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Potential Courses

Facilitators and coaches

Matched to the work, prepared before they walk in.

A facilitator runs group practice. A coach supports reflection and application. A subject expert validates specialist content. A learning designer keeps the instruction coherent. One person may fill several of these roles — the assignment always names which.

Request an appropriate match

The four roles

Different jobs, named explicitly.

  • Facilitator

    Runs group practice — cases, role-play, decisions and coached exercises — and gives feedback against a rubric.

    Needed when: Learners have to practise something together before they try it at work.

  • Coach

    Supports reflection and application with an individual or a small group over an agreed number of sessions.

    Needed when: The gap is in applying a capability under real conditions, not in understanding it.

  • Subject expert

    Validates specialist or regulated content and reviews jurisdiction-specific material.

    Needed when: A curriculum touches a technical, legal or sector-specific domain.

  • Learning designer

    Maintains instructional coherence across objectives, activities, assessment and work outputs.

    Needed when: Always. One designer owns the learning logic of a program end to end.

Matching

How we get from your problem to a named person.

This is a matching process, not a booking engine. You are not clicking “hire” on a profile — availability is confirmed when we schedule, not when we propose.

  1. 01

    You describe the work

    The capability, the audience, the languages you need delivery in, the format and the timing. A rough description is enough to start.

  2. 02

    We match against the record

    Capability area, sector, facilitation language, format and genuine availability. One person may fill several roles, but the assignment names their responsibilities explicitly.

  3. 03

    We propose named people

    With approved biographies and the specific thing each can help your learners practise. Availability is confirmed at scheduling, not promised in the proposal.

  4. 04

    We prepare them properly

    Objectives, learner context, readiness findings, activity plan, rubrics and an escalation contact go to the facilitator before delivery. A new program gets an observed rehearsal.

  5. 05

    We review the delivery

    Learner feedback, practical outputs and the facilitator's observations go back to the learning lead, and the next cohort is improved. A replacement process covers late unavailability.

Published profiles

Profiles publish once they are approved.

Roster in approval

Our facilitator and coach network is established, but we are not publishing a headcount or a directory. A profile goes on this page when the person has approved their biography, their delivery languages are confirmed as languages they can facilitate a complex session in, and their availability is tracked against real schedules.

In the meantime, tell us what you need and we will propose named people with approved biographies and confirmed availability.

Describe the delivery you need

What we hold on file

The internal profile behind every proposal.

  • Capability area and sector experience
  • Languages they can confidently facilitate a complex intervention in
  • Delivery format and location
  • Current availability, tracked against real schedules
  • References and demonstrated facilitation ability
  • Coaching credentials, where the role requires them
  • An approved biography, with permission to publish

We distinguish a language a person speaks from a language in which they can confidently facilitate a complex intervention. Those are not the same thing, and conflating them is how a cohort goes wrong.

Consistency

Prepared, not scripted.

Before delivery, the facilitator has the objectives, the learner context, the readiness findings, the activity plan, the rubrics and an escalation contact. A new program gets an observed rehearsal or demonstration.

We are explicit about which examples can be adapted and which learning outcomes and assessment standards have to stay consistent. After delivery, learner feedback, practical outputs and the facilitator's observations go back to the learning lead and improve the next cohort.

Coaching boundaries

What the client sees, and what stays private.

For coaching we agree the goals, the session structure and exactly what information the client receives, at the start of the engagement.

Aggregate participation and agreed progress reporting are separate from private coaching notes. Any exception to that is set out in the agreed service terms, not discovered later.