CarterRadley Accelerators are used to prepare and transform workers for new roles and responsibilities with the firm. The accelerator process begins with an assessment to define the transformation that is required. This is then followed by a sequence of mentored experiences to develop the knowledge, skills, and behaviors required by the firm for the new role. The process concludes with carefully managed and coached actual or simulated work experiences designed to practice, hone, and polish the job skills the firm requires by means of continuous improvement activities. The outcomes from a custom accelerator within a firm are documented and proven successes transforming valuable workers into new roles.

Simulated Internships

An orientation that prepares the learner for the learning experience.
A collection of rotations to ensure the learner has the knowledge and skills to apply those basic skills and a set of specific job skills require of new professionals at the firm.
An accelerator to help each learner practice the skills and behaviors the firm requires for its new workers.
Professional Development Centers (PDC)

CarterRadley tailored Professional Development Centers are valuable resources that firms use to accelerate the development of high-potential workers into new key roles in a safe and secure manner. Nothing is more frustrating that to take a proven high-performer, place them into a new role, and discover that they are not yet ready to play that role. Such failed efforts often result in double loss: the failure of the project and the loss of the worker. The CarterRadley PDC is specifically designed to accelerate proven workers to the next level using a blend of simulated and actual work experiences with careful mentoring, coaching, and a guaranteed safety net. Using processes derived from our internships, PDCs use assessments, knowledge acquisition and skill development experiences in a carefully mentored and managed data-driven continuous improvement process. As soon as it is clear that individuals are ready to take on new responsibilities due to repeated successful performance on simulations, they are given real project experience with coaching support.

The use of mentors and coaches to provide a secure safety net gives workers the confidence to take risks, learn new things as a result, and become comfortable because they know what they know, know what they don’t know, and are clear about the line between the two. Some have questioned, given the high cost of failed projects and employee turnover, why all projects are run within a PDC. We at CarterRadley have been asking this question for a long time.

The Human Resource departments for many businesses have become in-house universities, not because the business wants to have the expense of running their own in-house university, but rather because they have to develop the job-ready professionals they need to sustain and grow their business.

CarterRadley can help firms establish, operate, improve, and benefit from such investments as well as support efforts to engage with others to provide the more generic products and services so the firm can focus on just those aspects that are business critical, proprietary, and unique.

Training Program Assessments

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Training Program Updates

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Faculty Development

CarterRadley can design, develop and deliver CR courses for a college, university or business, or CarterRadley can provide a full or tailored suite of products and services to develop local faculty to perform these tasks, including:

Resources: Working with existing resources or recruiting, interviewing, hiring, and on-boarding of resources to:

  • Design and implement the curricula. CR proposes having local resources, including the initial mentors, assist with program design and development to facilitate program adoption by the faculty and administration, and to expedite eventual program transfer.
  • Mentor initial courses using CarterRadley. We propose having the initial mentors work with CR to design and develop the curricula, mentor guides and mentor training material to build program expertise and pride of ownership.

Learning Experiences: Designing and developing the course material, including the mentor guides and mentor training material, using IMPARTT.

  • Infrastructure: [Based on customer needs]
  • Logistics: Ensuring that the college, university or business is ready to adopt and scale up the new program. This includes:
  • Infrastructure is ready.
  • Communicating program status and progress with leadership and faculty, and addressing any questions and concerns they may have.
  • Verifying that everything needed for successful program adoption and delivery is in place.
  • Perform faculty coaching and mentoring.

Continuous Improvement Mechanisms: Ensuring that continuous improvement mechanisms are in place to support program administration and faculty as they adopt and deliver the new program.

CR uses the term “Mentor” to mean the faculty member who is responsible for leading/teaching students through successful completion of a course. Mentors are focused on ‘the individual’ and helping each person he or she mentors find success both at work at in life.

Full Program Transfer: The transfer from a properly running program under the leadership and guidance of the CarterRadley Team to a long-term sustainable collaboration where CarterRadley’s role is significantly diminished is, we believe, a critical goal. To achieve this goal, great care must be taken in the development of the processes, methods, and protocols required to operate the program as well as in the Human Resource, the curricular maintenance, and the management, leadership, and auditing processes, methods, and protocols.

It is common for individuals to see things working and to try to accelerate schedules and push local people into roles before they are truly ready. We have found that the consequences of this are dire and what appeared to be success only a short time ago has turned into a problem if not a disaster.

We believe the same elements required to provide students with job-ready skills are precisely the same as those required to help develop mentors and others for the roles they must play. This is especially true when the essence of the CarterRadley program depends on doing what seems to be familiar, but is actually quite different from what is traditionally done. The difference between achieving our documented program goals and falling back to old, ineffective ways of teaching can take place very quickly.