The aim of this work is to present educational strategies to gaining new knowledge of a specified size within a specified period of time. It is primarily addressing small groups of professionals who critically are in need of applying selected pieces of knowledge very soon. We show how the techniques as coaching, mind maps, neurolinguistic programming not only enhance the creativity in education but also help in forming a qualitatively new relationship between educators and learners in adult education. Compared to other lifelong learning methods, the one presented here benefits of a substantially more intensive collaboration of educators and learners in all stages of the educational process — starting from the content specification, through the design of learning strategy to the evaluation of its outcomes. In a way, the learners become their own teachers. A tangible benefit of our approach is the optimized time period necessary for learning. An intangible one is the learners' enriched relationship between their work-life and the course. The latter is believed to enhance a creative potential of the person, his/her tacit knowledge and ability to recall it during professional activities i.e. facilitate its applicability.