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Dave Basarab Consulting has elevated the training experience, offering an end-to-end comprehensive approach that includes training strategy, instructional design, development, delivery , post program training transfer, and evaluation (via the unique Predictive Evaluation methodology). Virtual Chief Architect Dave Basarab has combined all of these individual training elements with his user-friendly, comprehensive Learning to Performance approach, which significantly increases companies' training ROI.

Why we are different

  • Innovation: Our primary focus is creating learning programs using a Learning to Performance approach.
  • Expertise: Dave offers the depth and breadth of his experience, including working internally at prestigious companies (Motorola, Ingersoll Rand and Pitney Bowes) as well as his knowledge and expertise as a highly-respected, sought-after consultant.
  • Partnership: Basarab collaborates with companies, serving as their own Chief Learning Officer whenever they need to plan, strategize, or implement training initiatives.

Training Services

Enterprise Learning Strategy

Enterprise Learning Strategy

At Dave Basarab Consulting, we're experts in creating Enterprise Learning Plans. We work with you to develop your company's learning strategy and direction.

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Custom Design, Development, & Delivery

Custom Design, Development, & Delivery

Custom training is an effective way of developing the capability required to execute your strategy. We are a custom design house that creates programs specific to your business.

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Learning Burst Development

Learning Burst Development

We can create and deliver your courses via our unique Learning Burst Method - keeping your employees at their jobs while receiving world-class training.

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Predictive Evaluation

Predictive Evaluation

We predict the ROI for your courses and establish success gates. We then evaluate the course against the success gates to show value realized and continually improve results.

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Leadership Development

Leadership Development

Turn-key virtual custom leadership development program that combines world-class leadership speakers/educators with post-event personalized coaching to provide you with a cadre of highly skilled leaders.

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Predictive Evaluation

Designing Training That Works For Different Learning Preferences

Effective workplace learning rarely comes from choosing one preferred learning style and building an entire programme around it. Employees differ in experience, confidence, language, role requirements, accessibility needs and the conditions in which they can apply new skills. A strong design therefore offers varied ways to understand, practise and demonstrate capability.

For organisations across Australia, this flexibility must fit real working conditions. A programme for a hybrid team in Sydney may need a different rhythm from training for a mining operation in Western Australia, a health service in regional Queensland or a retail network spread across Melbourne and Adelaide. The goal is practical choice, not a collection of disconnected activities.

Understand Learner Variation

The familiar visual, auditory and kinaesthetic categories can encourage useful variety, but they are not a complete scientific explanation of how people learn. Employees generally benefit from combining explanations, examples, discussion, practice, feedback and reflection. Designing around the task is more reliable than labelling each person permanently.

Learning preferences still matter when they reveal barriers. Some participants may need captions, transcripts, screen-reader-friendly documents, extra processing time or an opportunity to rehearse privately. Others may prefer a concise job aid rather than a long e-learning module. Dave’s professional story illustrates the value of connecting learning expertise with workplace performance rather than treating training as an isolated event.

Start With Work Context

Before selecting content or technology, clarify what employees must do differently after training. Interviews, observation, workflow analysis and discussions with managers can uncover whether the real issue is knowledge, confidence, unclear processes, limited tools or competing priorities. This diagnosis prevents a course from attempting to solve a performance problem it cannot address.

Context also shapes the learning experience. A call-centre employee may practise through branching customer scenarios, while a construction supervisor may need short mobile resources that work between site activities. For teams operating across Brisbane, Perth and remote locations, asynchronous materials can provide consistency, while scheduled live sessions create space for questions and coaching.

Build A Flexible Learning Experience

A varied learning pathway can support different preferences without creating separate courses for everyone. Combine short explanations with realistic examples, guided practice and opportunities to apply ideas in the flow of work.

Useful design elements include:

  • Brief videos supported by accurate captions and transcripts
  • Diagrams, checklists and annotated workplace examples
  • Facilitated discussion for interpretation and shared problem-solving
  • Simulations, role plays and hands-on practice
  • Reflection prompts linked to current responsibilities

Choice should have a purpose. Offering five formats for the same information may increase cognitive load, while a carefully sequenced pathway can make learning clearer. A participant might first review a short concept, analyse a local case, practise a decision and then receive feedback from a manager.

Make Practice Relevant

Adults engage more readily when training reflects the decisions, tools and pressures they face. Use Australian policies, customer expectations, industry terminology and familiar scenarios where appropriate. A leadership activity could explore managing a distributed team during Australian Eastern and Western time-zone differences, while a safety module might reflect the procedures used on a specific site.

Practice should become progressively more demanding. Start with a model or worked example, move to supported application and finish with an authentic task. This approach helps employees transfer learning instead of simply recalling information during a quiz.

Support Leaders Across Australia

Managers determine whether new behaviours become part of everyday work. Give them discussion guides, observation prompts and simple coaching questions so they can reinforce learning during team meetings and one-to-one conversations. This is especially important when employees are working remotely, in shifts or across multiple branches.

The challenges of supporting distributed teams are explored in remote manager leadership, including the need for deliberate communication and consistent expectations. In practice, a manager in Hobart may need to support an employee in Darwin without relying on informal office contact, making follow-up routines essential.

Measure Competency, Not Attendance

Completion rates show participation, not capability. Assessment should ask employees to demonstrate the behaviours or decisions the role requires. Depending on the subject, this might involve a simulated conversation, a scored work sample, a practical demonstration or a manager-observed task.

Assessment quality improves when criteria are explicit and linked to performance standards. Custom competency assessments can help distinguish memorised information from genuine application. Accessibility must remain part of the design, so employees are assessed on the capability itself rather than an unnecessary format barrier.

Connect Learning To Business Value

Training design should begin with a measurable business need and end with evidence of changed performance. Predictive Evaluation provides a useful way to forecast adoption, impact and return on investment before a programme is fully delivered, then compare those expectations with operational results.

The right delivery mix depends on risk, complexity, audience size and available support. The comparison below shows how common options may fit different requirements:

Delivery option Best suited to Strength Design consideration
Live workshop Complex discussion and skill rehearsal Immediate interaction and feedback Requires coordinated attendance
Self-paced digital module Foundational knowledge and compliance Flexible access and consistent content Needs strong practice and follow-up
Virtual cohort Distributed teams and peer learning Builds connection across locations Must manage time zones and participation
Learning burst Reinforcement and focused behaviour change Easy to fit into busy schedules Works best with a clear application task
Blended pathway Capability requiring knowledge and practice Balances flexibility with support Needs careful sequencing and ownership

A practical evaluation plan can track more than enrolments: confidence before and after learning, observed task performance, adoption of new processes, customer outcomes, productivity or risk reduction. The final design should make those measures visible from the beginning, with a clear owner for collecting and acting on the evidence.

Designing training that accounts for different learning styles is ultimately an exercise in purposeful variety. Give people accessible explanations, relevant practice, meaningful feedback and enough support to apply new capability at work. The practical takeaway is simple: design around the performance task, provide more than one route into learning, and measure whether the new behaviour appears on the job.

Learning to Performance

Learning to Performance, a complete training approach, gives companies world-class training to drive significant return. This approach includes upfront work (Impact Mapping, design), training (for staff and company executives), and post-training efforts to ensure training transfer. This unique recipe - the key for successful training and adoption - is changing the way companies implement training. This methodology could work with any content for organizations in any industry.

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