bevaglobal.com · BEVA Global Management – Unique Professional Courses ii ABOUT BEVA GLOBAL...

BEVA Global Management

Professional

Courses Catalogue

2016/2017 v.1.1

www.bevaglobal.com

613-693-1250 Ext. 6001-877-669-7347

[email protected]

BEVA Global Management – Unique Professional Courses ii

ABOUT BEVA GLOBAL MANAGEMENT

WHO WE ARE

“We are changing the way that business gets done…

Success through pro-active management."

BEVA® is an international consulting and training firm with more than 20 years of

experience through acquisitions serving government, public, parapublic, private sector and

non-profit organizations.

BEVA® is specialized in Management, Human Resources, Project, Program and Portfolio,

IM/IT and Professional Development.

BEVA® is a Registered Education Provider with the Project Management Institute (PMI

®).

Note: All courses and workshops offered in this catalogue can be customized in content, duration and for

specific audiences.

BEVA Global Management – Unique Professional Courses iii

TABLE OF CONTENT

ABOUT BEVA GLOBAL MANAGEMENT ............................................................................................................ I

ABOUT BEVA GLOBAL MANAGEMENT ........................................................................................................... II

WHO WE ARE..................................................................................................................................................... II

CAREER PLANNING AND TRANSITION – SECTION 1 ........................................................................................ 1

ART OF RESUME AND DEVELOPMENT – CPT101 ......................................................................................................... 1 ASSESSING CAREER OPTIONS & PREPARING A CAREER PLAN FOR VETERANS OF CANADA ..................................................... 2 – CPT102 ............................................................................................................................................................ 2 CAREER PLANNING AND GOAL SETTING – CPT103 ...................................................................................................... 3 FINANCIAL PLANNING SEMINAR – CPT105 ................................................................................................................. 4 IMPACT OF CHANGE/MANAGERS – CPT108............................................................................................................... 5 IMPACT OF CHANGE - REMAINING EMPLOYEES – CPT107 ............................................................................................. 6 INTERVIEW TECHNIQUES – CPT106 .......................................................................................................................... 7 JOB SEARCH TECHNIQUES – CPT110 ......................................................................................................................... 8 STARTING YOUR OWN BUSINESS – CPT109 ............................................................................................................... 9

COMMUNICATION – SECTION 2 ................................................................................................................... 10

ART OF NETWORKING – COMM103 ...................................................................................................................... 10 ASSERTIVE APPROACH TO MANAGING CONFLICT – COMM104 ................................................................................... 11 ASSERTIVE COMMUNICATION – COMM105 ............................................................................................................ 12 BUILDING CONFIDENCE THROUGH ASSERTIVENESS – COMM107 ................................................................................ 13 BUSINESS WRITING – COMM108 ......................................................................................................................... 14 COMMUNICATING EFFECTIVELY – COMM111 .......................................................................................................... 15 COMMUNICATION AND SOCIAL STYLES – COMM133 ................................................................................................ 16 CONDUCTING EFFECTIVE MEETINGS – COMM112.................................................................................................... 17 CONDUCTING EFFECTIVE MEETINGS – COMM112 (CONTINUED) ................................................................................. 18 CONFLICT MANAGEMENT – COMM113 ................................................................................................................. 19 CONFLICT RESOLUTION – COMM114..................................................................................................................... 20 CUSTOMER RELATIONS – COMM116 ..................................................................................................................... 21 DEALING WITH DIFFICULT PEOPLE – COMM117 ...................................................................................................... 22 DEALING WITH STRESS – COMM118 ..................................................................................................................... 23 DIVERSITY – COMM135 ...................................................................................................................................... 24 EFFECTIVE PRESENTATION SKILLS – TRAIN THE TRAINER – COMM119 .......................................................................... 25 EMOTIONAL INTELLIGENCE AT WORK – COMM120 .................................................................................................. 26 EXCEPTIONAL CUSTOMER SERVICE - COMM121 ...................................................................................................... 27 GIVING AND RECEIVING FEEDBACK - COMM122 ...................................................................................................... 28 GROUP/MEETING FACILITATION - COMM123 ......................................................................................................... 29 HARASSMENT AWARENESS – CREATING A RESPECTFUL WORKPLACE - COMM134 .......................................................... 30 HEALTHY CONVERSATION AT WORK - COMM101 .................................................................................................... 31 HEALTHY CONVERSATION AT WORK – FOR MANAGERS - COMM102 ........................................................................... 32 INTERCULTURAL COMMUNICATION – COMM136 ..................................................................................................... 33 INTERNAL CONSULTING SKILLS – COMM126 ........................................................................................................... 35 INTERVIEW SKILLS – COMM127 ........................................................................................................................... 36 NEGOTIATING SKILLS - COMM129 ........................................................................................................................ 37 NEGOTIATING SKILLS FOR NON-SPECIALISTS – COMM128 ......................................................................................... 38 NEGOTIATING SKILLS FOR NON-SPECIALISTS – COMM128 (CONTINUE) ....................................................................... 39 NETWORKING - COMM130 ................................................................................................................................. 40 ORAL PRESENTATIONS - COMM131 ...................................................................................................................... 41 PRESENTATION SKILLS - COMM132 ....................................................................................................................... 42 PUTTING YOUR WORDS TO WORK - COMM109 ...................................................................................................... 43 TELEPHONE ETIQUETTE - COMM110 ..................................................................................................................... 44

BEVA Global Management – Unique Professional Courses iv

LEADERSHIP – SECTION 3 ............................................................................................................................. 45

COACHING IN THE WORKPLACE– LEAD109 .............................................................................................................. 45 CREATING A CULTURE OF COLLABORATION – LEAD110 .............................................................................................. 46 HIGH PERFORMANCE TEAMS – LEAD112 ................................................................................................................ 47 INSPIRE CONFIDENCE: THE TRUE POWER OF INFLUENCE – LEAD101 ............................................................................ 48 INSPIRE CONFIDENCE: THE TRUE POWER OF INFLUENCE – LEAD101 (CONTINUED) .......................................................... 49 INTRODUCTION TO COACHING – LEAD108 .............................................................................................................. 50 LEADER’S DNA, TRANSFORMING TEAMS - LEAD102 ................................................................................................. 51 LEADER’S DNA, THE: TRANSFORMING TEAMS – LEAD102 (CONTINUED)...................................................................... 52 LEADER’S DNA, THE: TRANSFORMING TEAMS – LEAD102 (CONTINUED)...................................................................... 53 LEADER’S DNA, THE: TRANSFORMING TEAMS – LEAD102 (CONTINUED)...................................................................... 54 LEADERSHIP – LEAD103 ...................................................................................................................................... 55 LEADERSHIP – THE BUILDING BLOCKS - LEAD104 ..................................................................................................... 56 LEADERSHIP FOR TEAM LEADERS & SUPERVISORS – LEAD105 ..................................................................................... 57 MANAGE PARADOXES: THE SECRET OF EFFICIENT AND INCREDIBLE LEADERS – LEAD107 .................................................. 58 MANAGE PARADOXES: THE SECRET OF EFFICIENT AND INCREDIBLE LEADERS – LEAD107 (CONTINUED)............................... 59 RESPONDING TO EMPLOYEES WHO UNDERPERFORM – LEAD106 ................................................................................ 60 THE HARD WORK OF GETTING TO THE “SOFT STUFF” – LEAD111 ................................................................................ 61

MANAGEMENT/SUPERVISORY – SECTION 4 ................................................................................................ 62

AN EFFECTIVE APPROACH TO RESOLVING CONFLICT- MNT/SU102 .............................................................................. 62 APPRECIATIVE LEADERSHIP WORKSHOP – MNT/SU114............................................................................................. 63 CAREER PLANNING AND GOAL SETTING – MNT/SU105 ............................................................................................. 64 CAREER COACHING YOUR EMPLOYEES (CCE) – MNT/SU106 ..................................................................................... 65 COMPETENCY BASED TRAINING – MNT/SU108 ....................................................................................................... 66 FACILITATE INNOVATION – MNT/SU101 ................................................................................................................ 67 FACILITATE INNOVATION – MNT/SU101 (CONTINUED) ............................................................................................. 68 FOUR GENERATIONS– FOUR APPROACHES TO WORK – MNT/SU117 ........................................................................... 69 FROM CREATIVITY TO INNOVATION: HARNESSING THE CREATIVE POTENTIAL OF ITS ORGANIZATION – FACILITATE INNOVATION –

MNT/SU111 ..................................................................................................................................................... 70 FROM CREATIVITY TO INNOVATION: HARNESSING THE CREATIVE POTENTIAL OF ITS ORGANIZATION – FACILITATE INNOVATION –

MNT/SU111 (CONTINUED) ................................................................................................................................. 71 FROM CREATIVITY TO INNOVATION: HARNESSING THE CREATIVE POTENTIAL OF ITS ORGANIZATION – FACILITATE INNOVATION –

MNT/SU111 (CONTINUED) ................................................................................................................................. 72 GYROSCOPE: THE IMPACT OF YOUR DECISIONS ON HUMAN PERFORMANCE – MNT/SU110 ........................................... 73 LEADING THROUGH CHANGE – MNT/SU113 ........................................................................................................... 74 LEADING THROUGH RESISTANCE– MNT/SU116 ....................................................................................................... 75 STRATEGIC THINKING AND PLANNING – MNT/SU109 ............................................................................................... 76 STRATEGIES TO HELP PEOPLE DURING TRANSITION AND CHANGE – MNT/SU115 ........................................................... 77 TEAM BUILDING – MNT/SU103 ........................................................................................................................... 78 TEAM BUILDING – MNT/SU103 (CONTINUED) ........................................................................................................ 79

PRE-RETIREMENT SEMINARS – SECTION 5 ................................................................................................... 80

PLANNING RETIREMENT EARLY – PR 101 ................................................................................................................. 80 PRE- RETIREMENT PLANNING – PR 102 ................................................................................................................... 81

PROFESSIONAL AND PERSONAL DEVELOPMENT – SECTION 6 ...................................................................... 82

ADAPTING TO CHANGE – CHANGE MANAGEMENT - PPD104 ...................................................................................... 82 ADVANCED FACILITATION – PPD101 ...................................................................................................................... 83 ANIMATION OF MEETINGS – PPD102 ..................................................................................................................... 84 BRINGING BALANCE TO LIFE – PPD105 ................................................................................................................... 85 DEVELOPING YOUR CAPACITY TO ANTICIPATE – PPD121 ............................................................................................ 86 DEVELOPING YOUR CREATIVITY: WAKE UP THE CREATIVE GENIUS IN YOU- PPD122 ....................................................... 87

BEVA Global Management – Unique Professional Courses v

DEVELOPING YOUR CREATIVITY: WAKE UP THE CREATIVE GENIUS IN YOU – PPD122 (CONTINUED) ................................... 88 EFFECTIVE TEAM DEVELOPMENT – PPD106 ............................................................................................................. 89 EVALUATING PERFORMANCE – PPD120 .................................................................................................................. 90 GROUP CONSENSUS BUILDING – PPD109 ................................................................................................................ 91 INNOVATING IN THE PUBLIC SERVICE: FICTION OR REALITY – PPD123 ........................................................................... 92 INNOVATING IN THE PUBLIC SERVICE: FICTION OR REALITY – PPD123 (CONTINUED) ....................................................... 93 MANAGING PRIORITIES (WITH IN-BASKET-EXERCISES) – PPD103 ................................................................................. 94 PERFORMANCE MANAGEMENT – PPD111 ............................................................................................................... 95 PREPARING FOR AN APPOINTMENT PROCESS – PPD112 ............................................................................................. 96 PROBLEM SOLVING & SOLUTION BUILDING – PPD113 ............................................................................................... 97 PROCESS IMPROVEMENTS – PPD124 ...................................................................................................................... 98 PROFITABLE INNOVATION: FOCUS ON THE INNOVATION EFFORT - PPD125 .................................................................... 99 SELF AS AN INSTRUMENT OF CHANGE – PPD108 ..................................................................................................... 100 STRESS MANAGEMENT – PPD114 ........................................................................................................................ 101 TIME/STRESS MANAGEMENT FOR PROFESSIONALS – PPD116 ................................................................................... 102 TIME MANAGEMENT - WORKING SMARTER NOT HARDER– PPD117 .......................................................................... 103 TIME MANAGEMENT AND PRIORITIES – PPD126 .................................................................................................... 104 WORK PLANNING FOR BETTER LIFE BALANCE – PPD118 .......................................................................................... 105 WORKING IN TEAMS – PPD119 ........................................................................................................................... 106

PROJECT MANAGEMENT – SECTION 7 ....................................................................................................... 107

PROJECT MANAGEMENT – ADVANCED – PM103 .................................................................................................... 108 PROJECT MANAGEMENT – FUNDAMENTALS – PM101 ............................................................................................. 109 COURSE TO BE DETERMINED ................................................................................................................................ 111 COURSE TO BE DETERMINED ................................................................................................................................. 112

THIS PAGE HAS BEEN INTENTIONALLY LEFT BLANK.. .................................................................................. 112

FINANCIAL MANAGEMENT FOR PROJECT MANAGEMENT PROFESSIONALS – PM106 ...................................................... 113 HOW TO USE COLLABORATION TOOLS TO MANAGE PROJECTS – PM107..................................................................... 114 HOW TO WRITE A PROJECT MANAGEMENT PLAN– PM108 ...................................................................................... 115 MANAGING STAKEHOLDERS AND REQUIREMENTS – PM 110 ..................................................................................... 116 MS PROJECT APPLICATION - ADVANCED – PM111 .................................................................................................. 118 MS PROJECT APPLICATION - BASIC – PM112 ......................................................................................................... 119 MS PROJECT SERVER/CLIENT – PM123 ................................................................................................................ 120 PERFORMANCE MANAGEMENT – PM113 .............................................................................................................. 121 PERFORMANCE MANAGEMENT– PM113 (CONTINUED) ........................................................................................... 122 PORTFOLIO MANAGEMENT – PM115 ................................................................................................................... 123 PROBLEM SOLVING AND SOLUTION BUILDING – PM116 ........................................................................................... 124 PROCUREMENT MANAGEMENT – PM105 .............................................................................................................. 125 PROGRAM MANAGEMENT – PM129 .................................................................................................................... 126 PROJECT CHANGE MANAGEMENT – PM117 .......................................................................................................... 127 PROJECT COMMUNICATIONS MANAGEMENT – PM104 ............................................................................................ 128 PROJECT MANAGEMENT FOR GOVERNMENT OF CANADA – PM130 ............................................................................ 130 PROJECT MANAGEMENT -LEADERSHIP AND COMMUNICATION – PM121 ..................................................................... 133 PROJECT MANAGEMENT TERMINOLOGY – PM120 .................................................................................................. 137 PROJECT QUALITY MANAGEMENT – PM125 .......................................................................................................... 138 PROJECT RISK MANAGEMENT – PM122 ................................................................................................................ 139 PROJECT TROUBLESHOOTING AND RECOVERY – PM124 ........................................................................................... 140 RISK ANALYSIS – PM127 .................................................................................................................................... 141 SCHEDULE AND COST CONTROL – PM128 ............................................................................................................. 142

Note: All courses and workshops offered in this catalogue can be customized in content, duration

and for specific audiences.

1

CAREER PLANNING AND TRANSITION – SECTION 1

Art of Resume and Development – CPT101

Language

English or French

Course Length 1 Day

Maximum Students 15

Target Audience Anyone wishing to establish and set career goals

Learning Objectives:

To focus on the key elements of different types of resumes and covering letters and how to best

market your personal skills and competencies to perspective employers toward career success.

Course Content:

o Trends in the job market

o Getting ready to market yourself

o Identifying your personal characteristics

o Understanding values, interests and beliefs

o Reviewing personal achievements and success

o Job Search techniques

o A review of different types of resumes

o Preparing a resume and covering letter

o Establishing your references

o Preparing for the interview

o Types of interview questions

o Reasons for refusal

o Follow up

This is a highly interactive and participative workshop. Participants will be given the opportunity to draft several

types of resumes and covering letters, share personal experiences and will also participate in an open forum as to the

do’s and don’ts during an interview.

Section

1

UP

2

CAREER PLANNING AND TRANSITION

Assessing Career Options & Preparing A Career Plan for Veterans of Canada

– CPT102

Language

English or French

Course Length 2 Days

Maximum Students 15

Target Audience General


This workshop is designed to enable the Veterans of Canada to set realistic and achievable career

goals and to direct participants in setting up action plans to achieve their career objectives.

Participants will assess their careers to date by identifying their preferences, skills, aptitudes,

interests, abilities and traits.

Course Content:

o Self-assessment - fitting work skills to work preferences.

o Patterns and trends in each participant's education, training and employment history.

o Aptitudes, interests and preferences.

o Current and ideal balance among work, family, social, recreational and intellectual activities - quality of

life.

o Aspects of training and employment that are sources of satisfaction and dissatisfaction.

o Limits on career progress arising from lack of training, skills and experience.

o Characteristics of ideal jobs (roles).

o Review of current availability and trends for jobs by occupational groups.

o Review trends in availability of work through counseling, placement and recruiting firms.

o Review of institutions providing training, their course offerings, fees and entrance requirements.

o Examine the merits and limitations of full time, part time and casual training.

o Examine the process of registration for training.

o Mentoring - how one finds and develops a mentoring relationship.

o Distinguish among and understand the interdependence of: long and short term career goals; financial and

income security goals; training and development goals and quality of life.

o Prepare an action plan consistent with one's needs and constraints.

o Identify specific objectives and time frames.

o Commit one's self to implement the plan.

o Manage implementation of the plan.

o Review and evaluate results.

Section

1

UP

3


Career Planning and Goal Setting – CPT103

Language English or French


Maximum Students 15

Target Audience Anyone wishing to establish and set career goals


─ Enable the participants to set realistic and achievable career goals.

─ Direct participants in setting up action plans to achieve their career objectives.

─ Have participants assess their careers to date by identifying their preferences, skills, aptitudes,

interests, abilities and traits.

Course Content:

Self-assessment - fitting work skills to work preferences

Patterns and trends in each participant’s education, training and employment history

Aptitudes, interests and preferences

Current and ideal balance among work, family, social, recreational and intellectual activities - quality of

life

Aspects of their training and employment that are sources of satisfaction and dissatisfaction

Limits on their career progress arising from lack of training, skills and experience

Characteristics of their ideal jobs (Roles)

Review of current availability and trends for jobs by occupational groups:

Review trends in availability of work through counselling, placement and recruiting firms

Review of institutions providing training, their course offerings, fees and entrance requirements

Examine the merits and limitations of full time, part time and casual training

Examine the process of registration for training

Mentoring - how one finds and develops a mentoring relationship

Distinguish among and understand the interdependence of: long and short term career goals; financial and

income security goals; training and development goals and quality of life

Prepare an action plan consistent with ones needs and constraints

Identify specific objectives and time frames

Commit one’s self to implement the plan

Manage implementation of the plan

Review and evaluate results

Section

1

UP

4


Financial Planning Seminar – CPT105


Course Length ½ day

Maximum Students 15



Participants will be provided with tools for understanding: financial planning; preparing a

financial plan; financial resources and benefits they have and determining financial needs;

planning for retirement and estate planning and group and government benefits, various

investment vehicles.

Course Content:

Need financial for planning, what are your goals?

Pillars of independence

Inflation, interest rates

Pensions - where do you stand?

CPP / QPP?

Group plans, Private plans

Indexation

Pension maximization and tax deferrals

RRSPs, converting RRSPs into retirement income

Reducing the tax bite

Powers of attorney, when and why it is used; pros and cons

Keeping your will updated

Taxes at death

Life insurance

Estate planning techniques

Gifting assets

Section

1

UP

5


Impact of Change/Managers – CPT108


Course Length 1 Day

Maximum Students 15

Target Audience Managers responsible for employees in a downsizing organization


─ Provide managers with the tools to manage the transition process and the stress involved.

─ Sensitize managers to employee needs.

─ Make managers more aware of the resources that are available to them.

─ Assist managers to effectively and sensitively communicate with employees and restore energy,

morale and productivity in a downsized environment.

Course Content:

Gaining a better understanding of the situation and its impact on managers

How to manage the process through understanding of their role, acceptance and taking responsibility

Adapting techniques which will assist in communicating clearly in times of stress

Developing a plan of action by which to better manage the transition process, the stress in their lives, and

be sensitized to employee needs and be aware of the resources available to them as managers

Help employees to become less dependent on the organization for security and their self-esteem

Section

1

UP

6


Impact of Change - Remaining Employees – CPT107


Course Length 1 Day

Maximum Students 15

Target Audience Employees remaining in the organization after the downsizing and those

affected by privatization / outsourcing


─ Re-examine employee’s career objectives.

─ Evaluate their capacity to contribute to the new organization.

─ Examine the changing balance in their life activities.

─ Develop confidence to constructively solicit support and ask questions.

─ Create the basis for an action plan for their future.

Course Content:

Stress Management

Physiological and psychological aspects and symptoms

Building a basis for better managing the stress at work and in one’s personal life

Change

Reasons for change and why we sometimes resist change

Identify, challenge and seek possible solutions to areas of change

Review what has happened, where is the organization going, job security, roles in the changing

organization, new demands, and competence to contribute what will be expected in the future

Career Management

A review of careers and career options, including skills, interest, aptitudes and preferences

How to take charge of one’s career and develop career goals and plans of action

Explore ways to effectively seek and get feedback and constructively solicit support

Section

1

UP

7


Interview Techniques – CPT106


Course Length 1 Day

Maximum Students 15



This workshop will enable participants to become comfortable with the interview process by

learning how to: prepare for the interview; determine the interviewer's agenda; answer questions

effectively; overcome objections; plan what to do after the interview; evaluate the interview.

Course Content:

o Interview preparation: self-assessment; experience and accomplishments; introductory statement

o Interview planning - research

o Types of interviews

o Examples of interview questions and how to answer them effectively

o The 'difficult' interview questions

o Ending the interview and planning what to do after the interview

Section

1

UP

8


Job Search Techniques – CPT110


Course Length 1 Day

Maximum Students 15



To enable participants to launch a job search campaign with confidence.

Course Content:

Sources of information for job search

Functions of referral agencies

Practice using the telephone and informal interviewing

Networking interviews

Selection / Hiring interviews

Prepare letters and action plan

Managing the job search campaign

Section

1

UP

9


Starting Your Own Business – CPT109


Course Length 1 Day

Maximum Students 15

Target Audience Individuals interested in starting a business


Prepare a plan of action outlining the necessary steps to be taken for business start-up.

Equip participants with the necessary professional and practical information to start creating a

formal business plan.

Put your business plan into motion and determine the kinds of professional assistance needed.

Course Content:

Evaluation of personal qualities, skills and expectations

Portrait of an entrepreneur, assess personal entrepreneurial potential

Pitfalls and advantages of owning your own business

Various types of business (existing & emerging), legal types of business

Expertise required (legal, financial, accounting, market research, etc.)

Analysis of business financing sources

Mission Statement

Business Plan format and building blocks

Product / service identification

Market research and analysis, establishing a market niche

Marketing Plan, Legal Structure, Operation Plan, Financial Plan

Insurance requirements

Resources / staffing and risk analysis

Decision making and creating a plan of action

Section

1

UP

10

COMMUNICATION – SECTION 2

Art of Networking – COMM103



Maximum Students 15



Understanding the role, value, importance and benefits of networking in building working

relationships. Enhancing personal and professional aspects of one’s life through networking.

Course Content:

o What is networking and what are the benefits

o Knowing yourself

o Key steps in developing your network

o A description of your transferable skills

o How to prepare for a networking function

o Developing a mentoring relationship

o Using social media to maintain and build relationships

o Developing networking communication skills

o Networking traps to avoid

o Maintaining network relationships

This is a highly interactive and participative workshop. Participants will work individually, in groups and teams on

several activities and then come together in plenary for group discussion, sharing and learning.

Section

2

UP

11

COMMUNICATION

Assertive Approach to Managing Conflict – COMM104


Course Length 2 or 4 half days

Maximum Students 15



Participants gain insight into their responses and behaviours, and learn methods to

appropriately express thoughts, feelings and needs. Responsiveness to others is a key

concept, while incorporating skills in approachability and active listening, to more from

“win-lose” or “lose-lose” to “win-win”. Participants will learn enhanced teamwork, reduced

need to complain, manipulate and backstab, reduced conflict, self-awareness of behavioural

/communications styles.

Course Content:

This active, highly participatory program addresses the following through structured exercises, group discussion and

positive feedback:

Passive, aggressive and assertive communication

“Approach” skills

Non-verbal communication, personal boundaries

Expressing anger appropriately

Limit setting

Coping with criticism

Making requests of others

Listening skills and validating

Conflict problem-solving

Negotiating scripts

Section

2

UP

12

COMMUNICATION

Assertive Communication – COMM105



Maximum Students 15



Provide participants with: a recognition of what constitutes appropriate assertive behaviour;

insight into their present ability to assert themselves and development and application of

communication techniques for responsible assertiveness at work.

Course Content:

“How assertive am I?”

A self-assessment questionnaire on Assertive Communication Techniques

Modelling and practice in applying the principles and techniques to specific work related

situations

What it means to behave

Submissively

Aggressively and assertively

Recognizing the consequences of each of these behaviour

Section

2

UP

13

COMMUNICATION

Building Confidence Through Assertiveness – COMM107



Maximum Students 15



o Help participants acquire the skills basic to effective and responsible assertion

o Participants gain insight on the emphasis on providing a safe, comfortable,

sharing environment where they can learn and incorporate new

skills that allow them to respond to others with more confidence.

o Provide a positive group atmosphere in which participants will feel relatively comfortable in trying

out new behaviors.

o With basic assertive skills as a foundation, this workshop allows participants to set individualized

goals and through interactive exercises, practice new behaviours, while providing and receiving

feedback.

Course Content:

This active, highly interactive program which addresses the following through structured exercises, group

discussion and positive feedback.

o Differentiation between passive, aggressive, assertive communication

o Enhance emotional intelligence and social intelligence

o Self esteem as it relates to communication

o Verbal and Non-verbal communication

o Personal boundaries and knowing when to speak up

o Conversation skills and finding one’s voice

o Active listening

o Open vs closed questions

o When to self-disclose

o Initiating, ending and joining in

o Giving and Receiving Feedback - Dos and Don’ts

o Assuming responsibility for one’s experience

o Responding to requests, setting limits, when to say no

o Communication technique: the D.E.S.C script

o Setting effective goals using S.M.A.R.T.

Section

2

UP

14

COMMUNICATION

Business Writing – COMM108

Language English

Course Length 1 Day

Maximum Students 15



Provide participants with practical and easy-to-use tools and skills to write clear, concise and

professional business memos, letters, reports and e-mail.

Course Content:

Elements of clear, concise and effective writing

8 rules to ensure clear and concise writing

Key similarities and differences between memos, letters and reports

Identify your preferred writing style and recognize the effect it has on producing memos, letters

and reports

Create a desk-top work area that promotes productivity

Tips to aid concentration, reduce distractions and eliminate writer’s block

6 key strategies for meeting writing deadlines

10 key points to review before anyone reads your document

Simple-to-follow checklist to evaluate clarity and conciseness

Ways to effectively seek and get ongoing constructive feedback

Section

2

UP

15

COMMUNICATION

Communicating Effectively – COMM111


Course Length 1 Day

Maximum Students 15

Target Audience Supervisory to mid-management


Using effective communication skills in moving an organization toward realizing its vision and

mission. To inspire others to feel more confident about themselves, take action and realize their

own personal goals and organizational goals

Course Content:

o Understanding the key components of communications

o Gaining respect and trust through communications

o Reviewing the 7 “C’s” of effective communications

o Conveying information easily and effectively

o Assessing personal communication skill levels

o Identifying barriers to communications so that they can be addressed

o Building self-esteem and assertiveness

o Moving forward when being criticized

o Delivering effective presentations

o Understanding the art of storytelling

This is a highly interactive and participative workshop. Several self-assessment tools are used to help participants

focus on personal areas that could be improved. Participants will also work together in groups and teams and come

together in plenary for group discussion, sharing and learning.

Section

2

UP

16

COMMUNICATION

Communication and Social Styles – COMM133


Course Length 1 Day

Maximum Students 15



By using appropriate exercises, this training will enable the participant to:

─ Understanding people's reactions towards themselves

─ Understanding individuals that are different from themselves and to communicate and understand

others better

─ To know how to anticipate people’s reactions and behaviours in various situations

─ Learning to identify in others their social style

Course Content:

o Introduction

o The Trima model

─ The origin of the Trima model

─ Description of the model (different behaviours in different situations)

─ The evolution of the profile

o Custom profiles (social style)

─ The profile of the group

─ Interpret my personal profile

─ My profile in relations to the group

o How to identify the profile of the people I work with?

o Anticipate behaviour in various situations in everyday life

o Communicate and interact taking into account the cerebral preferences of my surroundings

─ Differences in language

─ What annoys the speaker

─ How to get along with others based on their profile

─ Communicating in another’s language

─ How to influence people different from us

Section

2

UP

17

COMMUNICATION

Conducting Effective Meetings – COMM112


Course Length 1 Day

Maximum Students 15



Learning the skills necessary to facilitate, lead and manage meetings and/or group efforts to obtain

results. Action on individual responsibility for results through group collaboration.

Course Content:

o Module 1

─ Evaluating Meeting Competency

Group assessment

Individual assessment

Responsibility and accountability factors

Characteristics of an effective group

Define group collaboration

o Module 2

─ Planning to Facilitate or Attend a Meeting

Steps to plan and prepare for the meeting (List key elements to consider)

Basic tools for planning meetings, discussion groups and group processes

Decide what type of meeting is appropriate to the situation ( Information dissemination, Situation

analysis, Problem solving, Decision- making, Planning or Creative Problem solving.)

The Meeting quiz (Describe how you would handle the situations/ Scenarios)

The 7 P’s of Meetings (Purpose, People, Place, Planning meeting, Personal preparation,

Participation, Post-Meeting follow-through)

Planning to facilitate a meeting/ attend a meeting: Checklist

o Module 3

─ The responsible Chair/Facilitator

Difference between a meeting chair and a facilitator?

Setting group goals (Goal setting activity)

Role, Skills and Attitudes required, Behaviors

Techniques/Tools to Unite the group, Focus the group and Mobilize the group (Discussion and

theory = Process versus Task oriented …)

Listening skills (Exercise)

Create open-ended questions (Exercise)

The role of “I” statements (Theory and exercise)

Dealing with difficult situations and or people (DESC model)

Section

2

UP

18

Conducting Effective Meetings – COMM112 (continued)

o Module 4

─ The Considerate Presenter

Be prepared, Read Your Audience, Organize your thoughts, How to make use of the “Remaining

Time”

How to handle questions

Know your strengths and weaknesses

Tips for Success

o Module 5

─ The Effective Participant

Your participation Style (Facts, Possibilities, Process, People)

What makes an effective meeting participant? (Discuss = Flip)

Group Dynamics and needs(exercise to bring forth characteristics and behaviors)

Introduce Theory Harmful and Helpful behaviors (Discussion)

Achieving consensus, tracking progress, summarizing and concluding

Section

2

UP

19

COMMUNICATION

Conflict Management – COMM113



Maximum Students 15



To help participants understand that conflict is the normal outgrowth of the diversity that

characterizes our thoughts, attitudes, beliefs and perceptions and that each of us has the power

over whether conflict becomes a negative or positive experience.

Course Content:

o Reviewing the factors leading to conflict

o Examining conflict management strategies

o Six ways to turn conflict into feuds

o Factors that affect conflict resolution

o Examining the positive aspects of conflict

o A new look at conflict

o Popular but ineffective approaches to conflict resolution

o Establishing conflict partnerships

o Ground rules for effective conflict resolution

o Examining the conditions that facilitate change

o Eight essential steps to conflict resolution

o Dealing with special situations

o Moving forward

This is a highly interactive and participative workshop. Several case studies and assessment tools are utilized to

assist in the learning process. Participants will work in groups and teams and come together in plenary for open

discussion, sharing and learning.

Section

2

UP

20

COMMUNICATION

Conflict Resolution – COMM114



Maximum Students 15



To help participants understand that conflict is the normal outgrowth of the diversity that

characterizes our thoughts, attitudes, beliefs and perceptions and that each of us has the power

over whether conflict becomes a negative or positive experience

Course Content:

o Reviewing the factors leading to conflict

o Examining conflict management strategies

o Six ways to turn conflict into feuds

o Factors that affect conflict resolution

o Examining the positive aspects of conflict

o A new look at conflict

o Popular but ineffective approaches to conflict resolution

o Establishing conflict partnerships

o Ground rules for effective conflict resolution

o Examining the conditions that facilitate change

o Eight essential steps to conflict resolution

o Dealing with special situations

o Moving forward

This is a highly interactive and participative workshop. Several case studies and assessment tools are utilized to

assist in the learning process. Participants will work in groups and teams and come together in plenary for open

discussion, sharing and learning.

Section

2

UP

21

COMMUNICATION

Customer Relations – COMM116


Course Length 1 Day

Maximum Students 15



Give participants an opportunity to: determine the calibre of service they presently provide;

identify ways in which they can enhance that service and acquire tools and skills to continue

improving the service they offer.

Course Content:

Trends in customer service

Providing service within the organization: the case of the Internal Customer

External customers and their expectations

The link between internal and external customers

How to establish and maintain measurable customer service standards

Section

2

UP

22

COMMUNICATION

Dealing with Difficult People – COMM117


Course Length 1 Day

Maximum Students 15



To be able to identify and understand different behaviors and attitudes in others and through that

understanding develop tolerance, respect, acceptance and a meaningful working relationship

Course Content:

o Examining and identifying difficult behaviors

o Understanding Myers Briggs

o Your attitude is the key

o The value of Emotional Intelligence

o Understanding the impact of change

o How to most effectively interact with difficult people

o Getting beyond anger

o Win/win strategies

o Demonstrating effective interactive communication

o Moving forward

Section

2

UP

23

COMMUNICATION

Dealing with Stress – COMM118


Course Length 1 Day

Maximum Students 15



Develop greater self-awareness and personal stress management abilities by: clarifying the

personal meaning of stress; identifying personal sources of stress; becoming aware of personal

coping strategies; developing new coping strategies; and developing a personal action plan.

Explore the patterns and barriers that keep us from adapting to change. Move from being

overwhelmed to being in charge, and establishing balance in our lives by using strengths and

finding ways to enhance them.

Course Content:

o Definition of stress

o Source of stress

o Personal coping strategies to minimize stress

o Developing new coping strategies

o Creating a personal action plan

Section

2

UP

24

COMMUNICATION

Diversity – COMM135


Course Length 1 Day

Maximum Students 15



This interactive workshop will allow participants to become comfortable working with people

from diverse backgrounds by learning how to: explore various elements of diversity and their

impact on the workplace, recognize benefits and challenges of diversity, identify common types

of misperceptions, analyze values of our own culture and other cultures, sidestep stereotypes, and

create a respectful and inclusive workplace.

Course Content:

o Discuss diversity and its impact on the workplace

o Benefits and challenges

o The Canadian way, eh?

o The unwritten rules – How we do things here

o Where cultures clash - Expectations and assumptions

o Recognize cultural values, our own and others

o Generalizations versus stereotypes - Sidestep stereotypes

o Resolve real-life diversity scenarios with innovative and fair solutions

o The Platinum Rule – empathy versus sympathy

o Strategies to successfully create a respectful and inclusive workplace

o Personal commitment and action plan

Section

2

UP

25

COMMUNICATION

Effective Presentation Skills – Train the Trainer – COMM119


Course Length 1 Day

Maximum Students 15



Assist participants in learning new techniques toward enhancing their presentation skills and

capturing the audience’s attention. How to overcome fear and anxiety.

Course Content:

o Examining the key elements of an effective presentation

o How to deal with fear and anxiety

o The role of good communication

o Knowing the audience

o Planning, organizing and structuring the presentation

o Incorporating visual aids and handouts

o Five ways to kill a presentation

o Dealing with hostile questions

o Capturing the audience’s attention

o Tips on practicing the presentation

o Learning to “think on your feet”

o Tips for success

This is a highly participative workshop. Near the end of the workshop each participant will deliver a short

impromptu speech and have it critiqued. Several self-assessment tools will be introduced to assist in the learning

process and for future evaluations.

Section

2

UP

26

COMMUNICATION

Emotional Intelligence at Work – COMM120


Course Length 1 Day

Maximum Students 15



To understand and explore the concept of emotional intelligence; to develop and enhance my

ability to monitor my own and others’ feelings and emotions, to discriminate among them, and to

use this information to guide my thinking and action, particularly as we live through change.

Course Content:

o Understanding change and its impact on relationships

o Fundamental competencies in partnership building and working with others

o A review of the key role emotional intelligence that plays in relationships

o Understanding personality differences and behaviors in self and others using MBTI

o The role of attitude

o Steps to managing anger

o Examining the key barriers to meaningful and sustained relationships

o Review of the seven basic elements that characterize most conflicts

o Dealing effectively with criticism

o Moving Forward

This is a highly participative workshop. Near the end of the workshop each participant will deliver a short

impromptu speech and have it critiqued. Several self-assessment tools will be introduced to assist in the learning

process and for future evaluations.

Section

2

UP

27

COMMUNICATION

Exceptional Customer Service - COMM121


Course Length 1 to 2 Days

Maximum Students 15



Show the latest proven strategies and the understanding needed to use them effectively.

Course Content:

Ways to make a positive impact on your customers & within your organization

About valuing customers, handling complaints & creating "partnerships"

How to listen carefully, build rapport & establish trust

How to control your tone of voice

Proper body language

High-impact techniques for servicing the customer over the phone

How to defuse anger, solve problems & recovery skills

The basics of up selling & cross selling

How to develop a more supportive team attitude with your co-workers

How to identify new service opportunities for your organization

Why customers leave & 18 ways to get them to stay

Section

2

UP

28

COMMUNICATION

Giving and Receiving Feedback - COMM122



Maximum Students 15



To understand the multiple dimensions of Feedback. To enhance your communication skills by

learning proven feedback strategies and techniques. To listen, understand, and observe by using

the DESC Communication Model.

Course Content:

o What is Feedback?

o Types of Feedback.

o How do we communicate?

o Verbal and Non-Verbal Communication.

o Tips – Giving Feedback

o Tips – Receiving Feedback.

o Rules – Dos and Don’ts

o DESC Model

Section

2

UP

29

COMMUNICATION

Group/Meeting Facilitation - COMM123



Maximum Students 15



Learning the skills necessary to facilitate and manage meetings and / or group efforts to obtain

results. Action on individual responsibility for results through group collaboration

Course Content:

o Deciding on what type of meeting is appropriate to the situation

─ Information Dissemination

Situation analysis

Problem solving

Decision-making

Planning

Creating problem solving

o Meeting/discussion group planning and participant selection

─ Facilitation Skills

Setting group goals

Guiding without impairing participation

Observation skills- verbal / non-verbal

Intervention skills - behaviors which enhance or diminish

─ Participation

Empowerment of participants

Dealing with difficult situations / people

Dynamics of groups and needs of group members

Achieving consensus, tracking progress, summarizing and concluding

─ Sessions

Assessing group success and characteristics

Basic tools for planning meetings, discussion groups and group processes

o Exercises in facilitation techniques and group problem solving

Section

2

UP

30

COMMUNICATION

Harassment awareness – Creating a Respectful Workplace - COMM134



Maximum Students 15



This course is designed to provide employees with information about workplace harassment.

Problems arising from workplace harassment and other similar forms of discrimination can have a

devastating impact upon the workplace. The costs associated with workplace harassment are

extremely expensive, both in financial and human terms.

Course Content:

o Laws, Policies and Processes

o Psychology of Conflict

o Case Studies

o Applying the Information Learned

Section

2

UP

31

COMMUNICATION

Healthy Conversation at Work - COMM101


Course Length 1 Day

Maximum Students 15



This session will explore various communication strategies and styles that help in workplace

conversations.

Course Content:

o The session invites participants to pay particular attention to conversations and learn how to adjust or

reframe their conversations with colleagues and managers to be more honest, open and helpful.

o It will also explore some of the barriers to communicating effectively and will challenge participants to

increase their self-awareness and understand how they may be impacting others through their

communication styles and patterns. The session will suggest some positive shifts in order to communicate

more effectively.

Section

2

UP

32

COMMUNICATION

Healthy Conversation at Work – For Managers - COMM102


Course Length 1 Day

Maximum Students 15



This session reviews the basic concepts introduced in the initial session, "Healthy Conversations at

Work", where managers learned to pay particular attention to conversations with their employees.

Course Content:

o Managers will re-visit the skills used to adjust or reframe conversations which enable them to be more

honest, open and helpful when speaking with employees.

o Participants will be invited to use practical everyday examples of “less than satisfactory” conversations

with employees.

o Through a facilitative leader framework, participants will be challenged to use their observational skills (of

self and of the other) more effectively and guide the conversations to be more helpful and effective.

Section

2

UP

33

COMMUNICATION

Intercultural Communication – COMM136



Maximum Students 15



This interactive workshop will allow participants to become comfortable communicating with

people from diverse cultural backgrounds by learning how to: identify elements of culture which

affect intercultural interaction, recognize communication styles which contrast with our own,

interpret messages sent in contrasting communication styles, recognize non-verbal cultural

differences, identify and avoid typical intercultural misunderstandings and conflicts, and practice

communication skills that are both effective and respectful.

Course Outline:

Culture and its impact on workplace communication

o Definitions of culture

o The impact of culture

Cultural dimensions and their impact on communication

o Individualism - collectivism

o Hierarchical - egalitarian

o Task orientation - people orientation

o Competition - collaboration

Various other factors affecting communication

o Treatment of emotions

o Level of self-disclosure

o Nature of topics discussed

Different communication styles

o Linear and circular

o Direct and indirect

o Restrained and expressive

The concept of time

The concept of space

Nonverbal communication

o Silence

o Turn-taking

o Vocal characteristics

o Posture and body language

o Gestures

o Physical contact

o Facial expression

o Eye contact

o Smiling

Section

2

UP

34

Interpersonal perception

o Suspending judgment

Strategies to effectively and respectfully communicate interculturally

o Attentive listening

o Patience

o Identity confirmation

o Perception checking/paraphrasing

Mindfulness

o Creation of new categories

o Openness to new information

Inclusive language

Personal commitment and action plan

UP

35

COMMUNICATION

Internal Consulting Skills – COMM126



Maximum Students 15

Target Audience Existing or potential internal consultants


Equip consultants or consulting teams with the necessary skills to work effectively and

productively in a consulting capacity.

Course Content:

Consulting process

Roles of the consultant

Self-awareness

Communication skills

Diagnostic and problem solving skills

Implementation skills

Consultative dilemmas

Section

2

UP

36

COMMUNICATION

Interview Skills – COMM127


Course Length 1 Day

Maximum Students 12

Target Audience Anyone looking to improve their interview skills, either from the

perspective of the interviewer or the person being interviewed.


To assist individuals that are preparing for an interview or considering a career change. The

workshop will help them to better understand themselves, plan for the interview and be more

confident in the interview

Course Content:

o Steps to career planning

o Knowing yourself

o Knowing the organization

o Understanding the importance of the Statement of Merit

o Understanding competencies and behavioral descriptors

o Preparing the resume and covering letter

o Examining different types of questions

o Understanding behavioral based interview questions

o Learning how to “answer” the questions

o Ways to succeed in an interview

o Examining the do’s and don’ts of an interview

o Practical interview skills

This course can be customized to suit either the interviewers or for people being interviewed.

This is a highly participative workshop. Participants will have the opportunity to work in groups and teams and then

come together in a plenary session for open discussion, sharing and learning.

Section

2

UP

37

COMMUNICATION

Negotiating Skills - COMM129



Maximum Students 15



Developing an understanding of the key elements and different types of negotiation and how they

can be incorporated into a workplace environment. Understanding different negotiation styles and

characteristics and how to move forward with each.

Course Content:

o Defining negotiations

o Examining the different types of negotiation

o The ten characteristics of a successful negotiator

o Demonstrating assertive versus aggressive behavior

o Understanding personality difference through MBTI

o The value of demonstrating emotional intelligence

o Six key components of influencing others

o Examining the three negotiation styles and characteristics and how to interact with each

o Strategies for moving forward

o Developing a negotiation action plan

This is a highly participative and interactive workshop. Several self assessment instruments are used to help in the

identification and learning process. Participants will also have the opportunity to work in teams and groups on

several case studies and then meet together in plenary for group discussion, sharing and learning.

o Develop strategies and tactics

─ Facts and Assumptions

─ Various strategies and tactics

─ The choice of strategy

o Discussion

─ The essence of negotiation

Opening

The positions of departures

Zone of agreement and discussion points

─ Communication

Establish trust

Language verbal / nonverbal

The attitude / influence

─ Environmental factors

Proposals and haggling

Realism

Do the right concessions

Tactics and roles

Techniques at the table

Section

2

UP

38

COMMUNICATION

Negotiating Skills For Non-Specialists – COMM128


Course Length 1 or 2 Days

Maximum Students 15


Goal:

This course is designed for those who plan and/or conduct negotiations without this being their specialty or

main activity.

For example:

─ Negotiate real estate leases

─ Negotiate the purchase of goods and services

─ Negotiate service agreements

─ Negotiate in everyday life

─ Set Dispute


o Learn how to prepare and conduct effective negotiations

─ Understand the steps of effective negotiation

─ Know and understand the different styles and approaches to negotiation

─ Be familiar with different strategies and tactics useful in negotiation and how to choose the right one

─ Know how to develop a plan and conduct a successful negotiation

─ Ability to communicate effectively in the process

Course Content:

o Negotiation

─ What is negotiation?

─ The basic conditions for effective negotiation

─ The main elements of a negotiation

─ The two main approaches (features, advantages and disadvantages)

o The negotiation process

─ Planning

• While identifying the situation and issues

The purpose of the negotiation

Background / Issues

Consequences

• Know the stakeholders

Strengths and weaknesses

Needs / interests

The individual trading styles

Relationships / interdependence / power

• Define positions

Defining its position

Targets / minimum acceptable

Priority Elements / negligible

Section

2

UP

39

Negotiating Skills For Non-Specialists – COMM128 (Continue)

Anticipate the positions of the other parties

Objectives

Priorities

Develop strategies and tactics

Facts and Assumptions

Various strategies and tactics

The choice of strategy

Discussion

The essence of negotiation

Opening

The positions of departures

Zone of agreement and discussion points

Communication

Establish trust

Language verbal / nonverbal

Attitude / influence

Environmental factors

Proposals and bargaining

Realism

Do the right concessions

Tactics and roles

Techniques at the table

Section

2

UP

40

COMMUNICATION

Networking - COMM130



Maximum Students 15



─ How to establish new contacts

─ How to overcome reluctance

─ How to create new opportunities

─ When, where and how to make and nurture contacts

─ How to manage your network

─ How to keep it up-to-date and productive

Course Content:

o What is Networking?

o Benefits

o Self Concept

o Types

o What is the best use of my Time right now?

o Goal Setting

o Top Ten Tips

Section

2

UP

41

COMMUNICATION

Oral Presentations - COMM131



Maximum Students 15



─ Understand and overcome fear and anxiety

─ Present information logically

─ Remain concise yet dynamic

─ Evoke enthusiasm from audience

─ Be effective and productive

Course Content:

o Planning and organizing the presentation

o Preparing for the presentation

o How to practice your presentation

o Do’s and Don’ts of public speaking and presenting

o Dealing with fear and anxiety

o Communication process

o Body language

o Creating an effective environment

o Self evaluation

Section

2

UP

42

COMMUNICATION

Presentation Skills - COMM132



Maximum Students 15



To develop effective technical and oral presentation skills

Course Content:

o Pre-Presentation Preparation

─ topic and delivery method selection

─ course/presentation title

─ gathering material/data/information

─ organizing data/information

─ sequencing information for presentation

─ opening, body and closing of presentation

─ condensing data/information for visual presentation

─ production of visuals for presentation

─ timing of presentation

─ generation of handout support materials (actual hands-on practice sessions)

o Delivery of Presentations

─ room and catering considerations

─ room set-up

─ audio-visual equipment - the new technology, LCD, panels, projectors

─ lighting

o Presentation Skills

─ operation of equipment and aids during presentation

─ conquering your fears and projecting confidence

─ presenting topics

─ tone and volume of voice, dress, body language

─ Neurolinguistic programming;

─ participant control

─ answering questions and what to do if you don't know the answer

─ trainer/program evaluation

─ reading the audience

─ humor - using it properly

─ pacing a session and breaks

─ use of handout material

─ capturing audience attention

Section

2

UP

43

COMMUNICATION

Putting Your Words to Work - COMM109



Maximum Students 15



To provide some basic tools so that a manager can hold an effective performance dialogue with

employees. This session provides an essential piece of the employee performance measurement

process as it provides managers and supervisors with a number of experiences and concrete tools

that they could use to provide performance feedback to employees.

Course Content:

o Identify the conditions that foster effective performance management through the use of feedback

o To describe principles and strategies for giving constructive performance feedback

o Identify and review the distinction between two types of feedback— evaluative and descriptive

o To provide opportunities to practice giving and receiving feedback

o To discuss common problems in giving effective performance feedback

Section

2

UP

44

COMMUNICATION

Telephone Etiquette - COMM110



Maximum Students 15

Target Audience General (Effective for Call Centre Environment)


Examining client service competencies and service indicators that enhance client service and

improve performance. Dealing with difficult clients in a respectful and productive manner.

Course Content:

o Examining the key client service indicators

o Telephone etiquette 101

o Effective interactive communications

o Examining difference communication styles

o The do’s and don’ts of effective communications

o Understanding the value of emotional intelligence in dealing with difficult behaviors

o Dealing with conflict

o The ground rules for effective conflict resolution

o How to calm emotional clients

o Tips for battling burnout

o Tips for handling telephone calls effectively

This is a highly interactive workshop. Several self-assessment tools will be used to assist in the understanding and

learning process. Participants will work in teams and groups on several exercises and then come together in plenary

for group discussion, sharing, input and learning

Section

2

UP

45

LEADERSHIP – SECTION 3

Coaching in the Workplace– LEAD109



Maximum Students 15



Define managerial coaching in relation to other workplace accompaniment roles

Course Content:

o Explain and apply elements of the six core coaching competencies

o Apply the GROW feedback model in support of brain research and effective coaching

o Understand the commonality between coaching the boss, colleagues and employees in a framework of

managing progress and accountability

Section

3

UP

46

LEADERSHIP

Creating a Culture of Collaboration – LEAD110


Course Length 1/2 Day

Maximum Students 15



To have members of diverse teams collaborate to create the best service model and service

delivery possible. Employees in both teams seek to improve the delivery of their services by

creating a culture of cooperation focused on continual improvement, and support of each other.

Course Content:

o Ensuring that everyone’s voice is heard and respected

o By establishing collaboration protocols

o Setting clear collaboration goals

o Developing a system of tracking to ensure everyone’s active participation

o Acknowledging and appreciating collaborative efforts and behaviors

o Taking time to have open dialogue on what is working/not working in the collaboration

o Ensuring that tools and processes are developed to facilitate the collaboration

o Committing to working through differences in a collaborative spirit

o Ensuring that everyone understands what is required to make this change and supporting them to move in

this direction

Section

3

UP

47

LEADERSHIP

High Performance Teams – LEAD112



Maximum Students 15


Goal:

Developing High Performance Teams through collaborative team building provides realistic experiences

that empower individuals to contribute to common goals, identify roles and responsibilities, address

interpersonal issues, understand conflict management styles, and establish work plans for improved

business performance and outcomes.


o Provides participants with an opportunity to assess current team performance against the four key

dimensions of a high performance team.

o Understand the factors that influence and accelerate the five stages of team development.

o Assess whether the team has a clear and coherent mission and set of objectives with a team member buy-in.

o Identify the roles and responsibilities of the Sponsor, Team Leader and Team member at the different

stages of Team development.

o Help teams that are “stuck” and provide an assessment of conflict management styles.

o Address interpersonal issues impacting performance and develop a plan for strengthening relationships.

o Review different decision-making styles and provide tools to improve decision-making.

o Address meeting process to increase effectiveness.

o Establish work plans for improved business performance and outcomes.

Course Content:

o Assess team performance feedback based on participating interview sessions.

o Evaluate the team’s status versus a High Performance Team model.

o Understand the stages of High Performance Team formation.

o Work collaboratively with others to complete a team project (open session).

o Provide a safe forum for tabling issues impacting team performance (intact teams).

o Review team objectives and address gaps, different understandings and any lack of clarity.

o Identify the roles and responsibilities within the team.

o Assess Team Behaviors and individual personality type preferences using the Myers Briggs Type Indicator

– value the diversity.

o Identify conflict management styles and address how to use conflict productively by using Thomas

Kilmann Conflict Mode instrument.

o Demonstrate the use of planning tools to facilitate decision making and problem solving processes.

o Provide techniques and process improvement recommendations to increase effectiveness.

o Create work plan objectives for the team through a variety of exercises and feedback sessions.

o Achieve real teambuilding using the Myers Briggs Type Indicator – value the diversity.

o Demonstrate the use of planning tools to facilitate decision making and problem solving processes.

o Create work plan objectives for the team through a variety of exercises and feedback sessions.

o Achieve real teambuilding.

Section

3

UP

48

LEADERSHIP

Inspire Confidence: The True Power of Influence – LEAD101


Course Length 1 Day

Maximum Students 15


We are currently experiencing a crisis of confidence globally. People are less and less confidence in

institutions and governments. Employees do not trust their leaders. Young people no longer listen to

parents and teachers. Consumers are wary of companies and their advertising often "flashy."

This distrust creates a huge cost to our society and its institutions as well as increasing the cost of goods

and services for the population.

In this context, the leader who becomes aware of the consequences of increased distrust will take action to

adapt their behavior and stand by a credible leadership to its partners and collaborators.

This workshop will bring you awareness in the following ways:

─ Revealing and supportive theories

─ The salutary reflections

─ Enriching experience

─ Apply realistic and profitable plan

─ Rich exchanges

─ A respectful feedback

In conclusion, individual and team development that transforms people.


─ Realize the impact of the presence or absence of trust between team members

─ Understand the basics of credibility

─ Know and control behaviours that impact on trust that people carry us

─ Identify what to do to build credibility in the eyes of those around him

─ Understand the role of credibility in the exercise of leadership

─ Improve the image of the team from its customers and partners

Course Content: A 2 day workshop for leaders or 1 day for the general public

o Introduction

─ A crisis of confidence global

─ The concept of trust

─ Fact and Fiction of confidence

─ People in whom we trust

─ Gestures that inspire trust

o Trust

─ On what do we put our trust?

─ The impact of our actions on trust

─ Accelerators on confidence - "Moments of Truth"

─ The foundations of credibility

─ Examples of people who inspire confidence

─ Our attitudes when one is confident

─ The behaviors that inspire confidence

Section

3

UP

49

Inspire confidence: The True Power of Influence – LEAD101 (Continued)

o Building Trust

─ Credibility and leadership

Benefits of credibility for a leader

Lead by example

Master the foundations of trust

Signs in assessing credibility

Scenarios daily: maintaining trusting relationships

Restoring confidence shaken or broken

─ Establish /maintain credibility

My personal experiences related to trust or distrust

My significant relationships with who I want to be credible

Self-diagnosis of my credibility

Develop a trusting relationship with significant people

Establish a "trust account"

Provide more consistency in my management

o Allow confidence

Portrait of people who we trust

Who I trust?

On what basis I place my trust?

Gains and losses to trust

Trust Smartly

Actions that demonstrate that there is trust

o Organizational trust

─ Confidence in Management

Confidence - profitability factor

The impact of trust on organizational issues

Signs that demonstrate trust or distrust

Positive Stories trust in the organization

How to develop trust through our structures, policies and systems

The symbols of trust in the organization

The level of confidence in our organization and its consequences

Actions to take to increase the level of confidence

─ Confidence in Team

The impact of trust or mistrust on team results

The current level of trust among team members

The costs and benefits of trust, specifically to our team

Actions to take to increase the level of confidence

The trust of our partners

Where is it located?

Causes and consequences of the current situation

Feedback from our partners

The customer confidence

─ Confidence in the clientele

Logos and names that speak - Reputation

The level of customer confidence and how to increase it!

Section

3

UP

50

LEADERSHIP

Introduction to Coaching – LEAD108


Course Length 1/2 Day

Maximum Students 15



Understand the role of coaching in the workplace and how it can facilitate change in others.

Course Content:

o Recognise core coaching skills and techniques

o Use some of the essential techniques and tools necessary for successful coaching

o Plan and structure a coaching session

o Overcome some typical coaching barriers

o Receive feedback on coaching

Section

3

UP

51

LEADERSHIP

Leader’s DNA, Transforming Teams - LEAD102


Course Length 5 Days (spread out over 4 to 6 months)

Maximum Students 15


Timeline

Spread over 4-6 months, the program will further reflection and learning transfer in the workplace by

adding practical exercises where participants will be able to experience the concepts and tools learned in

each block of the program.

Methodology

The program focuses on experimentation and reflection on one's own behavior in leadership situations. A

judicious choice of exercises will help everyone understand and qualify the theoretical aspects of the

program.

Each participant will also receive customized profiles on:

─ His/her social style

─ Leadership style

─ Skills

The participant will also have the opportunity to measure different aspects of his leadership through several

tests:

─ Listening Skills

─ Styles of conflict resolution

─ Profile decision making

─ Ability to coaching

─ The ability of my team

Learning Objectives

Develop leaders capable of leading a team to higher levels:

─ Reflect on attitudes and behaviors leading

─ Understand the impact of leadership style on team members

─ Exercise situational leadership

─ Improve communication skills

─ Develop greater credibility with its employees and partners

─ Direct its team based on key organizational issues

─ Develop individuals and teams

─ Increase operational efficiency and that of his team

Section

3

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52

Leader’s DNA, The: Transforming Teams – LEAD102 (Continued)

Course Content:

Several books have been written about leadership in all its forms. However, there is one point on which most

experts agree: no matter the management style he prefers, the leader must adapt its ways to the situations and people

around him if the manager/leader wants to have success. The model of social styles Trima now provides the

manager with a framework that allows it to better diagnose and understand situations around him to exercise

effective "situational leadership" and that, from the style of its own. This training will therefore use the Trima model

as a backdrop to allow the learning relevant to the development of inspirational leadership. You'll get your custom

profiles "social styles", the "Leadership Styles" profile and skills at this workshop.

The model below summarizes the key elements of the program and shows the essential aspects of a campaign

leadership.

I-CONTROL THE SITUATION: UNDERSTANDING AND TAKE ACTION

o Introduction Program

─ Objectives / content / flow / logistics

─ Approach to Training (informational vs. transformational)

─ Key organizational problems

─ The qualities of a leader

─ Defining Leadership

─ Power and leadership

─ The successful leader

o Trima model - A tool for situational leadership

• The Trima model of social styles

• The differences between individuals

• Anticipating reactions

Priorities and security sources

Needs and different language

• Environment favorites

• The influence of social styles on his way to work

─ The portrait of my team

─ Risk and opportunities for my team

o Leadership Styles

─ Characteristics of successful leaders

─ My leadership style

─ Manage to "Brain total"

─ Adapt your style to the context

o The powers of leader

─ My management skills

─ To develop my skills

─ The challenges of my leadership

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II. FOCUS ON EFFORTS

o Provide a clear vision

─ Develop an overview of his organization

─ Establish a strategic framework for the sector

─ Develop and communicate his vision of the future

─ Perform a profitable impact / align efforts

o Empower team members

─ Influence versus power

─ Giving meaning to work

─ Obtain buy

─ Awakening passions - nurturing the desire to perform

─ Clarify team values

III. TAKE ACTION

o Making Informed Choices

─ Decide

─ Decision-making styles

─ Decision-making

─ Establish consensus

─ Learning from experience

─ Planning Challenges

─ Set realistic goals and incentives

─ Organizes work / monitor progress

─ The art of planning steps to success

─ Eliminate barriers to success

o Providing the means

─ Manage priorities

• The priorities for results

• Unsharing the important from the urgent need

• Clear guidelines

• Manage time

─ The risk

• Understanding the concept of business risk

• Identify / assess / manage risk

• Anticipating / seize opportunities

─ Optimize Results

• Innovate

Fostering Innovation

The Enabling Environment

Transforming Creativity

─ Encouraging Innovation: A matter of survival

• Search for challenges versus meeting the challenges

• The work environment conducive to innovation

• Listen / stimulate / encourage innovation

• Transforming creative innovation

• Managing Change

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─ Improve processes

• The notion of processes and conditions for successful improvement

• Develop a strategy for process improvement

• Continuous improvement and value added

• Resolve

IV. DEVELOPING TEAMS

o Developing people

─ Oversee the performance / give feedback

─ Delegate / coach / accountability

─ Manage the talent

─ Building a Learning Organization

─ Consider the people

• Know your employees and their needs

• Triggers stress and motivation

• The art of recognizing achievements

• Support in difficulties

• Refine its approach

─ Communicate intelligently

o Create synergy

─ The foundations of a successful team and its evolution

─ Develop trust and a spirit of collaboration

─ Know your team and "coach" based on its strengths and weaknesses

─ Facilitate consensus

─ Managing Conflict

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LEADERSHIP

Leadership – LEAD103



Maximum Students 15



Examine a broad range of concepts, principles, characteristics and styles of leadership and their

value and application to achieving results through people.

Examining how to build trust and respect with employees.

Course Content:

o The building blocks – the organizational mission, vision and values

o Learning through a personal leadership assessment

o Examining key leadership competencies and their behavioral descriptors

o The new work paradigm – managing a changing workplace

o Changing an organizations “way of being”

o Challenges for leaders in today’s environment

o Leadership and management – a comparison

o Adding value to the organization

o Making a difference through leadership

o Signs of impending deterioration of leadership

o Understanding personality differences

o The role of emotional intelligence in leadership

o Examining leadership styles

o Increasing employee involvement

o Being a change leader

o Managing conflict

o Taking care of yourself

This is a highly interactive and participative workshop. Several instruments will be used to help participants assess

their own leadership skills and examine areas for improvement. Participants will work in teams and groups on

several case studies to assist in understanding the key elements of leadership.

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LEADERSHIP

Leadership – The Building Blocks - LEAD104


Course Length 1 Day

Maximum Students 15

Target Audience General (should have some prior supervisory or mid-management

experience).


Examining a broad range of concepts, principles, characteristics and styles of leadership and their value and

application in achieving results through people

How to add value to the organization through leadership

Course Content:

o Examining the key elements of leadership

o Identifying leadership competencies that achieve organizational results

o Adding value to the organization through leadership

o Visioning the future – then developing the team

o Examining the relationship between management and leadership

o Considering the role of emotional intelligence

o Understanding self and personality differences

o Gaining an awareness of different leadership styles

o Enhancing change management skills

o Understanding the three phases of transition

o Building trust and respect

o Empowering employees

o Examining the value of effective communication skills

o The Seven habits of effective leaders (Covey)

This is a highly participative and interactive workshop. Several self-assessment tools will be used to assist in

identifying personal leadership skills and areas for improvement. Participants will also work in teams and groups on

several case studies and then come together in plenary for input, group discussion, and sharing.

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LEADERSHIP

Leadership for Team Leaders & Supervisors – LEAD105



Maximum Students 15

Target Audience Managers/Supervisors/Team Leads


Provide participants with: a greater awareness of the abilities and traits essential to leaders, an

opportunity to examine their working environment and explore changing paradigms; a better

understanding of their own leadership style and its impact on their present ability to influence

others; new skills to enhance their present leadership abilities and understanding team dynamics,

team evolution and cohesion.

Course Content:

o The new leadership paradigm

o The evolution of management and leadership

o Skills and traits of effective leaders

o Self-assessment of leadership model

o Identifying support and resources for the team

o Obtaining team empowerment, terms of reference and mandate

o The role of personal power and influence in leadership conflict resolution

o Win-Win correction of performance problem

o Negotiation skills as they apply to leadership in organizations

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LEADERSHIP

Manage Paradoxes: The Secret of Efficient and Incredible Leaders – LEAD107


Course Length 2 Day

Maximum Students 15

Target Audience Professionals, leaders, managers and change agents

Our managers are mostly becoming adept in solving everyday problems. However, they feel helpless about

some chronic problems and difficult choices for their team and their organization. These problems often

include competition between them interdependent elements, called polarity paradox or dilemmas. Include

for example: Centralization and decentralization, stability and change, short term and long term, the

individual and team, reduce costs and improve services, Action and reflection, customer satisfaction and

employee satisfaction.

Research is inconclusive, leaders and organizations that manage polarities outperform. Indeed, managing

complex situations inherent to our organizations has become an essential skill for the modern leader.

We offer a workshop to distinguish the polarity problems and address the past in order to achieve the

balance necessary to optimize the underlying potential. You will experience a simple, inspiring and

motivating way to approach these complex situations.


o Understand and manage the dynamics of the paradoxes in its environment.

─ Know how to establish a clear and objective portrait of a complex situation

─ Know how to turn the tensions and contradictions to your advantage

─ Creating values through better management of the paradoxes inherent in its environment

o Improve the cohesion of your team

o Become a more complete and balanced manager

Course Content:

Introduction: The bipolarity in our organizations

o Trends / complex challenges

o Reactions of leaders and of the environment

o The leader and problem-solving

Polarities

o Setting a polarity

o The dynamics of a polarity

o The tensions related to polarity and blindness "involuntary"

o The portrait of a polarity

o Origins and consequences of resistance to change

o The dynamic thinking "One and the other one vs. one or the other"

o Recognize polarities

o Where do we find the polarity?

o The great difficulties in our organizations

o Distinguish problems and polarities

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Manage Paradoxes: The Secret of Efficient and Incredible Leaders – LEAD107 (Continued)

Manage polarities

o Identify / understand / evaluate / act

─ Understanding the dynamics of the environment

─ Mapping polarity (Goal, fears, pole impacts)

─ Evaluate its position

─ Anticipating skids

─ Plan strategy

Polarities and creating value

o Four conflicting and interrelated strategies

o Develop a creative balance of value

Polarities and development of leadership

o My leadership style

o My strengths and polarities

o Avoid excess

o The real situational leadership

o Polarities and Conflict Management

Conclusion

o The essence of true leadership

o Manage polarities and priorities

o Applications of the management of polarities

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LEADERSHIP

Responding to Employees Who Underperform – LEAD106


Course Length 1 Day

Maximum Students 15



Provide an understanding of how motivation drives behavior and how to use this knowledge in

managing employees.

Course Content:

o Highlight the importance of establishing a solid personal relationship with the employee that is focused on

organizational goals

o Offer theory and practical exercises aimed at helping integrate the principles of effective performance

management, particularly when performance improvement is required

o Provide a foundation in providing effective descriptive performance feedback to employees

o Understand how to use the skills and capacities learned in coaching employees to improve their

performance.

o Learn how to engage in difficult conversations focused on unsatisfactory performance (that is not

improving) and establish a performance agreement

o Learn how to proceed in situations where disciplinary action is required

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LEADERSHIP

The Hard Work of Getting to the “Soft Stuff” – LEAD111


Course Length 1 Day

Maximum Students 15



New insights into the brain and what this means in leading others.

Course Content:

o How we see leadership and leading is undergoing a radical shift as we gain insight into how the brain

functions.

o Invite participants to challenge their thinking of the role of the leader by using recent research on how the

brain “thinks”.

o New insights are emerging and this research points to a new way of thinking, a new way of listening, a new

way of speaking, a new approach to every conversation, a leader has with their people.

o The basic premise is that the role of a leader is to help others improve their thinking and to help them

develop insight.

o They improve their employees’ thinking – literally improving the way their brains process information –

without telling anyone what to do.

o Given how many people in today’s companies are being paid to think, improving thinking is one of the

fastest ways to improve performance.

o This session will outline some practical steps that leaders can take to facilitate this learning.

o With the assistance of some videos and interactive activities, participants will have a chance to apply what

is being presented and challenge what is being presented.

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MANAGEMENT/SUPERVISORY – SECTION 4

An Effective Approach to Resolving Conflict- MNT/SU102


Course Length 1 Day

Maximum Students 15

Target Audience Team members, team leaders, managers or anyone who is often in

contact with people.


Working within a team environment can have its advantages and disadvantages. Teams have been

shown to produce far more than a single individual. The synergy and creativity that can be

developed within a high performing team can be amazing. However, along with working closely

with others comes the challenge of working and communicating effectively.

Emotional intelligence has been shown to be the single most important factor in an individual’s

success. How well you do is largely dependent on how well you communicate, listen and interact

with others. Similarly, Group Emotional Intelligence (the collective emotional intelligence within

a group) has been linked to how productive and effective a team will be.

In any work environment, there is bound to be conflict. How well an individual or group handles

this conflict will determine whether this conflict will propel you forward to uncharted territory or

send you spinning downward in a destructive spiral.

Course Content:

Understand perceptual differences

Evaluate your own listening skills

Determine your most preferred method for communication and conflict resolution

Understand the importance of rapport building

Learn to recognize and avoid the most common causes of conflict

Discover methods and tools for dealing with conflict within a group scenario

Practice using the 5-step process for resolving conflict

Develop an action plan for developing your communication and conflict resolution skills

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MANAGEMENT/SUPERVISORY

Appreciative Leadership Workshop – MNT/SU114



Maximum Students 15

Target Audience Managers/Supervisor/Team Leads


This is a workshop focused on developing an appreciative leadership approach in the workplace.

Course Content:

o To enhance awareness of your leadership gifts, success patterns and strengths.

o To practice appreciative coaching to uncover, validate and bring out the best of another person.

o To explore appreciative leadership: definitions, principles, practices and benefits.

o To reconnect with and reenergize to your leadership dreams.

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Career Planning and Goal Setting – MNT/SU105

Language English, French


Maximum Students 15



Enable the participants to set realistic and achievable career goals. Direct participants in setting up

action plans to achieve their career objectives. Have participants assess their careers to date by

identifying their preferences, skills, aptitudes, interests, abilities and traits.

Course Content:

Self-assessment - fitting work skills to work preferences

Patterns and trends in each participant’s education, training and employment history

Aptitudes, interests and preferences

Current and ideal balance among work, family, social, recreational and intellectual activities - quality of

life

Aspects of their training and employment that are sources of satisfaction and dissatisfaction

Limits on their career progress arising from lack of training, skills and experience

Characteristics of their ideal jobs (Roles)

Review of current availability and trends for jobs by occupational groups:

Review trends in availability of work through counselling, placement and recruiting firms

Review of institutions providing training, their course offerings, fees and entrance requirements

Examine the merits and limitations of full time, part time and casual training

Examine the process of registration for training

Mentoring - how one finds and develops a mentoring relationship

Distinguish among and understand the interdependence of: long and short term career goals; financial and

income security goals; training and development goals and quality of life

Prepare an action plan consistent with ones needs and constraints

Identify specific objectives and time frames

Commit one’s self to implement the plan

Manage implementation of the plan

Review and evaluate results

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Career Coaching Your Employees (CCE) – MNT/SU106


Course Length 1 Day

Maximum Students 15



Managers will be able to prepare and conduct an effective career development discussion with

employee(s).

─ Describe your role as a career coach

─ Describe the roles and responsibilities of your employees for career development

─ Prepare for the career development discussion (job-aid)

─ Conduct the career development discussion

─ Set immediate and longer term career development objectives with your employees

─ Select appropriate tools and services to support career development activities

Course Content:

o What is a Career Coach?

o How do we manage career development?

o The benefits of career coaching

o Roles of the Manager, the Employee and the Human Resources professional

o The Barriers to career coaching

o Your own career development

o The career coaching process

─ Preparing for the career development discussion

─ Conducting the career development discussion

─ Coaching and communication skills

─ Providing support and feedback to your employees

o Case study or exercise(s)

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Competency Based Training – MNT/SU108



Maximum Students 15

Target Audience Federal Government managers and employees


Assess personal and organizational skill requirements and capabilities within the new competency

framework.

Course Content:

Treasury Board, PSC and Department or Agency competency profiles

A flexible work force with work assignments oriented more towards tasks, projects and activities than

functions

What people do, and how well they do it, regardless of how these competencies were acquired.

Transferable skills or competencies - more important, to ‘getting the job done’ than technical knowledge

The future skill and competency requirements of your organization

Establish existing skill and competency profiles through the use of a customized questionnaire from which

the ‘gaps’ between what exists and what is required are tabulated and ranked

Identify competency needs

Both the quality of product and that the human resource needs of the organization are met

The issues and promote the skills and attitude helpful to building a unified culture throughout competency-

based training program

The values and ethics required of greater consumer orientation as each of the different required skills or

competencies is addressed

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Facilitate Innovation – MNT/SU101



Maximum Students 15



o Know how to facilitate working groups work when challenged and / or to resolve problems

o To develop tools to better facilitate these teams

o Bring your organization to innovate more

o Improve your facilitation skills / facilitation

o Being recognized as a creative facilitator

o Adapt interventions to the target groups and challenges

Course Content:

o Introduction

─ Innovation: A matter of survival

─ The need and context of group facilitation

o The group facilitator

─ The qualities and characteristics of the host

─ The learning needs and styles of learning

─ The learning styles

─ Communication

o The consultation process

─ The role of the consultant

─ The process steps

o The development of creativity

─ Define imagination, creativity and innovation

─ Different forms of creative intelligence and how to develop

─ The blockages to creativity and how to get around

─ The behaviors that foster creativity

─ The secrets of creative geniuses

The creative genius innate or supported by technical?

Some technical creative geniuses

Make new combinations: The essence of creativity

Look at things differently

o The management of creativity and innovation

─ Unleashing Creativity

─ The enabling environment

─ Organizational brakes

─ The Leader of Innovation

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Facilitate Innovation – MNT/SU101 (Continued)

o The innovation process and its tools

─ The process steps

─ The rules of effective thinking: Divergence and Convergence

─ Tools to diverge and converge

─ Use the right tools

─ Tips on animating

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Four Generations– Four Approaches to work – MNT/SU117


Course Length ½ Days

Maximum Students 15



This interactive workshop will provide participants with an opportunity to explore generational

diversity in the workplace, and to learn to: develop an appreciation for the different generational

cultures, worldviews and core values, understand the impact on communication and organizational

performance, recognize shared values, and identify strategies for managing generational

differences to maximize unique generational contributions.

Course Content:

o Generational breakdown of the Canadian workforce

o Generational Diversity: A deeper look at each generation

o Different generational cultures, worldviews and core values

o Intergenerational influences

o Implications

o Impact on communication and organizational performance

o Shared values

o Resolve real-life scenarios with innovative solutions

o Strategies for managing generational differences to maximize unique generational contributions

o Personal commitment and action plan

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From Creativity to Innovation: Harnessing the Creative Potential of Its Organization –

Facilitate Innovation – MNT/SU111



Maximum Students 15 (can be customized workshop to accommodate individual

organization and/or team needs).

Target Audience Managers and Leaders of all levels

Goal:

Everywhere we talk about the need to innovate for our organizations. Easier said than done! Where to start?

From over 20 years of research and work with international experts, the host has developed an approach to

maximize the creative potential of teams. Besides being very practical, lively and participatory, this

workshop presents the results of several serious research and numerous application examples.


o How to understand an individual’s creativity

o Discover the secrets of innovative organizations

o Explore management practices that foster innovation

o Understanding the use and application of tools for creativity in the pursuit of innovation

o Know transforming its organization to make innovative

Course Content:

o The Innovative Organization

─ What is creativity and where does it come from?

─ The difference between creativity and innovation

─ The need for innovation

• Study "IBM Global CEO study"

• The strategies of the past and the future

• Examples of success

─ Three components to transform creativity into innovation

o Creativity and Personal Development

─ Creativity accessible to all

─ The characteristics of a creative person

• Creativity and intelligence

• 2 types of thinking / 2 types of jurisdiction

• The secrets of creative geniuses

• DNA Innovator: The behaviours that lead to creativity

• The personal qualities of the innovator

─ Support the development of innovation skills

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o Transforming the Creativity and the Innovation

─ Create winning conditions

• Where and how to innovate?

• Different stimulants

• Potential actors

• Clients and Innovation

• The ability to innovate: Five essential conditions

• A culture of innovation

─ The three pillars of an innovative organization

• Individuals

The creative skills

Expertise and knowledge

The motivation for the task

• The work environment

Resource

The team

Management practices

• Leadership Innovation

A shared vision

The innovation strategy

Structure and Process

o Develop a Strategy for Innovation

─ Implement pillars: Four large blocks of decision and action

• The guidelines

• Roles and responsibilities

• Support mechanisms

• Monitoring mechanisms

─ Some considerations in the innovation strategy

• Governance

• Principles of Management

• Adaptation of existing processes

• Allocation of resources

• The stimulation activities and exchange

• Talent Management: Attracting, developing and retaining talent

• The management ideas

• Communication / mobilization

• Understand our organizational barriers to innovation and eliminate them

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o Tools of Creativity

─ Facing the challenges with a creative process

─ Measuring out divergence and convergence

─ Ask the right questions / identifying issues

─ The role and deployment of creative tools

─ The conditions for successful ideation sessions

─ Must have tools

o Conclusion

─ The coming decades

─ The challenges of innovation in our organizations

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Gyroscope: The Impact of Your Decisions on Human Performance – MNT/SU110



Maximum Students 15 (can be customized workshop to accommodate individual

organization and/or team needs).

Target Audience Managers and Leaders of all levels


o Be aware of the major impact of the manager's actions in times of turbulence and change

o Understanding human dynamics in organizations and assess the impact of decisions on it

o Understanding and anticipating the reactions of employees at the actions and decisions of the manager

o Improve its own ability to increase productivity while considering the human aspect

Course Content:

PART I: SIMULATION

In teams of 3 to 6 people and through a simulation, participants will have to take various decisions that impact

human performance of a fictitious organization. After each of the three parts of the simulation, they can see the

impact of their actions on the various components of human performance:

o Their leadership and energy level

o Employees

─ The level of influence

─ The level of risk-taking

─ The energy level

─ The quality of work life

─ Confidence in the leader

PART 2: ANALYSIS OF SIMULATION

o Back to the simulation / analysis of our performance

o What influences human performance

o Discussion in small groups

─ Follow-up of actions

─ The effects of the manager’s behavior

PART 3: MY ORGANIZATION’S DEVELOPMENT (for training 1 ½ to 2 days)

o Diagnosis of my organization (the face of human performance)

o Major causes of the current situation

o Upcoming events that will affect individuals

o The fragile factor

o Potential Actions / Action Plan

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Leading Through Change – MNT/SU113


Course Length 1 Day

Maximum Students 15



This workshop will increase your personal and social competencies as a leader. It will provide

managers and supervisors with a number of experiences and concrete tools that they could use as

they lead others through change. This workshop is meant as a complement to any organizational

change process undertaken in the workplace in that it provides basic managerial skills to

effectively lead others by focusing on the personal and social competencies required of a manager

as they guide others through a change.

Course Content:

o Identify personal and social competencies that facilitate my capacity to lead through change.

o Enhance my personal and social competencies through exercises and tools so that I could respond to

changes more constructively

o Create an individual possibility statement that will act as a guidepost for leading others through change.

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Leading Through Resistance– MNT/SU116


Course Length 1 Day

Maximum Students 15



This workshop is designed for people interested in learning how to become an effective facilitator

in order to facilitate small and large group meetings and events effectively. The goal of this

workshop is to develop the necessary skills and techniques to be an effective facilitator. Topics

include how people learn, the role of the facilitator, and tools and techniques for designing and

facilitating participatory lessons. Additional topics such as assessment and evaluation, cross-

cultural facilitation, conflict resolution, and working with a facilitation team will also be explored.

The workshop will incorporate various training materials and resources of the International

Association of Facilitator’s into the training sessions.

Course Content:

o To distinguish between a reaction to change and a resistance to change

o To develop effective managerial skills in front of resistance

o To use resistance as a building block for employee engagement

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Strategic Thinking and Planning – MNT/SU109


Course Length 1 Day

Maximum Students 15



To develop, strengthen and encourage strategic thinking and understand factors that build strategic

alliances and partnerships:

─ Know why a Strategic Plan is necessary.

─ Learn the key steps in leading a strategic plan preparation.

─ Understand how and why to use expert resource (internal and external).

─ Understand the importance of individual and team effort in strategic planning

─ Learn how to set realistic, achievable goals in building a strategic plan.

─ Develop performance indicators.

─ Apply Results Based Management (RBM) in monitoring performance.

Course Content:

Develop vision, mission, strategic objectives

Conduct SWOT Analysis: Strength, Weaknesses, Opportunities and Threats

Conduct Stakeholder Analysis (internal, external)

Identify strategic issues and strategies

Determine current objectives

Understand Results Based Management (RBM) concept and apply performance measurements

Section

4

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Strategies to Help People During Transition and Change – MNT/SU115


Course Length 1 Day

Maximum Students 15



People have different needs at different stages of transition. This workshop will help you develop

strategies that are responsive to people’s needs at each stage of transition.

Course Content:

o During transition, doing the right thing at the right time can make all the difference to the success of your

plans.

o How to communicate a change, built commitment for a change, anchor a change or renew your team,

department or unit after a change.

o Learn about the two stages to developing and implementing successful transition strategies.

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Team Building – MNT/SU103



Maximum Students 15



Use the social styles model Trima and lay a foundation for a better team by allowing them to:

─ Understanding and dealing with the diversity within their team

─ Better interact and get along with their team members

─ Develop trust and collaboration among team members

─ Better perform individually and collectively

Course Content:

1. The team and its members

o The social styles

─ Diversity sources of complementarities

─ The five social styles

─ Main differences between styles / each person is unique

─ Get to know your teammates to better understanding them

o The successful team

─ Video: "Building a Team"

─ The four dimensions of successful teams

─ The profile of the team: challenges and sources of opportunity

─ The influence of social styles in the work of the team

─ Accountability

─ The development team

o The normal stages of evolution of a team

o Accelerate the development team / become a real team

2. The team at work

o Decision-making

─ The impact of the decision making style

─ Consensus building

─ Useful to achieve consensus behaviors

─ The decision-making process

o The team’s roles

─ Various approaches to work / problems

─ Roles relevant to task

─ Relational Roles

─ The complementary roles

o Performer

─ My role / contribution in my team

─ Plan and execute tasks cohesively

─ Optimizing Outcomes

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Team Building – MNT/SU103 (Continued)

o The team’s communication

─ Communicate intelligently

• language differences

• Communicate to understand

• Giving and receiving feedback

─ Listening

• The reality of listening

• The dimensions of active listening

• My listening skills

o The Leadership Team

─ Different forms of leadership

─ Sharing leadership

─ The exercise of my leadership

3. Relationships in the team

o Getting along

─ Respecting Differences

• Understanding different ways of acting and the needs of others

• Dealing with different ways of seeing / different priorities

─ Establish a positive climate

• Collaboration

• The impact of trust

• Establish a climate of trust and collaboration

o Conflict

─ The basis for improved relations

─ Attitudes in conflict resolution

─ Benefits / adverse effects

─ Differences in perception

─ Prevent / resolve conflicts through collaboration

─ Matrix diagnosis/finding solutions to real causes

Section

4

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PRE-RETIREMENT SEMINARS – SECTION 5

PLANNING RETIREMENT EARLY – PR 101



Maximum Students 15

Target Audience Individuals 40 years and younger who want to plan for their retirement

and achieve a balanced lifestyle.


This highly participative instructor-led program offers basic principles and practical tools to

achieve financial security and a balanced life style.

The emphasis is placed on developing financial and life goals and an action plan.

Course Content:

Identify and address challenges they face in achieving financial security

Plan their financial futures

Examine their present lifestyle

Develop goals and an Action Plan

Fundamentals of Financial Planning

Basic Tax Planning

Fundamentals of Investing

Estate Planning

Perspectives on Retirement

Section

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81

PRE-RETIREMENT SEMINARS – SECTION 5

Pre- Retirement Planning – PR 102



Maximum Students 15

Target Audience General – People that have 10 years or less before retiring.


Participants gain understanding of the implications of retirement on personal life, social life,

recreation, work, estate and finances as a basis for retirement decision making.

Assessments of each participants’ preparedness for retirement.

Retirement goals and action plan of each participant for a successful retirement.

Course Content:

Retirement goals

Financial planning

Pension plans: understanding, benefits, when to retire, etc.

Lifestyle changes: activities in retirement, meeting needs currently satisfied by work communications

between partners and other social needs

Legal estate planning

Health, ageing and well-being in retirement

Accommodation Planning

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5

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PROFESSIONAL AND PERSONAL DEVELOPMENT – SECTION 6

Adapting to Change – Change Management - PPD104


Course Length 1 or 2 Days

Maximum Students 15



To understand and apply key change principles to the workplace. Understanding the three phases

of transition and how to move forward in each.

Course Content:

o Understanding the stages, impact, personality differences, common reactions and emotions in situation of

change and transition.

o Gaining a better understanding of personality differences and integrating this into the change management

process.

o Identifying and discussing employees personal reactions related to change and turning it into a positive

experience.

o Learning strategies for coping with change and developing “change hardiness”

o Identifying self-management and personal leadership strategies for working in uncertain and constantly

changing environments.

o Understanding the need and process for receiving management support during change and transition

o Dealing with change cheers, fears and unclear.

o Developing a change action plan.

This is a highly interactive and participative workshop. Several self-evaluation tools will be used to assist in the

learning process. Participants will also work in teams and groups on several change management exercises and then

come together in plenary for group discussion, sharing and learning.

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PROFESSIONAL AND PERSONAL DEVELOPMENT

Advanced Facilitation – PPD101



Maximum Students 15



Gain skills in facilitating teams and work groups to achieve their objectives based on a foundation

of basic facilitation skills including: understanding the role of the facilitator; questioning

techniques; use of flip chart; sorting, organizing and summarizing and seeking consensus and

closure.

Course Content:

Refresher of basic facilitation skills

Understanding team and group development

Active listening and mirroring

Giving feedback

Dealing with conflict and interpersonal differences

Defining the problem

The problem solving process

Win-win, win-lose, lose-lose

Building an action plan

Mini-lectures, reading, videos, problem-solving tools, conflict styles, FIRO-B or other self-evaluation

instruments, all participants will practice facilitating, will be taped and provided with immediate feedback

This workshop incorporates problem solving; conflict resolution, consensus building and advanced facilitation

practice depending on length of course and background of participants.

Section

6

UP

84


Animation of Meetings – PPD102



Maximum Students 15



─ To enable participants to identify and tame the anticipated difficulties in conducting an assembly

─ Develop communication skills

─ Know how to prepare and organize a meeting

─ Reacting to events and disruptive behavior

Course Content:

o Meetings

─ Anticipated difficulties and problems encountered

─ Meeting Types - Particulars and conditions for success

─ The overall role of the facilitator

o The preparation of the meeting

─ Basic questions

─ The need for the meeting - Alternatives

─ Selection of participants – How to recognize them!

─ Develop an agenda

─ To do list

o Animating a meeting

─ The behavior of the facilitator

The different roles of the facilitator

Types of facilitator to not imitate

Common behavioral errors Facilitator

─ Manage disruptive behavior and events

─ Communication during the meeting

Disturbances

Vocabulary to ban

Handle objections

Stimulate discussion / encourage participation

o The follow-up of a meeting

─ The minutes / log execution

─ Monitoring actions

─ Evaluation of the meeting

Section

6

UP

85


Bringing Balance to Life – PPD105


Course Length 1 Day

Maximum Students 15



As life becomes more complicated, with new demands added daily, employees have to learn to be as

creative and flexible as possible, to better manage themselves and bring balance to life.

Course Content:

o This seminar helps participants examine:

─ Old patterns that don’t work

─ Find new alternatives that will work

─ Making “choices” out of “have to’s”

─ Proposed method to prioritize demands

─ Manage your time

─ What is important

Throughout the seminar, the facilitator and participants will share tips and ideas.

Section

6

UP

86


Developing Your Capacity to Anticipate – PPD121


Course Length 1 Day

Maximum Students 15



o Learn to act rather than react

o Learn to read and understand its environment

o Learn to better anticipate the market and events

o Ability to use its distinctive strengths to meet the trends

Course Content:

o Introduction

─ Agility; The basis for success

─ Anticipate and "timing"

─ Intuition and anticipation

o Understanding the Context

─ Customers and markets

─ What the customer really buys

─ The concept of tasks

─ The universal needs

─ Our organization

─ Our distinctive strengths / our vulnerabilities

─ The problems experienced / issues

─ Information sources

─ The environment

─ Stakeholders

─ The current and potential competition

─ The effect of the balance

o Strategies and tools to advance

─ Behaviors to better "see"

─ Challenging / think in terms of possibilities

─ Understanding the warning signs / evolving signals

─ Collect / information segments

─ Use stakeholders

─ Evaluate opportunities / develop scenarios

─ Some tools

o Stand out

─ Targeting the right customers with the right products

─ See the usefulness of technology to better meet the needs

─ Develop an agile organization to adapt quickly

─ Anticipate problems before they occur

─ Decisions and accept errors / learn from experience

Section

6

UP

87


Developing Your Creativity: Wake Up the Creative Genius In You- PPD122

Language

English or French


Maximum Students 15


Goal:

An extensive IBM study published in 2012 puts creativity at the top qualities of the leader today and

concludes with the need to innovate to survive in an economy increasingly competitive, hence the

importance of developing this skill throughout our organizations. During the last twenty years, the

facilitator has studied and worked with international experts to better understand the development of

creativity. He will share his thoughts with the participants of this workshop to help them maximize their

creative potential and thus ensure their place in a labor market increasingly demanding. A practical

workshop, interactive and dynamic, where everyone will come out with ready to use tools.


─ Learn to look and think differently;

─ Explore the behavior of creative people;

─ Discover the secrets of creative genius;

─ Understanding and experience some creativity tools;

─ Develop your personal creativity.

Course Content:

Creativity and Development

o Creativity and creative person

─ Define imagination, creativity and innovation

─ Different forms of creative intelligence and how to develop them

─ Personal qualities of creative people

o Optimize your creative potential

─ The mental process of creativity

─ The blockages to creativity and how to get around


The creative genius: innate or supported by techniques?

Some techniques from creative geniuses

Make new combinations: The essence of creativity

See differently

─ The behaviors that foster creativity

Section

6

UP

88

Developing Your Creativity: Wake Up the Creative Genius In You – PPD122 (continued)

Creativity and Tools

o The creative process of problem solving


─ Divergence and Convergence: two distinct needs for innovation

─ The rules of divergence


o Tools / Techniques

─ Brainstorming and brain writing

─ Visual techniques

─ Multiple perspectives

─ Fantasy

─ Analogies and Metaphors

─ Technical Association

─ Provocative techniques

─ Convergent techniques

Conclusion

o Several reasons to cultivate creative abilities

o Additional exercises to develop and take advantage of your creativity

o Personal Action Plan

Section

6

UP

89


Effective Team Development – PPD106


Course Length 1 Day

Maximum Students 12



Examining how to use the team concept toward achieving personal and organizational success.

Using teamwork toward developing a sense of ownership, empowerment, personal pride,

camaraderie, belonging, challenges and job satisfaction.

Course Content:

o Using organizational values as team building blocks

o Examining the key elements of teams

o Building relationships through understanding personality differences

o Emotional intelligence and the role it plays in building relationships

o The role of attitude

o Understanding the value of competencies and behavioral descriptors

o The five dysfunctions of a team (Lencioni)

o Developing an action plan for success

o Building fun into the process a team activity

This is a highly interactive and participative workshop. Participants will work in groups and teams on several

exercises and then come together in plenary for group discussion, sharing, input and learning. Several assessment

instruments are used to enhance the understanding and learning process.

Section

6

UP

90


Evaluating Performance – PPD120



Maximum Students 10 (varies with specific audiences)

Target Audience Managers/Supervisors in leadership positions


Provide participants with a systematic step-by-step process for conducting appraisals that reduce

defensiveness and conflict while increasing quality and productivity.

Course Content:

Identify why managers and employees dread performance appraisals

Demystify the process for employees and make the process power tools for managers

Review performance appraisal options

Discuss universal techniques and principles for effective management

Define performance factors and standards using actual case studies

Create an “Employee Development Plan” through the appraisal process

Write an appraisal

Prepare for an appraisal meeting

Building a productive atmosphere

A performance appraisal plan with ongoing coaching and counselling throughout the year

Techniques on productive communication and defusing defensiveness

Section

6

UP

91


Group Consensus Building – PPD109


Course Length 1 Day

Maximum Students 15



Gain skills in facilitating and participating in teams and groups to reach consensus within

work units and across work units.

Course Content:

Definition of consensus

Establishing norms

Using “I” and DESC language

Facilitator role/differences in facilitating own work group or crossing work groups

Identify current situation/issues

Finding common ground

Move to win-win

Debriefing

Section

6

UP

92


Innovating In The Public Service: Fiction or Reality – PPD123


Course Length 1 Day

Maximum Students 15


Goal:

Everywhere we talk about the need to innovate for our organizations. The market forces

companies to innovate, but what about our public organizations? Is it possible to innovate in the

public service, and if so, how? Besides being very practical, lively and participatory, this workshop

represents the results of several serious research and numerous application examples. The

facilitator has developed an approach to maximize the creative potential of teams and will pursue

this discussion with the participants in the context of the public service.


─ To understand individuals’ creativity

─ Discover the secrets of innovative organizations

─ Consider innovation in the context of the public service

─ Explore management practices that foster innovation

─ Understanding the use and application of tools for creativity in the pursuit of innovation

─ Know how to use the internal skills and structure its organization to innovate

Course Content:

o Innovation in the Public Service: Possibility or Necessity?

─ The reality of public service

─ The features, myths and challenges of public service

─ Organizational culture: The benefits and misfortunes

─ The opportunity to become a model of public management

o The Innovative Organization

─ What is creativity and where does it come from?

─ Difference between creativity and innovation

─ The need and applications of innovation in the public service

─ The strategies of the past and the future

─ Examples of success

─ Three components to transform creativity into innovation

o Developing Creative Skills

─ Creativity accessible to all

─ The characteristics of a creative person

─ Creativity and intelligence

─ 2 types of thinking / 2 types of jurisdiction


─ DNA Innovator: The behaviors that lead to creativity

─ The personal qualities of the innovator

─ Support the development of innovation skills

Section

6

UP

93

Innovating In The Public Service: Fiction or Reality – PPD123 (Continued)

o Transforming the creativity to innovation

─ Create winning conditions

• Where and how to innovate?

• Different stimulants

• Potential actors

• Clients and Innovation

• The ability to innovate: Five essential conditions

• A culture of innovation

─ The three pillars of an innovative organization

• Individuals

The creative skills

Expertise and knowledge

The motivation for the task

• The work environment

Resource

The team

Management practices

• The leadership of innovation

A shared vision

The strategy of innovation

Structure and Process

o Develop a strategy for innovation

─ Implement pillars: Four large blocks of decision and action

• The guidelines

• Roles and responsibilities

• Support mechanisms

• Monitoring mechanisms

─ Some considerations in the innovation strategy

• Governance

• Principles of Management

• Adaptation of existing processes

• Allocation of resources

• The stimulation activities and exchange

• Talent Management: Attracting, developing and retaining talent

• The management ideas

• Communication / mobilization

• Understand our organizational barriers to innovation and eliminate

o Tools of creativity

─ Meeting the challenges with a creative process

─ Measuring out divergence and convergence


─ The role and deployment of creative tools


─ Must-tools

o Conclusion

─ The coming decades

─ The challenges of innovation in our public organizations

Section

6

UP

94


Managing Priorities (with In-Basket-Exercises) – PPD103


Course Length 1 Day

Maximum Students 15


Goal:

Imagine that when you arrive at the office the president asks you to replace the victim of a heart attack vice-

president. Her basket of mail overflows. But you have a plane to catch, leaving you little time to perform

these various tasks. Will you succeed?

The one-day workshop includes an exercise of about 2 ½ hours “basket correspondence "(In-Basket). The

second part of the workshop includes a return to the exercise to deepened management of priorities.

Learning Objectives

─ Master the art of managing priorities

─ Learn to work under pressure

─ Improve your ability to make decisions

─ Develop your ability to analyze, assess and resolve problems quickly

─ Know how to delegate properly

Course Content:

o Exercise of correspondence (In-basket)

o Manage priorities

─ Assessing priorities

─ Urgency and importance

─ The organizational priorities: The Strategic Framework

─ Plan

o The delegation for managers

─ The role and importance

─ When, how and why

─ The steps

─ Empower: A RICH model

o Decision making

─ Types and Characteristics

─ The decision process

─ Professional Trends

Section

6

UP

95


Performance Management – PPD111


Course Length 2 days

Maximum Students 15

Target Audience General (Participants should have some supervisory or mid-

management experience.)


How to develop a systematic, data oriented approach to managing people at work that relies on

positive reinforcement as the major way to maximizing performance.

Identifying essential job functions relevant to the mission, vision and values of the organization

and developing realistic and appropriate performance standards.

Course Content:

o What is performance management

o Organizational/Employee value of performance management

o Adding value to the organization

o Behavior versus results

o The ABD model of behavior change

o The basic reasons why people do not do what we want them to do

o Increasing the frequency of positive behavior through positive reinforcement

o Developing ongoing and key commitments

o Guidelines for giving constructive feedback

o Preparing the performance planning and reporting document

o Delivering the performance evaluation

o Opening the lines of communication

o Guidelines for correcting unwanted behavior

o This is a highly interactive workshop. Participants will work in teams and groups on several activities and

then meet in plenary for group discussion, sharing and learning

This is a highly interactive workshop. Participants will work in teams and groups on several activities and then

meet in plenary for group discussion, sharing and learning

Section

6

UP

96


Preparing for an Appointment Process – PPD112


Course Length 1

Maximum Students 15

Target Audience General (Participants should have some supervisory or mid-

management experience.)


Provides participants with tips, tools and techniques essential to effectively prepare for the

appointment process, in particular within the Federal Government. The workshop will address

key areas to focus on when applying to an appointment process and preparing for the interview.

Course Content:

o Overview of the Public Service Employment Act (PSEA)

o Overview of the Statement of Merit (S of M)

Key Elements:

o Knowing Yourself

o Knowing the Organization

o Letter of Introduction

o The Resume

o Follow-up

o Preparing for the Interview

The workshop can be customized to meet specific client needs.

Section

6

UP

97


Problem Solving & Solution Building – PPD113



Maximum Students 15



To understand and apply the problem solving process to any workplace problem and to build

solution.

Course Content:

Basic facilitation skills or refresher depending on background of participants

Multi-voting technique

Nominal group technique

Common problem solving pitfalls

Defining the problem

Analyzing potential causes – the why technique/ fishbone diagram

Identifying solutions

Selecting the best solution

Developing an Action Plan

Implementing solutions and evaluating progress

Debriefing

Mini-lectures, reading, problem solving tools including; brainstorming, cause and effect diagram, SWOT

All participants will practice using different problem solving tools, facilitating a group to solve a problem,

and receive feedback

Note: More advanced workshops would include more problem solving tools such as: force-field analysis, matrix

diagram, criteria rating form instruments.

Section

6

UP

98


Process Improvements – PPD124


Course Length 1 day

Maximum Students 15

Target Audience General - Staff responsible for improving a process (es)


─ Experience the concept of process improvement

─ Learn a structured process improvement approach

─ Understand the methodology and conditions for success

─ Know and understand the tools available to optimize a process

─ While identifying the roles and responsibilities of such a move

Course Content:

o Introduction

─ Objectives / Content

─ Exercise icebreaker "improve"

o The concept of process

─ What is a process?

─ Process improvement

─ Why improve processes

─ The objectives of process improvement

o The strategy process improvement

─ Prioritize (criteria)

─ Roles & Responsibilities

─ Improvement plan

─ The conditions for success

─ Process improvement and continuous improvement

─ Manufacturing golf balls (simulation of the improvement of a process)

o A structured improvement of a process approach

─ Planning

─ Define process (diagram)

─ Customers Process

─ Analyze business process

─ Improvements

Recommendations

Applications

Update Process

─ Initiate an effort for continuous process improvement

Section

6

UP

99


Profitable Innovation: Focus on the Innovation Effort - PPD125


Course Length 1 Day

Maximum Students 15



Understanding the phenomenon of market innovation

Know innovate in response to a need

Understand the basics to target a market for an innovative product

Organizing to achieve a breakthrough in a market

Course Content:

o Introduction

─ Why good companies stumble

─ The challenges of innovation

o Clients and markets

─ What the customer really buys

─ The concept of tasks

3 types of tasks

The universal needs

The context of use

The product function: Support the tasks

─ The purchasing criteria and their evolution

o Disruptive Innovation or building

─ Differences and features

─ Disruptive Innovation

Myths about disruptive innovation

Theories Christensen

Technological challenge or marketing

The potential for new products

Priority product attributes for different markets

5 revealing principles

o Harnessing markets

─ Different starting points of innovation

─ Innovation and competition

─ Existing Vs Emerging Markets

─ Dominant / small market

o Strategic Innovation

─ The innovative organization

The 3 pillars

Organizational Competence and Innovation

─ The innovation strategy

Leader or Follower?

Target efforts

Use distinctive competencies / technology

Sales Cannibalization

Keep his place while taking a new place

Learning Plan Vs implementation plan

Section

6

100


Self as an Instrument of Change – PPD108


Course Length ½ Day

Maximum Students 15



The objective of this session is to help us understand that the most powerful instrument we have in

helping others navigate change is ourselves. Our ability to use ourselves potently relies in large

part on the level of awareness we have about the impact we have on others, and our ability to

make choices to direct and modify that impact.

Course Content:

Customized to clients requirements.

Section

6

UP

101


Stress Management – PPD114


Course Length 1 Day

Maximum Students 15



To help participants identify stress in the workplace or in their own personal experiences.

To understand the impact that it has on one’s health and effective steps for reducing it.

Course Content:

o What is stress

o Understanding personality differences

o Knowing yourself

o Steps for effectively reducing stress

o Conducting a stress analysis

o Asserting your rights

o Learning to say “no”

o Looking after your health

o Turning your day into laughter, fun and play o Moving forward

This is a highly participative workshop. Several assessment tools will be use to help participants better understand

stress and how to measure stress within the workplace. There will be group and team activity followed by plenary

sessions for group discussion, sharing and learning.

Section

6

UP

102


Time/Stress Management for Professionals – PPD116


Course Length 1 Day

Maximum Students 15

Target Audience Management


Provide participants with: an understanding of stress, its physiological and psychological aspects;

ways to identify the sources of stress; basis for better managing stress and fundamentals of priority

setting & workload planning and use of various techniques.

Course Content:

Develop a plan of action

To better manage stress in their lives

Apply time management principles

Use delegation techniques

Section

6

UP

103


Time Management - Working Smarter Not Harder– PPD117


Course Length 1 Day

Maximum Students 15



Examining the key factors that influence workload management and steps toward improving

productivity. Examining a work-life balance.

Course Content:

o What is the “psychology” of workload management

o Examining what motivates us

o Ten strategies in dealing with procrastination

o Examining the key elements of effectiveness and efficiency

o Understanding the time management matrix

o Applying the 80/20 rule

o Tips for improving productivity (Jan Jasper)

o Factors that negatively impact on workload management

o Techniques for working smarter

o Setting and managing priorities

o Managing stress

o The four “A’s” in dealing with stressful situations

o Examining work-life balance

o The role of “what I value”

o Developing a personal goal

This is a highly interactive and participative workshop. A number of instruments are used to assist in understanding

and learning. Participants will work on several exercises individually, and in teams and groups and then come

together in plenary for group discussion, sharing and learning.

Section

6

UP

104


Time Management and Priorities – PPD126



Maximum Students 15



o Review work habits to best use his time

─ Learn to master time management

─ Learn to work according to priorities

Course Content:

o My personal choice

─ My motives and my preferences

─ The balance in my life

─ The laws of time

o Analyze the use of my time

─ My work habits

─ My productive periods

─ Mail and meetings

─ Know your business (Role, challenges, threats and opportunities)

─ Urgent and important Unsharing

─ Time management and my preferences

─ My relationship with time and priorities

─ The vicious circle of time

o Control Over Time

─ Save time and make sense of his time

─ Take advantage of productive hours

─ Organize your time / plan / manage his agenda

─ The time deterrent / strategies time savers

─ Manage Information

• Access

• Filtering

• Treatment

o Maintain control / manage priorities

─ Identify priority activities

─ Make choices / say no

─ Avoid disruptions

─ Manage emergencies

─ Habits to expand / develop effective strategies

─ Avoid procrastination

o Personal Action Plan

Section

6

UP

105


Work Planning for Better Life Balance – PPD118


Course Length 1 Day

Maximum Students 15

Target Audience Employees who aspire to or who may be required to be team leaders or

team members


This highly interactive workshop will provide participants with an opportunity to explore their

work-life balance, what it means to them, how they would plan to achieve their “personal

balance”, strategies to remove barriers, change response, and to move towards the desired

“personal balance”.

Course Content:

o Discuss work/life balance and what it means to us.

o Talk about our roles, responsibilities and choices.

o How do we respond to change?

o Identify barriers and obstacles:

─ Problems/challenges and difficulties

─ Social pressure and expectations

─ Adapting to life.

o Develop strategies to achieve personal work/life balance.

o Set goals, determine where you want to go and what you need to do, stay on track and achieve a balanced

lifestyle.

o Personal commitment, support system and action plan.

Section

6

UP

106


Working in Teams – PPD119


Course Length 1 Day

Maximum Students 15

Target Audience Employees who aspire to or who may be required to be team leaders or

team members


Prepare participants to take effective roles in teams, as leaders or members.

Create effective teams to enhance individual effectiveness and development.

Develop attitudes and behaviours that support teams.

Course Content:

Team characteristics and behaviours

Teams as learning environments

Needs of individuals on teams

Interpersonal relations and communications in teams

Team leader / member roles and responsibilities

Team dynamics - readiness

Organizational context

Functional roles

Power and Influence

Models of teams in action

Feedback and communication

Impact of real situations on leadership style in teams

Existing team diagnosis, process and difficulties, as well as conflict reduction / consensus building

techniques

Models and simulations of teams at work in organizing and achieving project objectives

Section

6

UP

107

PROJECT MANAGEMENT – SECTION 7

BEVA Global Management is a Registered Education Provider recognized by the Project

Management Institute.

Participants will accumulate Professional Development Units (PDUs) when attending BEVA

courses that are identified in the Project Management Institute R.E.P. Directory (CCRS).

UP

108

PROJECT MANAGEMENT

Project Management – Advanced – PM103



Maximum Students 15

Target Audience Managers/Supervisors/Team Leads/Team Members

PDUs

Goal:

To teach participants various project management elements and to increase their efficiency in the

implementation / monitoring and controlling and project closure phases.


The objectives of this course are to show participants the processes, tools and techniques, and best

practices of Project Management throughout the project life-cycle.

Course Content:

o Process Groups according to the Project Life Cycle

─ Initiating

─ Planning

─ Executing

─ Monitoring and Controlling

─ Closing

o Knowledge Areas

─ Ten knowledge areas identified by the Project Management Book of Knowledge (PMBOK)

o Project Initiating (Identification)

─ Identify a problem or requirement

─ Identify Stakeholders

─ Identify and analyze options and solutions

─ Recommend a project

─ Create a project brief (project charter)

o Project Planning

─ Work Breakdown Structure (WBS)

─ WBS Dictionary

─ Task Sequencing

─ Critical Path – Network Analysis, Gantt Chart

─ Resources – Technical Knowledge, Availability, Allocation

─ Duration – Productivity / Lost Productivity

─ Estimating and Costing

─ Risk Management / Quality

─ Project Approval

Section

7

UP

109

PROJECT MANAGEMENT

Project Management – Fundamentals – PM101

Language English


Maximum Students 25

Target Audience

PDUs

Managers/Supervisors/Team Leads/Team Members/Operations

12


Given an assigned case study, or working on an existing project, the learner whether in management, administrative

or operations will create a project charter, a WBS, RACI chart and, communications plan to allow a project team to

accomplish project objectives.

Expected Outcomes:

Performed-Based activities will be used as the type of assessment to measure the student achievement of those

outcomes. The learner will be part of a group (project team) for which they will participate in workshops to

complete various project documentations (objectives).

As an example the group will have a template and create a project charter (WBS, RACI chart and communications

plan) based on the assigned case study or a real project that one of the learners is working on. The instructor will go

around ensuring they understand the work to be done as well to answer questions.

The course duration is two days.

Methodology:

The methodology used in this two day training rests on an interactive approach where the instructor incites

participants to collaborate with him. The instructor will guide and help the participants to increase their knowledge

and experience in order to integrate this new material into their working environment.

This approach will cover:

Process Groups according to the Project Life Cycle

Initiating

Planning

Executing

Monitoring and Controlling

Closing

Knowledge Areas

Ten knowledge areas identified by “A Guide to the Project Management Body of Knowledge (PMBOK®

Guide) Fifth Edition will be covered.

The Organization and the Projects

Vision, Mission and Strategic Plan

Section

7

UP

110

Project Initiating (Identification)

Create a project charter (project brief)

Identify Stakeholders

Project Planning

Work Breakdown Structure (WBS)

Sequence Activities

Effort / Duration

Develop a Network Diagram

Critical Path – Network Analysis

Schedule a Project - Gantt Chart

Schedule Compression

Estimate Costs

Quality

RACI Chart

Communication

Risk Management

Procurement

Project Execution/Control

Executing a Project

Monitoring and Controlling a Project

Project Closure

Lessons Learned

Deliver the Product

Project Closure Report

Course Evaluation

A course evaluation will be completed by the learners once the course is finished.

Supplement Material

A student manual is available for the learner to follow during the instructor’s presentation as well as a case study.

Benefits to the participants

Throughout the activities, the learners will be able to examine their current practices in project management and

will be able to apply new methods which will enhance their work performance.

UP

111

PROJECT MANAGEMENT

Course to be Determined

Language

Course Length

Maximum Students

Target Audience

THIS PAGE HAS BEEN INTENTIONALLY LEFT BLANK.

Section

7

UP

112

PROJECT MANAGEMENT

Course to be determined

Language

Course Length

Maximum Students

Target Audience

THIS PAGE HAS BEEN INTENTIONALLY LEFT BLANK..

Section

7

UP

113

PROJECT MANAGEMENT

Financial Management for Project Management Professionals – PM106



Maximum Students 15


PDUs


This course offers a comprehensive approach to understanding the importance of Financial

Management in managing projects and programs. Corporations invest large amount of money in

capacity creation based on certain financial assumptions that protects the asset of organizations.

Project managers thus have the obligations and responsibility to ensure proper use of capital

assigned to them and meet all project objectives. Time is money and project managers need to

appreciate, in their execution of projects and programs, the relevance and importance of financial

management in the following areas to make effective project decisions: Financial Accounting,

Managerial Accounting and Corporate Finance.

Section

7

UP

114

PROJECT MANAGEMENT

How to Use Collaboration Tools To Manage Projects – PM107


Course Length 1 Day

Maximum Students 15



The participant will learn the various tools to collaborate with local, national and international

project team members.

Course Content:

o The participant will look at various collaboration tools to manage projects:

─ Skype

─ Join - Me

─ Net Meeting

─ WEBEX

─ Illuminate

─ Others

Section

7

UP

115

PROJECT MANAGEMENT

How to Write a Project Management Plan– PM108


Course Length 1 Day

Maximum Students 15


PDUs


This course focuses in the development of a project management plan.

Course Content:

o Learn how to develop a project management plan including subsidiary plans.

─ Stakeholder Management Plan

─ Scope Management Plan

─ Schedule Management Plan

─ Cost Management Plan

─ Quality Management Plan

─ Human Resources Plan

─ Communication Management Plan

─ Risk Management Plan

─ Procurement Management Plan

Section

7

UP

116

Managing Stakeholders and Requirements – PM 110


Course Length 1 Day

Maximum Students 15


PDUs


The participant will be able to identify a stakeholder, the importance of buy-in from the stakeholders,

stakeholder register, stakeholder matrix, stakeholder management and strategy.

The participant will also learn how to identify requirements and develop a document to trace

deliverables back to requirements.

Methodology:

The methodology used in this one day training rests on an interactive approach where the instructor incites

participants to collaborate with him. The instructor will guide and help the participants to increase their knowledge

and experience in order to integrate this new material.

Course Content:


Initiating

Planning

Executing / Monitoring and Controlling

Knowledge Areas identified by the Project Management Book of Knowledge (PMBOK)

Project Integration Management

Project Scope Management

Project Stakeholder Management


Review Project Charter

Define Stakeholder


Understand the Stakeholder Register

Understand the Stakeholder Matrix

Exercise – Identify the Stakeholders

Understand the Stakeholder Management Strategy

Exercise – Complete a Stakeholder Register and Stakeholder Management Strategy

Section

7

UP

117

Project Planning

Define Requirements

Identify the Source of Requirements

Identify the Types of Requirements

Requirement Process

Show a Requirement Traceability Matrix

Exercise – Identify, gather and monitor requirements

Project Implementation/Monitoring and Controlling

Manage Stakeholders Expectations

Manage Stakeholder Engagement

Control Stakeholder Engagement

Supplement Material

A participant’s manual is available for the participant to follow during the instructor’s presentation as well as

exercises.


Throughout the activities, the participants will be able to examine their current practices in project management and

will be able to apply new methods which will enhance their performance.

UP

118

MS Project Application - Advanced – PM111



Maximum Students 15


PDUs


This hands-on lab allows users of Microsoft Project who already understand the basics of building

a project schedule to learn more of the advanced features to plan, track and communicate

effectively for any type of project.

Course Content:

o This lab includes the following topics:

─ Getting started: start dates, project options, project templates, import/export, change work time

─ Plan: work break down structure, manage multiple projects, critical plan

─ Communicate: customizing

─ Track and analyze: update tasks, baseline data, adjust dates, combine projects.

o Project Implementation/Control

─ Project Management Tool

─ Monitoring

─ Tracking

─ Control

o Project Closure

─ Lessons Learned

─ Delivering the Product

─ Project Closure Report

Section

7

UP

119

PROJECT MANAGEMENT

MS Project Application - Basic – PM112



Maximum Students 15


PDUs


This is a hands-on, practical approach to the concepts and application of project management

using Microsoft Project 2007 as the scheduling software. In t his lab participants will learn how to

set up project plans, use Microsoft Project communication tools, and manage their projects.

Course Content:

o This lab includes the following topics:

─ Understanding the Microsoft Project environment

─ Creating a project plan

─ Task relationships

─ Resource assignments

─ Communicating the plan

─ Updating and tracking

─ Closing a project

─ Customizing Microsoft Project for your environment.

Section

7

UP

120

PROJECT MANAGEMENT

MS Project Server/Client – PM123


Course Length 1 Day

Maximum Students 15

Target Audience Manager/Supervisor/Team Leads

PDUs


The participant will learn the advantages of using the MS Project /Client in an enterprise

environment.

Course Content:

o Learn the advantages of using server/client platform to manage projects

o Simulate an enterprise environment with various projects

o Look at the schedules, resource allocation, costs, and risks

o Control and monitor the projects

o Look at various reports that will assist upper management to make decisions based on data

Section

7

UP

121

PROJECT MANAGEMENT

Performance Management – PM113



Maximum Students 15


PDUs


o Understanding the process of performance management, its implications and conditions for success

o Understanding the sharing of responsibilities in the process

o Establish challenging and realistic goals

o Prepare a performance assessment reflecting the performance of the employee

o Communicate performance in a positive way

Course Content:

o Basics Principles

─ Apprehended difficulties

─ Why manage performance

─ Requirements to be effective

─ The approach

o Plan Performance

─ Responsibilities

─ The specified expectations

o Useful questions

o Establish / develop goals

o The "SMART" objectives

o Two types of objectives

o The expected behaviors

Clear and meaningful expectations

Behaviors in keeping with the values of the organization

─ Individual performance and team performance

o Manage the daily performance

─ Responsibilities

─ Regular Feedback

─ Follow-up meetings

─ Data collection

o The assessment interview

─ Planning and Preparation

─ The favorable atmosphere

─ Promote respectful and honest discussion

─ Dealing with good and bad results

─ Communication: the key to success

─ Developing the potential of the employee

o Performance problems

o Interests and ambitions

o Development plan

o The means of improvement

o Monitoring / coaching

Section

7

UP

122

Performance Management– PM113 (Continued)

o The approach

─ Different approaches to performance management

─ The elements of an effective approach

─ A good policy on performance management

o Conclusion

─ What to do and what to avoid

─ Benefits of managing performance well

─ The importance of applying yourself

Section

7

UP

123

PROJECT MANAGEMENT

Portfolio Management – PM115



Maximum Students 15

Target Audience

PDUs

Manager/Supervisor/Team Leads


To learn how to develop a Project Management Portfolio (PPM)

Course Content:

o Ensure Project Success

o Project Portfolio Management

o Portfolio Management Strategy

o Project Selection

o Project Prioritization

o Best Practices for PPM

Section

7

UP

124

PROJECT MANAGEMENT

Problem Solving and Solution Building – PM116



Maximum Students 15

Target Audience

PDUs

Manager/Supervisor/Team Leads


This course includes the basic facilitation skills or refresher depending on background of

participants.

Course Content:

o Multi-voting technique and nominal group technique.

o Defining the problem and common problem solving pitfalls.

o Analyzing potential causes - the why technique/fishbone diagram.

o Identifying solutions and selecting the best solution.

o Developing an Action Plan.

o Implementing solutions and evaluating progress.

o Debriefing.

o Mini-lectures, reading, problem solving tools including; brainstorming,

cause and effect diagram and SWOT.

o All participants will practice using different problem solving tools,

facilitating a group to solve a problem, and receive feedback.

Section

7

UP

125

PROJECT MANAGEMENT

Procurement Management – PM105



Maximum Students 15


PDUs


This course focuses on training the participant in Project Procurement Management . The

participant with the help of examples and practical exercises will acquire knowledge to plan

purchases and acquisitions, plan contracting, request seller responses, select sellers, administer

contracts and close contracts.

Course Content:

In this course, you will learn:

o How to manage all aspects of project procurement effectively.

o The logic behind contracting principles and practices.

o The terms, techniques, and tools of converting project needs into outsourced goods and services.

o To ensure successful procurements by gaining an understanding of the roles, responsibilities, and

expectations of the internal and external stakeholders involved in the procurement chain. In this skills-

building course,

o Spend 70% of class time working on contracting activities, from requirements documentation through to

contract closure.

o Exercises will include the development of a procurement strategy, contract selection, revising and updating

SOWs, risk management, negotiating claims settlement, and collection of lessons learned.

Section

7

UP

126

PROJECT MANAGEMENT

Program Management – PM129



Maximum Students 15


PDUs


Learn how to manage programs using tools and techniques and apply best practices.

Course Content:

This course will teach you:

o Effectively manage a program.

o The program framework and discover what it takes to ensure program success.

o In this skills-building course, you'll focus on practical tools and techniques as you spend 75% of the course

working on a program.

o Practice using estimating techniques, dependency analysis, and network diagramming.

o Leave class with the knowledge and tools to immediately manage a program.

Section

7

UP

127

PROJECT MANAGEMENT

Project Change Management – PM117



Maximum Students 15


PDUs


The course is designed as a review of the major influences and processes to be considered in the

development of effective Change Management Tools and Techniques. The Focus of the Training is

to identify change management tactics and methodologies, which contribute to the overall project

objective and ultimate client satisfaction.

Course Content:

o The course addresses a strategic as well as a tactical approach to Project Change Management.

Section

7

UP

128

PROJECT MANAGEMENT

Project Communications Management – PM104



Maximum Students 15


PDUs 12


This course focuses on training the participant in Project Communications Management.

The participant will learn the various project communications management processes including their

inputs, tools and techniques and outputs based on the Project management Body of Knowledge

(PMBOK®);

The participants with the help of examples and practical exercises will acquire knowledge to plan

communications, manage communications and control communications; and

The participant will also learn how to distribute information, and report

performance to stakeholders.

Course Content:

This is an active and highly interactive course which addresses the following and more through structured

exercises, group discussion and positive feedback.

o Plan Communication Management Process

1. Project management plan

2. Stakeholder register

3. Communication technology

4. Communications models

5. Communications methods

6. Meetings

7. Communication management plan

o Manage Communications Process

1. Work performance reports

2. Information management systems

3. Performance reporting

4. Project communications

Section

7

UP

129

5. Organizational process assets

o Control Communications Process

1. Issue log

2. Work performance data

3. Expert judgment

4. Work performance information

5. Change requests

UP

130

PROJECT MANAGEMENT

Project Management for Government of Canada – PM130



Maximum Students 25

Target Audience Manager/Supervisor/Team Leads/Team Members/Administrative

PDUs


The objectives of this course are to show participants working for the government of Canada,

the Treasury Board New Policy on the Management of Projects, the Government Project

Management Guidelines, the Treasury Board Project Management Framework, various processes,

inputs/outputs, tools and techniques, and best practices of Project Management throughout the

project life-cycle.

Methodology:

The methodology used in this two day training rests on an interactive approach where the instructor incites

participants to collaborate with him or her. The instructor will guide and help the participants to increase their

knowledge and experience in order to integrate this new material in the Government context.

The course is aligned with the Guide to the Project Management Body of Knowledge (PMBOK®) fifth edition.


Treasury Board New policy on the Management of Projects

Government Project Management Guidelines

Organizational Project Management Capacity assessment (OPMCA)

Project Complexity Risk Assessment (PCRA)


Initiating

Planning

Executing


Closing

Knowledge Areas

Ten knowledge areas identified by the Project Management Book of Knowledge (PMBOK)

The organization and the projects – Vision, mission and strategic plan

Section

7

UP

131


Identify a problem or requirement


Identify and analyze options and solutions

Recommend a project

Create a project brief (project charter)

Project Planning

Work Breakdown Structure (WBS)

WBS Dictionary

Task Sequencing

Critical Path – Network Analysis, Gantt Chart

Resources – Technical Knowledge, Availability, Allocation

Duration – Productivity / Lost Productivity

Estimating and Costing

Risk Management / Quality

Project Approval

Project Executing

Direct and Manage Project

Perform Quality Assurance

Acquire Project Team

Develop Project Team

Manage Project Team

Manage Communications

Conduct Procurement

Manage Stakeholder Engagement

Project Monitoring and Controlling

Project Management Tool

Monitoring

Tracking

Control

Project Closure

Lessons Learned

Delivering the Product

Project Closure Report

UP

132

Supplement Material

A participant’s manual is available for the participant to follow during the instructor’s presentation as well as case

studies.


Throughout the activities, the participants will be able to examine their current practices in project management in

the government context and will be able to apply new methods which will enhance their performance.

Note: The course outline may be subjected to changes.

UP

133

Project Management -Leadership and Communication – PM121



Maximum Students 15

Target Audience

PDUs

Managers/Supervisors/Team Leads/Team Members

The discipline of project management has traditionally focused on the more technical aspects of planning,

scheduling and control. That is now changing. People often find themselves at the center of every project, without

the effective management of a project's human resources; effectively, the best plan in the world will not ensure

project success. The challenge that many project managers face is to inspire initial commitment and sustain it over

the life of the project and then, if necessary, to address performance problems.

Training Objectives:

Examine the difference between management and leadership

Examine the key elements of leadership

To utilise leadership competencies to achieve the organization objectives

To examine the notion of situational leadership

To understand the Tuckman Ladder

To better plan for communications management

To better manage communications

To better control communications

Methodology: The methodology used in this three-day training session rests on an interactive approach where the instructor incites

participants to collaborate with him/her. The instructor will guide and help the participants to increase their

knowledge (theoretical aspects) and gain experience (practical aspects) from case studies and group discussions, in

order to integrate this new material into their work habits.

Description:

The course targets the center of every project manager's people management challenges.

The course looks at methods that help inspire team members to want to work in a dedicated fashion on the

project and, above that, how to aim for excellence in team performance.

The course includes: A combination of lectures, small group discussions, and individual analysis and

reflection, centered on the challenge of cultivating team member commitment and sustaining it for the

duration of the project. Examination of practical performance problems and their impact on team

motivation is covered through the use of situational case review and role playing exercises.

Section

7

134

COURSE OUTLINE:

Organizational Structure - Look at one example of a structure to see how projects are “born”.

MANAGEMENT

Definition

Personality styles

Facts

LEADERSHIP

Definition

Personality styles

Facts

Leadership competencies and discussion

Key elements of Leadership

Group discussions

Important characteristics of a Leader

Management and Leadership - a comparison

Leadership – Making the difference

Signs of impending deterioration of leadership

Leadership styles

Situational leadership

Tuckman Ladder – 5 stages of development that a team will experience

o Forming

o Storming

o Norming

o Performing

o Adjourning

- How to navigate through the five development stages?

- How to motivate your team and keep them motivated throughout the project lifecycle?

Seven (7) habits of effective people (leaders) (Steven Covey)

Habits of distinguished leaders

What is charisma, and is it necessary?

Are you a manager or a leader?

COMMUNICATIONS

Definition

Corporate Communications

Project Communications Management

Interpersonal Communication

Communication styles

o Assertive

135

o Agressive

o Passive-Aggressive

o Passive

Communication Channels

o Verbal

o Non-verbal

o Written

Facts

Project Roles - Communication

Project Communications Management Overview - Processes

o Plan Communications Management

Inputs/Tools & Techniques /Outputs

Case study or your own project

Group exercise - Develop a Communications Management Plan

o Manage Communications


Create, collect, distribute, store and retrieve project information based on the

Communications Management Plan

Audit and Archive

Lessons Learned

o Control Communications


Ensure that the information needs of the stakeholders are met

Group discussion

Managing Conflicts in Projects

o Common cause of conflict

o Mitigation strategies

o General techniques for resolving conflict

o Group discussion

PERFORMANCE

PROJECT PERFORMANCE

Scope

Schedule

Cost

Quality - Assurance and Control

Risks

Constraints

PROJECT MANAGEMENT PROCESSES

Policies and Procedures

Interface Management

Project Management Framework

Integrated Change Management and Control

136

Performance tracking

Reporting and Documentation

Project Team

Aspects associated with attaining project results

Project Team member

Aspects associated with team member benefits


Review of PMBOK Process Groups according to the Project Life Cycle

Executing


Review of PMBOK Knowledge Areas

Two knowledge area identified by the Project Management Book of Knowledge (PMBOK)

Executing process group

Human Resources knowledge area

o Acquire Project Team

o Develop Project Team

o Manage Project Team

Communications Knowledge Area

o Manage Communications

Monitoring and Controlling process group

Project Communications Management knowledge area

o Control Communications

Supplement Material

A participant’s manual will be provided to participants which includes presentation material as well as a case study.


Throughout the activities, the participants will be able to examine their current practices in project management and

will be able to apply newly acquired tools and methods which will help enhance their productivity as well as that

of their teams.

UP

137

PROJECT MANAGEMENT

Project Management Terminology – PM120


Course Length 1 Day

Maximum Students 15

Target Audience Manager/Supervisor/Team Leads/Operations


Participants will learn the project management terms.

Course Content:

o Exercises will be provided to help participants remember day to day terms used in Project Management.

Section

7

UP

138

PROJECT MANAGEMENT

Project Quality Management – PM125


Course Length 1 Day

Maximum Students 15


PDUs


"Finished" Isn't Enough: Learn the Importance of Quality.

Course Content:

o Learn how to develop or improve the quality programs at your workplace.

o Use systems thinking to plan quality into your project, prioritize requirements to meet customers' quality

needs. Select quality assurance and quality control activities that are tailor-fit to your project, and use

quality management processes, tools, and metrics to increase the likelihood of project success.

o Use a Quality Management Plan to document and structure a thoughtful approach to project quality

management.

o Gain insight into applying quality planning, quality assurance, and quality control to real-world projects.

Section

7

UP

139

PROJECT MANAGEMENT

Project Risk Management – PM122



Maximum Students 25


PDUs


Avoid project catastrophe by developing expertise in risk management. Why be reactive, when

you can be proactive? If you are tired of having to pull your team off critical path activities to deal

with the crisis of the day, effective risk management is the solution. Risk management, as an

integrated component of successful project management, allows you to understand the uncertainty

that is part of all project work and plan how to effectively manage that uncertainty. Go from

leading your team through crisis after crisis, to effectively planning so you and your team can

easily handle any surprise that might arise. Without risk management, projects are subject to

surprising, sometimes devastating, events.

Course Content:

This course focuses on:

o The concepts and building blocks of creating successful risk management within a project.

o Project managers must be aware of common risk traps and know how to identify, assess, and manage risks

without jeopardizing the project success.

Section

7

UP

140

PROJECT MANAGEMENT

Project Troubleshooting and Recovery – PM124


Course Length 1 Day

Maximum Students 15


PDUs


Regain control when you are behind schedule, over budget, under quality, and beyond the scope.

Learn how to get an out-of-control project back under control through effective project rescue

techniques. This course teaches realistic analysis and control techniques to help you identify the

root cause of your problems, analyze the potential solutions, and select the solution that will rescue

your project.

Course Content:

o Manage the important measures of your project's health, monitor them, and take action to keep the project

on track.

o Project rescue exercise, to master techniques for identifying unrealistic expectations and renegotiating

commitments.

o Practice communicating effectively with stakeholders to ensure that they all understand the problems, the

actions that need to be taken, and the project's progress as you regain control.

o Hands-on exercises: you'll troubleshoot and recover a project during the class. In just three days,

o Learn the process: work with the tools and templates, and practice the techniques that will enable you to

quickly put your own project back on track.

o Leave the course with a proven recovery strategy that can be implemented on all projects, regardless of size

and scope.

Section

7

UP

141

PROJECT MANAGEMENT

Risk Analysis – PM127


Course Length 1 Day

Maximum Students 15


PDUs


This highly experiential workshop provides participants with the tools to identify risk, quantify the

risk by assigning impact and probability values, prioritize the risk, determine risk response,

manage and track the risk, and prepare a Risk Plan.

Course Content:

o Identify risks

o Quantify the risk

o Prioritize the risks

o Determine risk response

o Tracking, reporting, and managing the risk

o Project Risk Plan

Section

7

UP

142

PROJECT MANAGEMENT

Schedule and Cost Control – PM128



Maximum Students 15


PDUs


Learn the skills you need to effectively establish and manage a realistic schedule and detailed

budget.

Course Content:

Through hands-on exercises, you'll learn:

o To develop a work breakdown schedule, grasp diagramming techniques, identify task relationships,

determine the critical path, employ estimating techniques, and analyze resource utilization. Once the

project schedule is complete, you'll create a budget that includes all direct and indirect costs associated with

the project.

o The importance of base lining project schedules and budgets to make reporting and tracking progress

easier.

o Understand how to use earned value analysis and other reporting techniques to ensure that your project

progress is clearly identified and communicated to stakeholders.

o Create schedule and cost management plans, and control changes through an integrated change

management process.

o To use a variety of tools that will ensure that your project is delivered on time and within budget.

Section

7

UP

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