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Frameworks, methodologies an USPs
The unique essence of our existence is bridging. Bridging people processes with performance, philosophy with practice and evolution with enhancement.
At the heart of this essence lies the spirit of ARM – our DNA.
AWARENESS - > ACTION
REFLECTION - > RESULT
MYSTIQUES - > METRICS
The essence of ARM necessitates an approach which is existential (not just experiential), explorational (not implorational) and eclectical (not dialectical). |
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The cornerstone of iProdigy’s learning and development offerings is the iLearn™ Architecture. This architecture has been founded on the basic tenets of adult learning and the following associated beliefs: |
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- Learning is driven by a will to learn and has to happen by choice
- There is a context or a cause outside the learner which drives the volitional learning process and content
- For learning to be consistently functional, discovery and awareness of individual perceptions, prejudiced, preferences and potentials is important and
- Ultimate insight derived through first hand exploration and reflection is more fruit bearing than instructions told or sold.
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The architecture necessitates awakening of the participants’ engagement anchors
STAGE |
ENGAGEMENT ANCHORS |
D(iscovery) |
Spirit of inquiry and adventure |
R(eflection) |
Openness and awareness |
I(nsight) |
Acceptance and appreciation |
M(ovement) |
Courage and commitment |
All L&D programs are detailed through a D.R.I.M map
A proprietary enablement approach of iProdigy, working lab is a unique and potent combination of exploration in depths and heights, application to back home situations and consolidation of discoveries and insights as frameworks.
Given below is a representation of the working lab architecture.
ELEMENTS |
WORKING ON |
USING METHODS |
Exploration |
Being |
Sharing of here and now experiences; group process work at behavioral, causal and ontological levels; psychometrics. |
Application |
Doing |
Demonstration; simulation; feedback and coaching |
Consolidation |
Knowing |
Brainstorming and culling out of discoveries / insights; frame working, conceptualization and action planning. |
The learners are facilitated to make discoveries and gather actionable insights relevant to the objective of the program in line with the learning architecture.
STEPS |
DESCRIPTION |
OBJECTIVE |
TYPE OF LEARNING |
PROPORTION OF LEARNING |
Preparing the soil |
Cleaning / clearing blocks |
Enhancing learnability / learnagility |
Informal (facilitated) |
30% |
Unlocking energies |
Awakening intent and innate potential to learn |
Informal
(facilitated) |
Seeding |
Sowing seeds |
Exposing to specific competencies / skills |
Formal
(facilitated) |
10% |
Seed balling |
Drawing knowledge from shared repository / expert knowledge base |
Informal
(facilitated) |
20% |
Germina-ting |
Sprouting of seeds |
Linkage of learning to application; knowing to doing |
Action learning
(facilitated) |
40% |
Nurturing of saplings |
Integration of learning to contribution |
- A fierce focus on business and industry relevance
- Pre-program engagement of and contracting with participants for whole-being participation and readiness to transform
- Facilitator-independent learning architecture for maximum relevance and ownership of learning by participants
- Consultants with intense industry exposure groomed and certified to enable the ‘iProdigy way’
- Transformational Coaching to supplement action learning and knowledge learning ensuring maximum ownership by the learner
- Linkage of transformation with business realities through live case-studies, simulations and above all
- Post-program accompaniment for synthesis with work place realities.
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