Examples of problems that our courses handle:

What do our clients or customers really want? Often, people can't know what's possible. We show how to use laddering and think-aloud to help people discover what they actually want.  

Finding new solutions: Using techniques that tap into human strengths in spotting underlying patterns, as well as techniques for systematically investigating possibilities.

Is there a better way of tackling this problem? Learn ways of thinking about problems that give a better handle on the real issues.

Why don't they get it? We cover methods for identifying where misunderstandings arise, and for showing information in clearer ways.


Example: Using card sorts on perceptions of risk; why has this person grouped them this way?


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Customised problem-solving courses
You bring us a problem, and we'll put together a course on the methods that you need to fix it. Some examples:
  • My clients keep changing their minds mid-project
  • We're missing something, but we don't know what

Customised courses on selected methods

At the start of a course, you know about the problems you want to fix, but you don't yet know about the possible solutions. By the end of a course, you'll know about a range of possible solutions, and you'll probably have found at least one that is what you were looking for.

We can put together a customised course that goes into more depth about the methods and topics that you want.

For example, if your problem involves differentiating your product in the marketplace from your competitors, you might find that card sorts are the method you need, and you might want a customised course on using card sorts for product differentiation. We'll be happy to design and deliver that course for you.


Course structure, and Frequently Asked Questions

Our courses typically start at 10.00, to take travel time into account. The registration and initial coffee are designed to encourage informal communication before the course starts.

There is usually a short overview, followed by a session learning a method, and practising it in pairs, supported by trainers (typically one trainer per three groups). Lunch is followed by two more sessions learning and practising other methods, with a short summary session at the end.



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