our company title: management
learning and coaching. We are convinced that people retain
information better, and are more confident to apply that information,
if they feel they have learnt it for themselves rather than being
‘taught’. It is a way of acquiring information based on pull rather than
push; on asking questions rather than giving instant solutions. We use
focused problem solving discussions rather than lectures; learning
approaches rather than training techniques.
We have a number of guiding principles when it comes to designing
and delivering all our skills programmes. These include:
■ A practical, not theoretical, focus
Although informed by the latest research, our programmes are practical and pragmatic, not academic.
We bring a grounded commercial and behavioural sensibility into all our work. Participants should be
able to put the principles, skills and behaviours they learn with us into practice immediately. The
programmes will encourage self-reliance, confidence, empowerment and improved capability.
■ Grounded in the ‘day job’
We prefer to use participants’ real situations and challenges as vehicles for learning. We will use
examples that we think are appropriate to integrate with the business and challenges of the
environment.
■ Challenging, supportive and informal
In order to create a positive learning environment, we are skilled at creating challenging yet supportive
environments where participants feel comfortable both sharing issues, and challenging each other.
■ Sustainability of the learning to ensure behavioural change and improve capability
Follow-up is critical to enabling participants to sustain the benefits of any programme. We find a
modular approach to help people learn, act on and sustain the business skills training we deliver supports
easy learning and action. There are three key principles to take into consideration to optimise the
learning experience:
− The Ebbinghaus effect
− The principle of 70:20:10
− Expert performance - the principle of purposeful practice
Please see Appendix 1 for more information on these principles.
Sustainability can be achieved in different ways. Here are some proven methods we may be able to
build into the business skills workshops:
− Regular communication with programme cohorts (eg action planning and group emails)
− Coaching to provide real time support for staff that need help tackling difficult issues. 1:1 coaching
clinics can be done face to face, by Skype or telephone
− Measurement of ROI
− Access to the online Institute learning facility (license required)
− Peer review sessions

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Wherever possible, we would encourage participants to own and lead these follow up activities. A
critical test of their commitment and the impact of the programme will be to encourage self-reliance.
■ Feedback and Programme Review
As a standard part of our delivery process we will hold a review meeting with you to:
− Review the progress made with the implementation of the programme’s learning
− Feed back to you insights that our trainer develops as a result of delivering these workshop.

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Learning in the 21st
Century
Key:
Trainer led
Delegate led
Association:
Ebbinghaus Effect
70:20:10 Principle
10,000 hours Principle
Workshop
1
Workshop
2/3/4
Coaching
Top 3
Challenges
Action
Plan
Action
Plan
2/3/4
Learning
Plan
Text Message
Support
Action Plan
Feedback
Action Plan
Feedback
2/3/4
Application
at Work
Email
Support
Pre-work
Share
Learning Plan
with
Senior
Manager

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Areas of Expertise
Finance
Management
Development
Leadership
Development
Business
Skills
Coaching
Skills
Peer to Peer
Learning
Team Working
Skills
Commercial
Skills
Performance
Management Skills
Presentation
Skills
Assessment/
Development
Centres
Stakeholder
Management
Facilitation Writing
Skills
Project
Management
Change
Management
Communication
Skills
Stress
Management
Employment
Law

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Our Experts
■ Established in 2003, Management Learning & Coaching is a leading supplier of knowledge, interactive
training solutions, full programme/course management and administrative support.
■ Our core team of facilitators have collectively 100+ years of experience successfully facilitating skills
based learning solutions in a variety of market sectors. In addition we use carefully screened and selected
associate professional trainers when required.
■ Between them, the team have professional qualifications in a number of areas including MBAs in Project
Management, Business Management and Coaching and Mentoring; NLP Master Practitioner, Coach and
Master Trainer; Qualified coaches, counsellors and accredited mediators; Prince 2, CMI, AND ILM
trainers; Licensed to use the majority of mainstream psychometrics; Published authors.
■ With this pool of experts, we specialise in creating bespoke training solutions around our clients’ specific
training needs.
We are able to provide relevant references where needed.

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Selection of Companies We Have Worked With

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Client Testimonials
This is a small sample of the testimonials we have received from clients. More can be supplied upon
request.
Head of Training and Development, Production and Supply Chain large Pharmaceutical
Company
“ML&C listen to understand and to work with you to find a solution rather than just talk about their products. It
feels as though in partnership we have a solution and not trying to fit in or utilise something that we don't really
want. They are patient and understand the constraints of businesses in making quick but the right decisions.
I like to work with people who both challenge and validate my thinking and the approach of our business. If that
is what you are looking for then ML&C could be a good solution. I also admire and respect the patience and
depth of thinking to provide a timely and appropriate solution.
You have shifted our thinking on Peer to Peer Learning and as a result of this we have taken action to implement
impactful positive change.”
The Technical Director of a company manufacturing electrical test equipment in relation to
a Project Management programme said:
”It is true that without the support and expertise of ML&C trainers and coaches, we would be worse off to the
tune of millions of pounds.”
Leadership
Engineering & Construction Company
“I attended the Leadership and Development course that you took on the 15th and 16th September. I was just
emailing you to say thank you. It has inspired me so much and made me analyse the way that I act/communicate
toward others. My first task of the day is to complete a communications map to analyse who I communicate
with and how I can improve on it. I hope that I get the opportunity soon to absorb some more of the intellect
you impart. Thank you once again.”
“Just wanted to use this moment to thank you for giving your time to deliver the leadership course on
Wednesday. It was quite enlightening how one day of discussions could have such an impact. I definitely feel so
much more empowered and hope we cross paths again at some point.”
Care Sector
“Just sat here thinking about all I have achieved over the past week. I am so pleased with the training so far. It
has already started to make a difference in how I feel. I am actually starting to believe in my own abilities rather
than being told I am good at what I do. I have already off loaded lots of monkeys and I am showing the Seniors
how to do the same in things that they can off load to the Learning Support Workers.”

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“I just wanted to let you know how much I enjoyed the first two days of the leadership course last week. It is so
refreshing to be on a course that is relevant and very focused on what we do specifically as senior staff. It is also
great to be with others who are willing to share ideas and learn from each other. Diana is a fantastic tutor and
has taken on board everything we discussed in the first meeting back in June. Thank you Diana!”
Communication
Member of a Learning Collaboration
“Thank you for such a great course last week. I thoroughly enjoyed it and found it interesting, engaging, relevant
and, above all, good fun! I practised my skills as an ‘Adult’ communicator over the weekend while house-
hunting, and found to my pleasant surprise that this worked much better than sulking whenever the boyfriend
disagreed with me. Very much looking forward to being able to practise them at work too.”
Presentation Skills
Governing Body for a Leading Sport
“I have just received the DVD recording of my performance at the media training in January……….and I’ve just
spent 10 mins cringing with my head in my hands at the 1st video, but, thanks to you, it did improve! Once again,
thank you for a very enjoyable and rewarding course. I do hope there is a follow up course and if so I will be
putting my name down, if spaces available!”
Transportation & Logistics Company
“Just a short note to thank you for the last couple of days. I must admit I was sceptical as to how much I needed
this programme but I have picked up some valuable techniques and gained some very valuable feedback. Many
thanks again and my sincere best wishes for the future.”
“Nigel took the trouble to call me and give some really helpful feedback. He personally got a lot out of the
course. He felt you were ‘Spot-On’. Michael has recommended you to his wife and Paul thought it was good
having someone who clearly has been there and done it and therefore could walk the talk!”
“Great course, better than I expected! Learnt a lot, especially about hand control/eye contact and stance! Went
from being nervous on day 1, to reasonably confident on day 2. Highly recommended, ten out of ten!
Sales
Telecommunications Company
“Absolutely opened my eyes to the products and services that we have to offer as part of a bigger picture. The
financial aspect was the most interesting part for me. Just gaining more of an understanding as to how to look
at a company profile and work out questions based on what they are actually talking about within their
business.”
“I think this has been some of the best couple of days training I have had in some time and will certainly help my
confidence levels”

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Appendix 1
Sustaining the Learning

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How to sustain the learning to ensure behavioural
change and improve capability
Follow-up is critical to enabling participants to sustain the benefits of any programme. In our programme
we take the following three principles into consideration and build them into our delivery and post course
work. This can take many forms and depends on the sponsors’ buying criteria, needs of the delegates and
other constraints based on your unique circumstances. The three key principles to take into consideration
when optimising the learning experience and to bring about a change in people’s behavior and skills are:
1. The Ebbinghaus Effect
Herman Ebbinghaus (1850-1909), a German experimental psychologist was the first to investigate the
association between learning and retaining the learnt material. Ebbinghaus pursued the boundaries of
learning and subsequently recalling information in order to measure how much is forgotten in the
immediate aftermath of the learning process. The graph below shows how much we forget over time.
To help people to remember and retain and subsequently use their knowledge and skills there needs to be
repetition. The following graph represents the concept of Ebbinghaus’s work and what we can do about
helping people learn, retain and apply their learning.

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The above diagram illustrates that for people to remember, then to practice, and then to benefit the most
from learning, there needs to be more than just one initial learning intervention. Our approach to training
will achieve this in two ways. Firstly, in the classroom by setting objectives to be met in the day with
regards to delegates’ challenges and reviewing this during the day. Secondly, with the inclusion of action
planning and enhanced by options of action plan feedback post course, coaching support and email follow
up over a 4-6 month period.
2. The principle of 70:20:10
McCall, Lombardo and Eichinger's survey of high-performing managers revealed that:
“Lessons learned by successful and effective managers are roughly:
■ 70% from tough jobs
■ 20% from people (mostly the boss)
■ 10% from courses and reading”
70:20:10 provides a framework for improving and extending traditional training and learning into the
workplace. The '70' refers to learning within the workflow - workplace learning and performance support-
and the '20' refers to social learning including informal coaching and mentoring as well as building and
exploiting strong and effective social networks.
The importance and value of the model is that it extends learning beyond the classroom and course
paradigm and utilises workplace and social learning.
In all our learning events we will encourage delegates to plan for and engage in these interactions.
3. Expert Performance - The 10,000 hours principle
Dr Anders Ericsson’s research on expertise has received attention in Geoff Colvin’s book, Talent Is Overrated
and Malcolm Gladwell’s book, Outliers amongst others. These books place emphasis on behaviour and
designing in deliberate practice to get to extraordinary performance. It takes 10,000 hours of deliberate
practice to become an expert in almost anything, an emphasis on the importance of experience in the
development of expertise as opposed to some innate intelligence or talent that is often assumed to be
beyond ‘training’. The implication with the above is that to become better at something, the learner needs
to understand what good/great looks like, develop ways they can get feedback on how they are performing
and to purposefully practice regularly.
We offer the option of recurring follow up and reminders to practice through regular email contact. We also
have the facility to do this using text messaging.