Researched in academia and tested in industry

In our continued efforts to remain at the forefront of business and creativity, ProMeme has leveraged the latest research findings of our colleague Dr O’Mahony1, winner of the Corporate Academic Exchange for business innovations.

This research was pioneered in the USA by a unique industry-academic collaboration2 and has been combined with state-of-the-art initiative implementation and tracking apps that makes ProMeme the unique business improvement solution.

ProMeme’s approach is grounded in solid principles of neuroscience3 that impact the way we learn and communicate, and are structured within a backward design model4 to capture the tacit knowledge within an organisation. Evidence suggests that when we shift from a “trainer provider” model to a “learning enabler” model participants co-construct collaborative teams that overcome constraints and delight in solving wicked problems enterprise wide.

These principles are applied within a very simple pedagogical frame, known as a “Challenge-Cycle”.  We have enhanced this unique iterative process to create a refined business improvement tool with applications in a live event (conference) environment but is also proven in training, learning, collaborating and brainstorming.

  1. Learning and Teaching in the 21st Workplace. Timothy Kieran O’Mahony, PhD, FRGS, College of Education, University of Washington, (2012)
    A comparison of lecture-based and challenge-based learning in a workplace setting: Course designs, patterns of interactivity, and learning outcomes. O’Mahony, T. K., Vye, N. J., Bransford, J. D., Sanders, E. A., Stevens, R., Stephens, R. D., …Soleiman, M. K. (2012). Journal of the Learning Sciences, Routledge, 21, 182-206.
  2. The Boeing Company’s Aerospace Partners for Advancement of Collaborative Engineering (AerosPACE)
  3. Connecting Neuroscience with teaching and Learning. Timothy Kieran O’Mahony, PhD, FRGS, College of Education, University of Washington (2012)
    Cognitive load during problem solving: Effects on learning. Sweller, J. (1988). Cognitive Science, 12, 257-285.
    How People Learn: Brain Mind Experience and School. Bransford, J. D., Brown, A. L., & Cocking, R. (Eds.). Washington, DC: National Academy Press. (2000)
  4. Understanding by Design. Wiggins & McTighe, (2001). Prentice Hall, Inc
    Adaptive Expertise. Hatano & Inigaki (1998)