How We Train
Quality information is only the beginning.
Over years of teaching first aid, we've seen that people learn best when information is credible and current, when they understand why it matters, when they have opportunities to question and apply it, and when they feel comfortable enough to participate fully in the learning process.
That's why we think carefully about more than what appears in a course manual or presentation. We consider the evidence we teach, the misconceptions people may bring with them, how information is translated into action, the environment in which learning takes place, and the quality and limitations of the person facilitating it.
These are some of the principles that guide how we train.
A Safe, Inclusive and Supportive Learning Environment MORE + LESS −
People learn better when they feel safe enough to participate, ask questions, contribute ideas and make mistakes.
Connection matters. Training works better when people feel comfortable with the trainer and with each other. We try to create an environment where people feel welcome, respected and able to participate in their own way.
We also think learning should be enjoyable. Many of the subjects we teach are serious and sometimes confronting, but that doesn't mean the training needs to feel heavy all day. Warmth, fun and appropriate humour can help people relax, connect and stay engaged without taking away from the importance of the subject.
A supportive learning environment doesn't mean avoiding difficult subjects or challenging ideas. People can question assumptions, consider different perspectives and have difficult conversations without being unnecessarily embarrassed, humiliated or excluded.
People also come into training with different experiences, knowledge, confidence and learning needs. We treat people as individuals while creating opportunities for the group to learn from each other. It's our course, and everyone has something to contribute.
Quality Information MORE + LESS −
Good training starts with good information.
We source the information we teach from the best available sources, including established course materials, current research, recognised guidelines, peak bodies and other authoritative sources relevant to the subject.
Knowledge changes. Research develops, guidelines are updated and sometimes there isn't a clear answer. We don't present uncertainty as certainty, and we don't make things up to fill the gaps.
Our aim is simple: to deliver trusted information.
From Information to Action MORE + LESS −
We want people to be able to use what they learn, not just remember information for the duration of a course.
We use clear action plans and give people time to think, ask questions, discuss ideas and practise. Depending on the course, that might include demonstrations, scenarios, small group activities, reflection or hands-on practice.
We make learning relevant by connecting it to situations people may actually encounter in their workplace, community or everyday life, without changing or compromising the evidence being taught.
Knowledgeable and Experienced Trainers MORE + LESS −
Our trainers know the subjects they teach and bring relevant experience to the learning environment. They need to be able to explain things clearly, answer questions thoughtfully and help people make sense of what they're learning.
But being knowledgeable doesn't mean having an answer to everything.
Sometimes a question sits outside the course, belongs to another area of expertise or simply doesn't have a clear answer. If we don't know, we'll say so. We can check a reliable source, come back to the question or point someone towards a person or service better placed to help.
A trainer's role isn't to demonstrate how much they know. It's to help people learn.
Knowing the limits of your knowledge is part of being a good trainer.