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Unique Methodology
Accelerated Training Approach
by Training Lab International

Accelerated Training Approach is one of the most advanced and effective method in use today. It’s a holistic approach for enhancing the learning processes. It is based on the latest brain research and on theories of Suggestopedia by psychologist Georgi Lozanov. His theory was proved effective and triggered the Accelerated Learning movements , to increase learning effectiveness while saving time and money in the process.

Take for example: A man who had spent years studying. He prepares himself and sits for his exams to successfully graduate. When he starts his working career and asked to reflect on his subjects he studied and passed successfully he may merely remember what he had spent a year investing his time, effort and money. The same man, many years ago who had spent only a week learning how to cycle, even so after many years of not touching a bicycle he can still cycle at ease if he is given one

Why ATA works ? ATA works on the 8 proven training principles:

1) Training is effective when learning Involves the Whole Mind and Body.

2) Knowledge transference is Creation, Not Consumption.

3) Association sustains Intellect.

4) Concurrent comprehending occurs on various stages.

5) Learning Comes From Application (With Feedback)

6) Positive Emotions Significantly Improves Training.

7) The Image Brain grasps Information Instantly and Unconsciously

8) Mental states must be challenged for effective change.

The Accelerated Training Approach is built on the back bone of Learning Design Re-Patterning Model. 
The Human Mind has evolved over years and psychologists have spent years trying to decode the mind's complexitiy

Through research its’ been proven that:

 - Learning takes place in the sub-conscious mind. 

 - Learning patterns differs for every individual.

Learning will only take place if the “Why” and “How” are challenged.

Knowledge will be gained only when Learnt Information can be applied to receive results. Trainings deliverables based on Learning Design Re-Patterning Model creates connection between knowledge and application.The Learning Design Re-Patterning is based on training deliverables as making applied meaning. Learning involves connecting the subject matter to the real world. To learn as interpreting and understanding reality in a different way. Learning involves comprehending the world by applying knowledge.

How Learning Design Re-Patterning Model Works?

Generally the learning paradigm in the human mind is broken down to 4 main states and 4 styles of preferred learning. These proven strategies are based on theories by renown psychologists and educationists.

The 4 States


Behavioral State is the manifestation of behavioral change where external elements shape one’s behavior. Activity is important. Repetition, generalization and discrimination are important notions. Reinforcement is the cardinal motivator. Learning is helped when objectives are clear


Cognitive State applies to art of processing information. Instruction should be well-organized and clearly structured. The perceptual features of the task are important. Prior knowledge is important. Differences between individuals are important as they will affect learning. Cognitive feedback gives information to learners about their success or failure concerning the task at hand


Humanistic State applies to Marslow’s Theory of motivation and further enhanced by Grave’s Theory of spiral dynamics. It has a quality of personal involvement, self-initiated, pervasive and facilitates holistic development to the learner.


Socialistic State is in the relationships between people and their activity. Learning is in relationship between people and environment There is an intimate connection between knowledge and application.

The 4 Styles


This preference includes the depiction of information in charts, graphs, flow charts, and all the symbolic arrows, circles, hierarchies and other devices that instructors use to represent what could have been presented in words.


This perceptual mode describes a preference for information that is “heard.” Learners with this modality report that they learn best from lectures, tutorials, tapes, group discussion, speaking, web chat, talking things through.


This preference is for information displayed as words. Not surprisingly, many academics have a strong preference for this modality. This preference emphasizes text-based input and output — reading and writing in all its forms.


By definition, this modality refers to the “perceptual preference related to the use of experience and practice (simulated or real).” Although such an experience may invoke other modalities, the key is that the learner is connected to reality, “either through experience, example, practice or simulation.”

The training deliveries are encompassed by:

An Experiential Learning (Kolb & Fry, 1975) approach which facilitates learning through discovery and application. This tested approach seeks to develop the ability of participants to:

  • Learn from their environment and apply the knowledge acquired. 
  • Explore the new knowledge and skills necessary for better work productivity

A Reflective Teaching (Henderson, 1996) approach which engages participants in processes of analyzing , synthesizing and evaluating situations, issues and alternatives. This approach focuses to develop the capabilities of : 

  • Creative thinking and examining alternatives in the workplace.
  • Leveraging on existing and new knowledge and skills to innovating services and processes.

A Functional Context (Sticht, 1976) in the delivery of the training. This approach provides participants with work-relevant learning and training activities

  • This functional context approach seeks to develop the ability of participants to integrate and apply new knowledge and skills at the workplace. 

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