Guiding principle of training at Behaviour
How Behaviour structures adult learning
The guiding principle of training at Behaviour explains the pedagogical orientation that supports the way the organisation structures courses for adults: with practical relevance, progression, active participation and a clear link to the participant’s professional context.
The guiding principle of training at Behaviour translates how the Behaviour Pedagogical Model is put into practice in adult learning. The focus is not only on content, but on how that content is understood, contextualised and converted into the ability to act.
At Behaviour, courses are structured based on proprietary programmes or official frameworks made available by authorised partners, and are organised to support relevant, progressive and applicable learning in a professional context.
The participant takes an active role in the learning journey, building understanding, consolidating knowledge and developing skills with autonomy, responsibility and participation. The trainer, in turn, guides, structures, challenges and facilitates that journey with pedagogical intention, clarity and a clear sense of practical application.
Guiding principles of adult learning
Behaviour recognises that experience is one of the richest foundations of adult learning. When faced with new challenges, professional demands or knowledge gaps, adults identify concrete needs and become more engaged when they recognise value in the learning process.
In this context, course design and planning take the following principles into account:
- Need to know — adults engage more easily when they understand the usefulness and relevance of what they are going to learn.
- Self-concept and self-direction — adults value autonomy, responsibility and recognition of their role in decisions relating to their own learning path.
- Role of experience — the participant’s personal and professional background is a relevant resource for learning and for sharing in a training context.
- Readiness to learn — readiness increases when there is a clear connection to real situations, concrete responsibilities or day-to-day professional needs.
- Orientation to learning — adults tend to value applicable learning that helps them become more competent and better prepared to respond to concrete challenges.
- Motivation — intrinsic factors, such as achievement, self-esteem, professional satisfaction and personal progression, play a relevant role in commitment to learning.
The role of the participant and the trainer
The participant is expected to be involved, responsible and committed to their own learning process. Through individual and collaborative work, the training promotes reflection, self-assessment, knowledge consolidation and the development of social and professional skills.
The trainer is expected to guide the course, create context, stimulate participation, encourage critical thinking and ensure that learning progresses with clarity, demand and practical relevance.
From learning to professional application
The guiding principle of training at Behaviour seeks to ensure that learning does not end with conceptual understanding. Course structure values application, skills development and the connection between knowledge, decision-making and professional practice.
In this sense, training is designed to support the participant in building understanding, recognising concrete situations and using knowledge in a responsible, contextualised and useful way.
The structure of the courses and the way they are planned always take into account how adults learn, as well as the factors that support more solid, meaningful and lasting learning.
Behaviour aims to provide learning environments that promote participation, reflection, recognition of experience and practical application, contributing to the acquisition and development of skills in a way that is consistent with the pedagogical model and the objectives of each training programme.
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Frequently asked questions
What is the guiding principle of training at Behaviour?
The guiding principle of training at Behaviour describes how Behaviour puts its pedagogical model into practice in adult learning, valuing practical relevance, progression, active participation and connection to the professional context.
How does Behaviour structure adult learning?
Behaviour structures adult learning based on progression, usefulness, participation, recognition of experience and the connection between knowledge, practice and skills development.
What is the participant’s role in learning?
The participant takes an active role, becoming involved in their learning journey, consolidating knowledge, reflecting on practice and developing skills with autonomy, responsibility and participation.
What is the trainer’s role?
The trainer guides, structures, challenges and facilitates learning, creating context, stimulating participation, promoting critical thinking and ensuring a connection to practical application.
Learn more about Behaviour’s training approach
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