Course Catalog - Dering - Management Consultingderingconsulting.com/ckfinder/userfiles/files/Course...

Course Catalog Dering Consulting Group, Inc. This document contains course descriptions, learning objectives and session outlines for our standard courses. Customization of courses for your company is available upon request.

2015

2157 Market St.

Camp Hill, PA 17011

Phone: 717-234-0567

Website: www.deringconsulting.com

Blog: http://insight.deringconsulting.com

http://www.deringconsulting.com/

http://insight.deringconsulting.com/

Course List

Title of Program(s) or Course(s) and Associated Contact Hours: (do not include breaks/lunch/registration in the contact hour

number provided):

Program or Course Title Total Contact

Hours

1. The Ethical and Accountable Leader 14

2. Supervisory Development 14

3. Management Development 14

4. Leadership Development 56

5. Managing the Multi-Generational Workforce 7

6. Transition to Supervision 7

7. Making Meetings Matter 7

8. How to Give and Receive Feedback with Skill 7

9. Communicating with Confidence 7

10. Creating Compelling Business Presentations 14

11. Facilitation Excellence 14

12. Teambuilding 7

13. Business Writing that Rocks 7

14. Technical Writing 7

15. Time Management 7

16. Memory Workshop 7

17. Creative Problem-Solving 7

18. Interpersonal Effectiveness 7

19. Stress Management 7

20. Dealing with Difficult Behaviors 7

21. Project Management 14

22. Aligning Strategy with Action in a Changing Environment

7

23. Extraordinary Customer Service 7

24. Managing the Challenge of Change 7

At Dering, we recognize that the needs of our clients may vary widely. For this reason our courses have been

instructionally designed using a modular approach. This allows an organization to blend sections of our courses into a

unique course to fit your specific needs. Customization can be taken even further by working with our consultants to

design custom scenarios and activities tailored to your industry. Please call us to find out more.

The Ethical and Accountable Leader

1

1. The Ethical and Accountable Leader

Good character, values, and ethics form the foundation for competence as a leader. This foundation influences attitude,

thought processes, decision-making, and behavior, and guides an individual to do the right thing at the right time.

Without a firm ethical foundation, leaders cannot guide others. Although imperfect, an ethical and credible leader

aspires to demonstrate virtue in speech and action, publicly and privately, at all times. Ethical leadership is developed

through consistent action and the development of a credible reputation. Maintaining an ethical standard of conduct is

an individual as well as an organizational responsibility.

Learning Objectives

At the conclusion of this workshop, participants should be able to:

Define “ethical” and “legal” and describe the differences between these two terms.

List the importance of ethics to the individual, the organization, and society.

Explain the relevance and application of policies to day-to-day work.

Use the ethical decision-making process developed in the workshop to make ethical decisions.

Name ten qualities displayed by an ethical leader.

Create a personal code of ethics.

Define “accountability” individually and operationally.

Discuss the role of accountability within your organization.

Explain the outcomes of unaccountable and accountable behavior.

List strategies for becoming personally accountable and leading others to become accountable.


2

Topical Outline

Module I: Ethical Leadership

I. Introduction

A. “Climbing the Leadership Ladder”

B. The Ethical and Accountable Leader: From Ideals to Actions

II. Ethical Leadership: Definitions and Distinctions

A. Key Definitions

B. Distinctions between Law and Ethics

C. Ethical Workplace Results

III. Ethics: Societal, Organizational, and Individual

A. Ethical Influences: V-Gene Case Study

B. Importance and Influence

IV. Sources of Ethical Issues

A. Ethics in the News

B. Unethical Behavior

C. Two Scenarios

D. Policies

V. Ethical Decision-Making

A. The Ethical Continuum

B. Tabletop Exercise in Ethical Decision-Making

C. Ethical Decision-Making Process

VI. The Quest for Integrity

A. Integrity Defined

B. A Proactive Approach to Ethics

C. Everyday Ethics: My Personal Code


3

Module II: Accountable Leadership

I. Accountable Leadership: Definitions and Distinctions

A. Authority, Responsibility, Accountability

B. Accountability: Tylenol Case Study

C. Who Killed John Doe?

II. Accountability and Mistakes

A. We All Make Mistakes

B. More Than a Mistake: Why People Fail to Get Involved

III. Accountability: Awareness, Acceptance, Action

A. Outcomes of Unaccountable Behavior

B. Outcomes of Accountable Behavior

C. Developing Individual and Group Accountability

D. I Know, I Should, I Act

IV. Everyday Accountability

A. Leading Others to Become Accountable

B. Self-Assessment of Areas of Accountability

C. Creating a Culture of Accountability

D. Stepping Up: Creating an Action Plan

V. Conclusion

A. Session Review: Questions, Answers, and Applications

B. Evaluation

Supervisory Development

4

2. Supervisory Development

Front-line managers are important in attracting and developing talented and committed employees. Often, front-line

managers have been promoted from positions where they were highly skillful and responsible employees. They find

they can no longer rely on their skills and abilities as "doers," and that they must shift their focus to getting work done

through others. This supervisory course addresses three major areas: self-management, management of employees,

and management of the work setting. The self-management section includes work organization and prioritization,

delegation, and developing collaborative relationships. The management of employees section includes effective

communication, setting expectations and providing resources, giving and receiving reinforcing and redirecting feedback,

engaging and inspiring employees, and coaching and developing. The management of the work setting includes decision

making, collaborative problem solving, conflict resolution, and meetings management.

Learning Objectives

At the conclusion of this workshop, participants will be able to:

List the major responsibilities of an effective supervisor.

Identify and prioritize tasks.

Manage multiple priorities through an integrated approach to tasks.

Effectively delegate tasks to team members.

Adapt social styles to build collaborative relationships.

Use positive language to foster better relationships.

Communicate effectively with team members.

Set clear expectations and effectively manage resources.

Provide team members with reinforcing and redirecting feedback as needed.

Engage team members using various motivation and recognition techniques.

Coach and develop team members to maximize their performance.

Apply decision making, problem solving, conflict management, and meeting management skills in managing the

work setting.

Supervisory Development

5

Topical Outline

I. Introduction

A. Participants and Presenters

B. Session Overview

C. Warm-up Activity

II. What an Effective Supervisor Does

A. What Is Supervision and What Do Supervisors Do?

B. Key Responsibilities

III. Manage Yourself

A. Prioritize and Organize Your Work

B. Delegate

C. Build Collaborative Relationships

IV. Manage Team Member Performance

A. Communicate Effectively

B. Manage Team Member Performance: A Self-Assessment

C. Set Expectations and Provide Resources and Support

D. Give and Receive Feedback

E. Engage and Inspire

F. Coach and Develop

V. Essential Supervisory Skills for Managing Your Work Setting

A. The Supervisor’s Role During Change

B. Make Decisions

C. Solve Problems

D. Resolve Conflicts

E. Manage Meetings

VI. Conclusion

A. Summary of Key Learning

B. Evaluation

C. Adjournment

Management Development

6

3. Management Development

This course addresses the essential skills of the mid-level manager, including effective communications, delegation,

strategy development, change management, and "managing up." The workshop employs extensive class participation

and participants' own experiences to develop practical applications for the skills and knowledge gained in the classroom.

Participants will assess themselves on their own effectiveness in setting expectations, fostering collaboration, and

building team work among their team members.

Learning Objectives


List the most important responsibilities of an effective manager.

Assess tasks and team members’ development levels in order to use the appropriate leadership style for each.

Delegate tasks and take practical steps to ensure delegated tasks are performed optimally.

Build and maintain good work relationships with managers, team members, colleagues, and customers.

Develop effective means of “managing up” with their own supervisors.

Resolve conflict using a framework that moves people to focus on “shared interests.”

Lead their team members through periods of change.

Design strategic plans for their areas of responsibility based on sound analysis.

Management Development

7

Topical Outline

I. Introduction

A. Participants and Presenter

B. Session Overview

II. The Manager and Leader

A. “Sorts of Leadership” Exercise

B. Group Discussion

III. Essential Roles and Responsibilities of a Manager

A. Five Essential Roles

B. The Manager as Role Model

C. The Manager as Motivator

D. The Manager as Resource Provider

E. The Manager as Communicator

F. The Manager as Coach

IV. Managing Up

A. The Need to Manage Up

B. Strengthening the Relationship with Your Manager

C. Aligning and Advocating for Your Business Unit

V. The Manager as Leader

A. Encouraging Accountability

B. Leading During Change

C. Strategic Leadership

VI. Conclusion


B. Evaluation

C. Adjournment

Leadership Development Program

8

4. Leadership Development Program

The development of effective leadership is an essential challenge for most organizations that must be resolved in order

to create a culture that is distinctive and energetic. With effective leadership, organizations understand clearly and are

passionate about what they do. People demonstrate commitment at every level, doing the right thing every day, even if

no one is watching, because they believe in their leaders and the charted course. Without effective leadership,

organizations flounder and struggle to determine a sense of direction that the troops can rally around and call their own.

This program comprises nine individual sessions, each a seven-hour day. Sessions are active and engaging, challenging

participants to plan how to best use course content in their workplace. Between sessions, participants invest in their

own development through reading assignments, “action research,” and ongoing communications. Each session

concludes with a “My Strategies” exercise for participants to design an individual plan for how they plan to apply the

session ideas at their workplace, which they are to discuss with their manager

Each session will include

Examples and case studies

Emphasis points for public-sector managers

Materials to support participant/manager interactions throughout the program

In addition to Dering’s materials, the workshops will incorporate the use of three proprietary instruments:

1. Kiersey Temperament Sorter II and People Patterns (book)

2. Clifton StrengthsFinder through access code in Strength Based Leadership (book)

3. Hersey-Blanchard’s Situational Leadership II (assessment, scoring tables, and guide)


9

Session 1: Program Orientation and Self-Assessment

This first session will engage participants in an overall orientation to the nine-session program. Participants will examine

and reflect upon the roles that the leader plays, and how these roles complement and simultaneously challenge those

played by managers, supervisors, and employees. Each participant will complete an assessment of their individual

temperament to better understand their styles of communication and action, and how these styles impact their ability

to lead others.

Learning Objectives


Describe the role of the leader.

Explain their individual temperament and how it impacts on communication and actions.

Express the implications of personal styles upon the ability to lead others.

Define the complementary roles played by leaders and managers.

Discuss the leader’s challenge of balancing stability with flexibility.

Provide examples of how the workshop content and activities relate to their workplace.


10

Session 1 Topical Outline

I. Introduction


B. Program Overview

C. Curriculum Outline

II. The Leader Defined

A. What Does Leadership Mean

B. Climbing the Leadership Ladder

III. Individual Temperaments

A. Personality Types Self-Assessment

B. Self-Assessment Scoring

IV. Personal Style and Leading Others

A. Temperaments Interpretation

B. Temperaments: Leadership Implications

V. Essential Roles of Leaders

A. Five Essential Roles

B. The Leader as Role Model

C. The Leader as Motivator

D. The Leader as Resource Provider

E. The Leader as Communicator

F. The Leader as Coach

VI. The Leader’s Challenge

A. Strategic Leadership

B. Moving Towards Opportunity

VII. Conclusion


B. “My Strategies”

C. Resources and References

D. Adjournment


11

Session 2: Adventures in Leadership

Attendees will participate in comprehensive low-risk challenge-course activities that will be used to highlight the principles of leadership and teaming. Activities will be debriefed to demonstrate the importance of adapting leadership style based on variation in team members’ temperaments. The workshop will address the factors of successful teams, the essential responsibilities of leaders in challenging situations, and the importance of cultivating cooperation and communication.

Learning Objectives


List the critical roles required from leaders in challenging situations.

Describe the factors necessary for teams to be successful.

Identify how to best interact with team members who have different temperaments.

Explain the ways that cooperation and communication impact upon team performance.



12


I. Introduction

A. Review and Discussion of Applications from Session 1

B. Session 2: Program Overview

II. The Challenge Course: Lead On!

A. Overview of Activities

B. Completing the Challenge Course

C. Debrief

III. Leadership during Challenges

A. Rising to the Occasion

B. Behavioral Implications for Leaders Under Pressure

III. Team Basics

A. Team Development

B. Success Factors

C. Team Composition and Dynamics

IV. Flexible Leadership

A. Matching Individual Temperaments

B. Building Collaborative Relationships

C. Shared Leadership

V. Communication

A. Best Practices

B. Using Positive Language

C. Managing and Resolving Conflict

VI. Conclusion




D. Adjournment


13

Session 3: A Passion for Performance

Session 3 opens with an exploration of the competencies that are the most critical to leading team members toward effective performance. After understanding the impact that talent has upon motivation, participants will develop their abilities to set clear expectations, to delegate, and how to best support team members in accomplishing objectives. Participants will learn about how important feedback, both reinforcing and redirecting, is to staff development. Included is a model for providing feedback, a series of case studies in applying the model, and a planning tool for providing feedback. Finally, this workshop introduces the practice used by highly effective leaders, which is to seek feedback from others on a regular basis. A model and a planning tool are included.

Learning Objectives


Explain the performance management cycle.

Set clear expectations.

Delegate effectively.

Provide specific and helpful reinforcing and redirecting feedback.

Analyze and handle unsatisfactory performance.

Request and respond to feedback from others.



14


I. Introduction



II. Performance Management Overview

A. Performance Management Model

B. Basic Principles

III. Setting Performance Expectations

A. Defining Outcomes

B. What People Want to Know

C. Collaborative Communication

D. Enhancing Accountability

III. Delegating Effectively

A. Definition and Importance of Delegation

B. Reasons Leaders Don’t Delegate

C. Knowing When and How to Delegate

IV. Providing Resources and Support

A. Why it Matters

B. Completing a Resources and Support Analysis

V. Giving and Receiving Feedback

A. Feedback Overview

B. Receiving Feedback

C. Giving Feedback

VI. Conclusion




D. Adjournment


15

Session 4: Selecting and Managing Talent

In this workshop, participants will examine the theme of talent, with an emphasis on finding, developing, effectively deploying talent in the workplace. Participants will complete a Clifton StrengthsFinder assessment of their own talents and interpret the value of their individual strengths. This session emphasizes that the most effective leaders not only hire the most talented people by design, they also tap the natural talents of all of their people and match assignments to that talent whenever possible. The workshop emphasizes the importance of diversity among team members, and how to best deploy different talents to aid team outcomes. Participants will learn how to identify essential talents required by different jobs, how to select for talents, and how to conduct behaviorally-based interviews.

Learning Objectives


Describe their Clifton StrengthsFinder results and interpret their individual strengths.

Explain the value of diverse teams.

Provide an explanation of how to best lead people with different talents.

Identify the talents needed to do the work.

Craft behavioral interviews and scoring to select for talents.



16


I. Introduction



II. Clifton StrengthsFinder Results

A. The Four Domains of Leadership Strength

B. Review of Individual Results

III. Interpretation of Individual Strengths

A. Executing

B. Influencing

C. Relationship Building

D. Strategic Thinking

E. Your Strengths and Their Meaning

F. Utilizing Your Report

G. Followers’ Four Basic Needs

III. The Value of a Diverse Team

A. What Strong Teams Have in Common

B. Are You Part of a Strong Team?

C. Why People Follow

IV. Selecting for Talent

A. Defining Talent

B. Selecting Team Members

V. Conclusion




D. Adjournment


17

Session 5: Presentation Excellence

This is an outstanding opportunity for participants who would like to increase their skills and confidence when delivering presentations. Participants will receive full group and instructor feedback about what they do well and what could be improved. Attendees will build on their natural strengths by applying the concepts presented to multiple mini-presentations each participant will deliver throughout the workshop. The workshop includes techniques for engaging the audience, enhancing verbal and nonverbal communication skills, anticipating audience needs, asking and answering questions, and using a variety of tools to augment presentation content.

Learning Objectives


Analyze the expectations of their audience.

Develop presentations that match the business and interpersonal needs of the audience.

Engage audience participants by building rapport, and using a variety of techniques to establish and maintain a

positive, interactive environment.

Employ verbal and nonverbal communication skills to strengthen presentations.

Build rapport with audience participants.

Provide a persuasive presentation matched to audience expectations.

Set and maintain a positive, interactive climate.

Employ verbal and nonverbal skills to strengthen presentations.

Use effective techniques to gain and hold audience attention.

Develop and use visual aids to enhance the effectiveness of presentations.


18


I. Introduction



II. Characteristics of Effective Presentations

A. Activity: “Best” and “Worst” Presentations

B. Mini-Presentations and Feedback

C. Summary of Essential Components

III. Consider Your Audience

A. What They Need to Know

B. Potential Concerns and Areas of Resistance

C. Providing Advance Information to Create Interest

D. Mini-Presentations and Feedback

III. Develop Content

A. Defining Your Goal

B. Identifying the Main Points

C. Bringing Content to Life

D. The Importance of Introductions and Conclusions

E. Mini-Presentations and Feedback

IV. Essential Communication Elements

A. The Communications Package

B. Developing Rapport

C. Nonverbal Components

D. Verbal Components

E. Asking and Answering Questions

F. Mini-Presentations and Feedback

V. Mastering the Environment and Delivery Tools

A. Room Layout

B. Avoiding Death by PowerPoint

C. Using Easels

D. Handling Handouts

E. Mini-Presentations and Feedback

VI. Conclusion




D. Adjournment


19

Session 6: Situational Leadership

Session 6 starts with an assessment of leadership styles in day-to-day management activities and culminates in the determination of adapting leadership styles to match the needs of the followers. Situational Leadership II is a model that provides leaders with a strategy for providing the right amount of direction and support to their followers. Participants will learn how to employ their role as teacher and coach to challenge followers to become increasingly self-motivated and self-directed.

Learning Objectives


Describe the four Situational Leadership II styles.

Diagnose the follower’s level of need.

Match the appropriate leadership style to the needs of the follower.

Provide examples from their workplace that illustrate the follower’s developmental level and how they must adapt

their style to match the needs of their followers.


20


I. Introduction



II. Reflections on Leadership

A. Activity: “Best” and “Worst” Boss

B. The Skills of a Situational Leader

III. Diagnosing Development Level

A. The Four Development Levels

B. The Needs of Each Development Level

III. Analysis of Leader Behaviors

A. Directive Leadership Behavior

B. Supportive Leadership Behavior

IV. The Four Leadership Styles

A. Overview of the Four Styles

B. Leader Behavior

V. Flexing to Meet Followers’ Needs

A. Matching Leadership Style to Developmental Need

B. Oversupervison and Undersupervision

C. Style Effectiveness Assessment

D. Exercise: Matching Style to Needs

VI. Situational Leadership in Action: Leading a Multi-Generational Workforce

A. Overview of the Generations

B. Matching Leadership Style to the Needs of Each Generation

VII. Conclusion

E. Summary of Key Learning

F. “My Strategies”

G. Resources and References

H. Adjournment


21

Session 7: Coaching and Development

This is an intensive workshop devoted to the art of coaching others towards enhanced performance and professional development. Participants will learn how to use coaching skills to promote development through learning on the job in order to build organizational capabilities, promote employee retention, and build better relationships. The session will assist managers in identifying coaching opportunities, and how to ask questions and engage in dialogue that leads followers in assessing their own performance and independently finding solutions.

Learning Objectives


Explain a model for coaching.

Describe the roles that coaches play.

Analyze and interpret case studies for practical application.

Utilize strategies for “managing up” with their managers.

More effectively manage conflict.


22


I. Introduction



II. Growing Team Members through Coaching

A. Coaching Defined

B. Context for Coaching

C. Goals and Benefits of Coaching

D. Reasons Leaders Don’t Coach

III. The Coaching Process

A. Coaching Opportunities

B. Creating Awareness

C. Promoting Responsibility and Commitment

D. Providing Support

E. Following Through

F. Exercise: Coaching in Action

IV. Conclusion

I. Summary of Key Learning

J. “My Strategies”

K. Resources and References

L. Adjournment


23

Session 8: Ethics, Accountability, and Strategic Leadership

Stepping into the role of a leader requires individuals to serve as role models. This workshop addresses the critical aspects of doing what is said to promote ethical and accountable behavior by all. Shortfalls between what is said and what is done undermine the commitment of followers, who are quick to notice any differences. Times of change require additional vigilance and require leaders to step up during uncertainty. Leaders must apply additional skills to reassure and challenge followers to move into the future with confidence. New initiatives require strategic thinking, and this workshop will help leaders develop strategies for strategic thinking and planning.

Learning Objectives


Describe attributes and practices of ethical leadership.

List actions that must be taken to establish accountability.

Lead their staff through periods of change.

Design strategic plans for their areas of responsibility based on sound analysis.


24


I. Introduction



II. Ethical Leadership: Definitions and Distinctions

A. Key Definitions

B. Distinctions between Law and Ethics

C. Societal, Organizational, and Individual Ethics

III. Ethical Decision-Making

A. The Ethical Continuum

B. Exercise in Ethical Decision-Making

C. An Ethical Decision-Making Process

D. The Quest for Integrity

IV. Leading During Change

A. Change Index Questionnaire

B. Our View of Change

C. Stages of Change

D. Meeting the Challenges of Change

V. Strategic Leadership Skills and Practices

A. The Leader’s Challenge: Stability and Flexibility

B. SWOT Analysis

C. Work Group Priorities

D. Setting Goals and Action Planning

VI. Conclusion




D. Adjournment


25

Session 9: Putting it All Together

In Session 9, the final session, the participants will engage in a comprehensive and fast-moving review of the curriculum.

It will include team presentations and a “graduation ceremony.”

Learning Objectives


Plot their individual strengths and development opportunities on a matrix.

Define their developmental goals and assign timetables to their completion.

Provide a professional presentation on the team project, including specific recommendations to the benefit of the

organization.


26


I. Introduction

A. Session Objectives and Overview

B. Warm-up Exercise: Looking Back/Looking Forward

II. Assessment Assembly

A. Temperaments

B. Situational Leadership Style

C. Strengths

D. Individual and Team Activity

E. My Developmental Goals Defined

III. Team Project Presentations

A. Presentations

B. Feedback

C. Next Steps for the Organization

IV. Conclusion

A. Individual Reflection: Top Lessons Learned

B. Exchange of Ideas

C. Open Forum for Discussion

D. Graduation

Managing the Multi-Generational Workforce

27

5. Managing the Multi-Generational Workforce

This workshop is designed to help managers and supervisors understand the complexities of managing the multi-

generational workforce. Through identifying the key events and early life experiences of the Silent Generation, the Baby

Boomers, Generation X, and the Millennials, participants will examine the perspectives and expectations that each

generation brings to the workplace. This course explores the strengths of each generation, and identifies how

generationally diverse teams can benefit an organization. Finally, participants will examine strategies for successfully

managing the multi-generational workforce.

Learning Objectives:


Identify the four generations in today’s workplace.

Describe key events and early life experiences for each generation.

Explain the differing work perspectives and values of each generation.

Describe the benefits and challenges of managing multiple generations.

Identify strategies for managing multiple generations in the workforce.

Managing the Multi-Generational Workforce

28

Topical Outline

I. Introduction

A. Session Overview

II. Today’s Workplace Generations

A. Today’s Workforce Population

B. The Four Generations and Their Defining Events

C. Early Life Experiences and Their Implications

D. Differing Work Values and Perspectives

III. Managing Multiple Generations in the Workforce

A. Identifying Benefits and Challenges of Managing Multiple Generations

B. Addressing Biases and Stereotypes

C. Developing Strategies

IV. Conclusion


B. Evaluation

C. Adjournment

Transition to Supervision

29

6. Transition to Supervision

Becoming a new supervisor can be very challenging. This workshop is designed to provide participants with guidance for

how to best approach this shift in roles from being a “doer” to managing others. Participants will learn about the

importance of planning to accomplish work through others, communicating expectations and feedback, and coaching

others to achieve optimal results. In addition, participants will examine their work through a new lens that focuses on

leadership and building collaboration.

Learning Objectives


Relate the key differences between a team member’s role and a supervisor’s role.

Describe the major challenges in making the transition to supervision and how to address them.

Relate the importance of planning, communicating expectations, motivating, and coaching and providing feedback

to team members.

Identify their individual leadership styles.

List the major responsibilities of an effective supervisor.

List the key technical, leadership, and communication skills of supervisors.

Rate their own skills for the supervisory role, noting areas for development.

Transition to Supervision

30

Topical Outline

I. Introduction


B. Session Overview

C. Warm-up Activity: What “Supervisor” Means to Me

II. Congratulations, Now You Are One of “Them”

A. Making the Transition

B. Great Expectations

C. The Balancing Act

D. Strategies for Making a Smoother Transition

E. Meeting the Challenges of the Transition

III. A Day in the Life of a Supervisor

A. Planning

B. Communicating Expectations

C. Motivating

D. Coaching and Providing Feedback

IV. Focus on Performance

A. Leadership Style

B. Exercise: My Way, Their Way, Our Way

C. It’s All About Performance

D. Relationships Matter Too

V. The Effective Supervisor

A. Three Key Responsibilities

B. The Effective Supervisor: A Self-Assessment and Development Strategies

VI. Conclusion


B. Evaluation

C. Adjournment

Making Meetings Matter

31

7. Making Meetings Matter

Design productive meetings from the start. Determine the best ways to organize and sequence a meeting agenda.

Establish procedures that encourage meaningful interaction and produce clear decisions. Structure meeting minutes to

reflect action-oriented meeting results. Use a variety of simple "rules" for timing, ground rules, and appropriate

participation in organizational meetings.

Learning Objectives


Prepare a meeting agenda.

Handle meeting logistics.

Anticipate issues and eliminate surprises.

Facilitate meetings by taking control from the start.

Ensure accountability by stimulating participation.

Establish and maintain momentum.

Address unproductive behaviors.

Prepare meeting minutes with ease.

Model accountability through meeting follow-up.

Evaluate the effectiveness of meetings.

Making Meetings Matter

32

Topical Outline

I. Introduction


B. Outcomes

C. Topical Outline

D. Introductory Exercise

II. Preparation

A. Advance Notification

B. Adequate Agenda Preparation

C. Standard Format for Meeting Agenda

D. The Right Representation

E. Logistics

F. Preparation Tips for Savvy Meeting Managers

III. Facilitating the Meeting

A. Setting a Positive Tone

B. Active Listening and the “PIE Chart”

C. Skillful Questioning

D. The A-D-A-D Model for Decision Making and Problem Solving

E. Taking Minutes

F. Action Items

G. Addressing Unproductive Behaviors

IV. Follow-Up

A. Managing Follow-Up

B. Compiling Meeting Minutes

V. Conclusion

How to Give and Receive Feedback with Skill

33

8. How to Give and Receive Feedback with Skill

Explore simple and straightforward ways to provide relevant feedback to your work colleagues. Determine what to say,

how to say it, and how to frame feedback as a positive and productive communication tool. Try out effective means of

planning for feedback, anticipating its effect on the receiver of the feedback and working toward cooperative solutions

in difficult circumstances. Also, learn the most appropriate ways to receive feedback yourself—and model the means of

linking feedback with follow-up action.

Learning Objectives


Provide redirecting and reinforcing feedback professionally and confidently.

Receive feedback from others in a manner that provides valuable information about their performance.

Maintain positive relationships with both recipients and "givers" of feedback.

How to Give and Receive Feedback with Skill

34

Topical Outline

I. Introduction


B. Session Overview

C. Feedback Self-Assessment

II. Overview

A. Missiles, Bats, and Thermostats—What Do These All Have in Common?

B. Definition

C. Purpose of Feedback

D. Feedback: The Real “Breakfast of Champions”

E. Types of Feedback

III. Receiving Feedback

A. Consider the Source

B. Responding to Feedback

C. Requesting Feedback

IV. Giving Feedback

A. Changing Our Perceptions about Giving Feedback

B. Barriers to Giving Feedback

C. Process for Giving Feedback

D. Redirecting

E. Reinforcing

V. Communication Styles and Feedback

A. Four Styles of Communication

B. Feedback Preferences Based on Styles

VI. Conclusion


B. Adjourn

Communicating with Confidence

35

9. Communicating with Confidence

Examine the communication process model and investigate the environmental, organizational, and psychological factors

that influence communications. Assess the mode of communication (auditory, visual, or kinesthetic) that is most natural

to you. Learn ways to adapt to others' primary modes of communication. Define your preferred "social style," and learn

how to adjust to others’ styles for improved communications.

Learning Objectives


Diagram the communication process.

Adapt personal communication styles to enhance communication with others.

Use assertiveness to ensure positive interactions and goal attainment.

Apply a variety of communication skills to enhance approachability and create an open, honest workplace.

Communicating with Confidence

36

Topical Outline

I. Introduction

A. Participants and Instructor

B. Session Overview

II. Communication Overview

A. Communication Process

B. Face-to-Face, Over the Phone, with Words Alone

C. Implications Discussion

III. Twelve Keys to Communicating with Confidence

A. Be Aware of Expectations

B. Tune in to the Same Channel

C. Match Your Message…

D. Present Yourself Professionally

E. Set the Stage Before You Start

F. Provide the Right Amount of Detail

G. Put Questions in Context

H. Use Terms that People Can Understand

I. Ask Questions People Can Answer

J. Explain What Could Be Misunderstood

K. Confirm Understanding

L. Empathize and Validate

IV. Application Planning Session

A. Mini-Consultation

B. Summary and Conclusion

C. Evaluation

D. Adjournment

Creating Compelling Business Presentations

37

10. Creating Compelling Business Presentations

This workshop teaches participants how to design and deliver compelling presentations. Participants explore the

essential principles of creating effective presentations and put them into practice during the workshop as they design

and develop their presentations. Through hands-on activities, participants learn how to convey ideas in a way that

moves others. They discover their natural strengths and how to bring information to life. They learn how to engage

their audience through building rapport, various questioning techniques, and built in interactive activities. Participants

learn the “tricks of the trade” about dress, speech, posture, room set-up, and audiovisual support materials. Facilitators

provide individualized coaching after participants practice delivering their presentations. Not only do participants

develop and deliver more professional presentations, they have fun doing it.

Learning Objectives


Build rapport with audience participants.

Provide a persuasive presentation matched to the expectations of the group.

Design presentations to meet both the business needs and interpersonal expectations of audiences.

Set and maintain a positive, interactive climate.

Employ verbal and nonverbal communication skills to strengthen presentations.

Use effective techniques to gain and hold audience attention.

Develop and use visual aids to enhance the effectiveness of presentations.

Establish a plan for continuous improvement.

Creating Compelling Business Presentations

38

Topical Outline

II. 1. The Ethical and Accountable Leader 1

III. 2. Supervisory Development 4

IV. 7. Making Meetings Matter 31

V. 8. How to Give and Receive Feedback with Skill 33

VI. 9. Communicating with Confidence 35

VII. 11. Facilitation Excellence 39

VIII. 14. Technical Writing 46

IX. 24. Managing the Challenge of Change 66

Facilitation Excellence

39

11. Facilitation Excellence

Discover and practice applying a wide variety of tools and techniques to enhance group effectiveness. Use creative

thinking to stimulate innovative problem solving. Accelerate consensus with voting and weighting techniques. Develop

criteria to use in making informed, thought-out decisions. Refine ideas and build commitment to action through

participation. Practice interventions for unruly behavior and difficult participants. Explore the advantages of a team

approach and learn ways to leverage group activities for a successful outcome.

Learning Objectives


Design facilitated sessions to address a rich variety of group outcomes.

Use creative techniques to generate solution ideas.

Employ several consensus-acceleration techniques to assist groups in reaching agreement.

Lead storyboarding, decision making, and problem solving sessions.

Intervene appropriately in facilitations when participants become problematic or when groups reach impasses.

Follow specific guidelines for individual development of facilitation skills.


40

Topical Outline––Session 1

I. Introduction

A. Setting Ground Rules

II. When People Work in Groups

A. Groups Defined

B. Understanding Group Dynamics

C. Characteristics of Effective Groups

III. The Role of the Facilitator

A. Group Exercise: Profile of an Effective Facilitator

B. Twelve Common Causes of Facilitator Failure

C. Basic Roles and Responsibilities

D. Essential Skills

IV. Practice Session

A. Facilitating an Icebreaker

B. Facilitation “Checkup”

V. Key Group Processes and the Facilitator’s Role in Each (and Practice Sessions)

A. Creativity and Brainstorming

B. The A-D-A-D Model for Decision Making and Problem Solving

C. Conflict Management

VI. Practice Session

A. Generating Ideas

B. Facilitation “Checkup”

VII. Conclusion

A. Summary

B. Overview of Session 2


41

Session 2 Outline

I. Introduction (and Practice Sessions)

A. Review of Session 1

B. Session 2 Overview

C. Review of Ground Rules

D. Warm-Up Activity

II. Facilitation Process (and Practice Sessions)

A. Planning and Preparing the Session: Building Buy-in and Commitment

B. Conducting the Session

C. Designing on the Fly

D. Following-Up

III. Large Scale Facilitation (and Practice Sessions)

A. Concept Overview

B. Force Field Analysis on Effective Large Scale Facilitation

C. Problem Solving: Minimizing Barriers and Capitalizing on Driving Forces

D. How-How Planning

IV. Expecting the Unexpected: Dealing with Difficult Behavior (and Practice Sessions)

A. Difficult Behaviors and Managing the Group through Effective Intervention

B. Nominal Group Technique

C. Case Studies

V. Practice Sessions

A. Facilitation Expectations

B. Sticker Elimination

C. Skills Development Planning

VI. Conclusion

A. Summary and Evaluation

Teambuilding

42

12. Teambuilding

When interacting with others, everyone uses a natural style, and all styles contribute to successful outcomes.

Differences in style add value to the work of groups while serving as potential sources of misunderstanding and conflict.

This workshop integrates a work style assessment that participants complete online prior to the session. During the

session, participants receive their results in an individual report. They learn about style tendencies, needs, preferred

environments, and strategies for improving effectiveness. Dynamic activities engage participants in identifying areas of

compatibility, recognizing sources of potential conflict, and learning how to flex more effectively to others' styles.

Participants also develop strategies that capitalize on all style strengths and for more effectively resolving conflicts.

Learning Objectives


Enhance personal effectiveness in accomplishing goals by improving communication and interpersonal relationships with others.

Describe their individual work style and how differences in style affect others.

Recognize, value, and respect differences in style, personality, and expertise.

Develop specific strategies for working together more productively, and with greater cohesion.

Teambuilding

43

Topical Outline

I. Introduction

A. Session Overview

B. Warm-Up Activity: Team Building Shield

II. Team Basics

A. The Value of Teams

B. Phases of Team Development

C. Four Factors for Success

III. Team Composition and Dynamics

A. Overview

B. Team Roles

C. Team Player Survey

D. Trust

IV. Leadership

A. Effective Team Leadership Behaviors

B. Shared Leadership

V. Work Processes

A. Win as Much as You Can

B. Productive Work Processes

C. Balanced Thinking

D. Conflict Management

VI. Communication

A. Best Practices

B. Using Positive Language

VII. Conclusion


B. Evaluation

C. Adjournment

Business Writing that Rocks

44

13. Business Writing That Rocks

This course employs rock music, team activities and competitions, and individual exercises to enhance participants’

writing skills. The course encourages participants to write clearly and concisely, taking into account current guidelines

for usage, style, and punctuation. In the grammar section, Business Writing that Rocks demystifies the old rules and

dispels myths that have clouded people’s writing for too long. Building on these essentials, the course also helps

participants develop sentences, paragraphs, and entire documents with both the reader’s needs and the writer’s

objectives in mind.

Learning Objectives


Identify the common parts of speech and their roles in written communication.

Select definite, specific words to convey the meaning of a spoken or written statement.

Write sentences with subject-predicate and pronoun-antecedent agreement.

Write dynamic sentences that are cohesive and coherent.

Establish a clear purpose for your writing and use the most suitable approach.

Analyze the needs of your audience in order to create clear, relevant documents.

Determine the best structure for your message and organize your content accordingly.

Format your work for visual impact and the reader’s convenience.

Establish a plan for continuous improvement in written communication.

Business Writing that Rocks

45

Topical Outline

I. Mastering the More Challenging Rules of Grammar and Punctuation

A. Nouns: Capitals, Possessives, and Plurals

B. Verbs, Adverbs, Adjectives, and Subjunctive Mood

C. Pronouns, Case, Agreement, and More

D. Subject-Verb Agreement

E. Punctuation

II. Usage

A. Principles of Usage

B. Usage Team Competition

III. Myths: Silencing the Voices from the Past

A. Three Myths We All Grew Up With

B. Discussion and Confessions

IV. Conclusion

A. Summary

B. Evaluation

C. Adjournment

Technical Writing

46

14. Technical Writing

This course provides guidelines for writing documents, letters, emails, and memos about technical subjects in a

straightforward, easy-to-understand manner. Participants learn how to identify their writing purpose, analyze their

audience, and select the form that best suits their purpose and audience. During the workshop, participants practice

creating dynamic sentences using verbs to express action and eliminating ambiguous, abstract sentence construction.

They learn how to effectively convey their message by the way they structure their documents, and to develop

paragraphs that support their main points. The workshop teaches participants how to create visual appeal through the

effective use of graphics. The final section of the workshop addresses the importance of editing and proofreading to a

final polished work.

Learning Objectives


Organize technical content to make it easy to understand.

Develop a simple, straightforward style to convey technical subject matter to readers from a variety of backgrounds.

Establish a tone that conveys competence without “losing” your readers.

Translate jargon, abbreviations, and acronyms into non-technical terms appropriate for your message and audience.

Incorporate numbers, units of measure, and equations into your documents using accepted technical writing conventions.

Strengthen your writing with the effective use of graphics (charts, graphs, tables, diagrams, maps, photographs, and illustrations).

Technical Writing

47

Topical Outline

I. Introduction

A. Introductory Exercise: The Mousetrap

B. What is Technical Writing?

C. Steps in the Technical Writing Process

II. Prepare

A. Establish Your Purpose

B. Assess Your Audience

C. Select a Suitable Format

III. Research

A. Determine Your Scope

B. Gather Information

IV. Organize

A. Choose the Appropriate Method of Development

B. Outline Your Document

V. Write

A. Adopt the Right Attitude

B. Build Sturdy Paragraphs

C. Construct Effective Sentences

VI. Edit

A. Avoid Common Pitfalls

B. Revise Your Document

C. Proofread Your Document

VII. Conclusion


B. Evaluation

C. Adjournment

Time Management

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15. Time Management

This workshop is designed to help the participant who faces the challenge of having more items on a “to-do list” than

there are hours in a day. Today’s fast-paced work environment often requires people to multi-task daily, often juggling

work from a variety of sources—bosses, colleagues, emails, partners, and employees. The increase in obligations is

often accompanied by a decrease in productivity as people switch from task to task, often struggling to complete

everything on time and with a high-quality result. This workshop examines individual work habits, sources of

responsibilities, and the setting of limits in order to eliminate procrastination and get a jump on the to-do list before it

becomes overwhelming.

Learning Objectives


List the driving constraints for the key responsibilities associated with their varied roles.

Identify barriers to performance and strategies for taking control of the barriers.

Identify and prioritize tasks.

Manage multiple priorities through an integrated approach to tasks.

Time Management

49

Topical Outline

I. Introduction


B. Session Overview

C. The Many Meanings of Time

D. Time as an “Unreplenishable” Resource

II. Prioritize, Prioritize, Prioritize

A. The Clock and the Compass

B. Managing Multiple Priorities

C. The “In-Box”

D. Identifying and Prioritizing Your Tasks

III. Your Environment

A. Organizing Tips

B. Driving Constraints

C. Realities of Multiple Priorities

IV. Personal Assets

A. Time-Management Personality Profile

B. What’s Best For You?

C. Contacts and Relationships

V. Critical Tasks

A. Acknowledge Roles and Expectations

B. Consider the Options

C. Negotiate

D. Make the Plan

E. Communicate

F. Re-Evaluate

VI. Conclusion

Memory Workshop

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16. Memory Workshop

Explore memory techniques to recall names, facts, events, and other vital information easily and accurately. Rediscover

an ancient Greek system to organize and remember presentations and speeches. Meet new associates and recall their

names and other key data. Adapt powerful mnemonic techniques to a variety of on-the-job applications that confront

today’s busy worker on a daily basis.

Learning Objectives


Recall a long list of items (40-60 items) from memory.

Identify and apply the two Rules of Thumb for remembering.

Use the mental tools of Substitution and Interaction to create permanent mental images.

Use powerful tools to convert intangible items into concrete pictures.

Remember the names of clients.

Apply mnemonic techniques to workplace memory challenges.

Memory Workshop

51

Topical Outline

I. Introduction

A. Participants

B. Instructor

C. Course Overview

II. Recalling Sequences

A. The Loci System

B. Class Exercise

C. Applications

III. Memory Basics

A. Two Rules of Thumb

B. Substitution

C. Interaction

D. Class Exercise

E. Applications

IV. Remembering Tangibles

A. The Cymbal

B. The Near-Ear

C. Intangibles Drill

D. Remembering Names and Faces

V. Conclusion

A. Summary

B. Continuous Improvement

C. Evaluation

D. Adjournment

Creative Problem Solving

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17. Creative Problem-Solving

In this workshop, participants explore a systematic six-step process to identify, analyze, and solve problems. They learn

when and how to employ divergent and convergent thinking strategies. Participants develop their capacity to approach

workplace problems creatively, addressing underlying causes rather than surface symptoms. The workshop is designed

to enhance critical thinking capabilities with group process tools, including Pareto diagrams, fishbone analysis, and

consensus-accelerating techniques.

Learning Objectives


Explain the Six-Step Creative Problem Solving Process.

Determine whether a problem situation could most efficiently be solved by an individual or by a group.

Describe divergent thinking and convergent thinking, and their importance in creative problem solving.

Explain their cognitive style preference and its implication on their approach to creative problem solving.

Define and diagnose a problem situation.

Identify possible solutions that address the true cause of the problem.

Select the best solution by considering implementation criteria, and organizational drivers and barriers.

Implement a solution by creating an action plan and a measurement plan.

Plan and conduct a management presentation to build support for a solution implementation.

Evaluate and report the results of the solution and its implementation.

Facilitate group problem solving activities and discussions.

Indicate when specific tools and techniques should be used in each of the six steps.

Define and explain a full range of group process techniques.

Creative Problem Solving

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Topical Outline

I. Introduction


B. Course Overview

II. Creative Problem Solving Overview

A. Developing a Common Language and Understanding

B. Creative Problem Solving Process Overview

C. Problem Solving: Group or Individual Approach?

III. Balanced Thinking: Divergent and Convergent

A. Divergent (Creative) Thinking

B. Convergent (Critical) Thinking

IV. Creative Problem Solving Process

A. Step 1: Define the Problem

B. Step 2: Diagnose the Problem

C. Step 3: Identify Possible Solutions

D. Step 4: Select a Solution

E. Step 5: Implement the Solution

F. Step 6: Evaluate the Results

V. Creative Problem Solving Toolbox

A. Six-Step Process Worksheet

B. Toolbox Worksheets

C. Additional Resources

VI. Conclusion

A. Summary

B. Evaluation

C. Adjournment

Interpersonal Effectiveness

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18. Interpersonal Effectiveness

Learn the key principles and practices for interpersonal effectiveness. Apply the practice of relationship building from

inside the organization to a broader base of contacts—the small work group, other work units, external organizations,

stakeholders—even customers. Assess patterns and habits of organizational relationships, their impacts, and how to

build constructive relationships that improve personal and organizational performance. Integrate relationship-building

principles into existing management systems and processes.

Learning Objectives

At the conclusion of this workshop, participants will be able to do the following:

Explain the importance of interpersonal excellence.

Describe each of the behavioral styles and their effect on relationships.

Apply "adapting" concepts to create effective work relationships.

Interpersonal Effectiveness

55

Topical Outline

I. Introduction

A. Participants and Facilitator

B. Session Overview

C. “Types” of People

II. What Mode Are You In?

A. The Language System Diagnostic Instrument

B. Tune In

C. Exercise

III. Introduction to Preferences and Type

A. Understanding the Concept of Preferences

B. Overview of Psychological Type Theory

C. Self-Selection Exercise

D. Principles of Psychological Type

E. Type Table

IV. Exploring Preferences

A. Charades

B. Creating a New Product

C. I Want the Money

D. Closets and Drawers

V. Type at Work

A. Benefits of Using Type in Groups

B. Group Predictions

C. Effects of Preferences in Work Situations

D. Small Group Discussion

E. The Temperaments at Work

VI. Conclusion


B. Evaluation

C. Adjournment

Stress Management

56

19. Stress Management

This workshop addresses stress in the workplace and beyond, allowing participants to identify the sources of stress in

their lives, and to identify the stressors that can lead to poor performance and health problems. The course presents a

wide range of practices for dealing with stress, allowing participants to develop personal action plans for stress

management in their lives. Each participant will develop a profile of the causes of stress and the means of addressing

these causes effectively for the long term.

Learning Objectives


Identify the major stressors affecting work performance and health.

Learn to distinguish between stress that motivates and stress that damages performance.

List a range of practices and techniques for reducing or eliminating sources of stress.

Develop a healthful response for the stress in life.

Stress Management

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Topical Outline

I. Introduction


B. Course Overview

C. Stress Effects in Society

D. My Stressors, Our Stressors

II. Overview of Stress

A. Stress Is . . .

B. Three Stages of Stress

D. Some Stress Is Necessary

C. How Stress Works

III. Assessing Your Stress

IV. Strategies for Change

A. Stress Management

B. Ineffective Coping Strategies

C. Prevention or Intervention––Effective Strategies for Change

V. Action Plan: Strategies for Change

VI. Conclusion

A. Summary

B. Evaluation

C. Adjournment

Dealing with Difficult Behavior

58

20. Dealing with Difficult Behavior

Identify the ways in which difficult people establish control over situations and bend communications to their

advantage. Learn the telltale characteristics of the difficult person through informed observation. Establish strategies

for action based on four primary "types" of difficult people, especially when their behaviors affect your work

performance.

Learning Objectives


Describe the individual and relationship tensions that cause interpersonal difficulty.

Explain the dynamics of difficult situations and behaviors.

Use positive language, rational thinking, and constructive dialogue to deal with difficulty in relationships.

List the options for dealing with truly difficult people.

Dealing with Difficult Behavior

59

Topical Outline

I. Introduction


B. Course Overview

II. Defining Difficulty in Relationships

A. The Open House

B. Source of Problems and Common Relationship Tensions

III. Taking a Positive Approach to Dealing with Difficulty in Relationships

A. Start with Yourself

B. Understanding Style Differences

C. The Open House Revisited

D. Flexing Beyond Your Style

IV. Truly Difficult People

A. Defining Truly Difficult People

B. Options for Dealing with Difficult People

C. Strategies for Dealing with Difficult People

D. Profiles of Truly Difficult People

V. Conclusion

A. Summary

B. Evaluation

C. Adjournment

Project Management

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21. Project Management

This project management course covers all phases of project management and emphasizes the principles, tools, and

techniques for preparing and managing detailed and flexible work plans for projects. Through lecture, project analyses,

case studies, and group activities, this 2-day course will provide the participant with a practical foundation to effectively

and efficiently manage concurrent projects in a dynamic environment. The primary goal of this course is to enable the

project manager to take appropriate action by determining the exact status of a project––in work completed and costs

expended––at any point in time.

Learning Objectives


Recognize the core principles of project management.

List the primary roles and responsibilities of a project manager.

Apply key principles of project management at each phase.

Discuss the challenges of a project manager.

Apply practical tools in the planning and implementation of a project.

Review the three constraints of project management.

Practice techniques to improve communication among project team members.

Plan for the transfer of key learning to their respective project management responsibilities.

Project Management

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Topical Outline

I. Introduction


B. Session Overview

II. Project Management Overview

A. Elements of a Project’s Lifecycle

B. Definitions

III. Phase 1: Planning, Analysis, and Development

A. Creating a Problem/Opportunity Statement

B. Defining Project Objectives

C. Structuring the Project Team

D. Relationships Among Tasks

E. Forward Pass – Early Start and Early Finish

F. Backward Pass -Late Start and Late Finish

IV. Phase 2: Project Start-Up

A. Project Kickoff Meeting

B. Key Agenda Items

C. Budget Review

D. Meeting Minutes

E. Tips for Effective Leadership

V. Phase 3: Project Implementation

A. Project Manager Responsibilities

B. Four Rules for Anticipation

C. Handling Project Change

VI. Phase 4: Project Closeout and Evaluation

A. Project Close-Out Steps

B. Sample Project Evaluation Items

C. Project Close-Out

VII. Conclusion


B. Evaluation

Aligning Strategy with Action in a Changing Environment

62

22. Aligning Strategy with Action in a Changing Environment

Today’s organizations function in an environment of complexity, continual political change, an increasingly diverse

population, and a changing workforce facing public demands for more efficient and effective services. In this

environment, leaders at every level must determine the strategic direction of their units, align their workers with that

strategic direction, and manage their organization for success.

In short, in order for the leaders to fulfill their responsibilities, they need to plan strategically, develop a method for

implementing their plan, and manage the plan during inevitable periods of change and transition. This workshop will

address these strategic challenges by presenting a straightforward approach to planning and implementation at every

level of leadership.

Learning Objectives


Explain the role of leadership in and purpose of strategic planning.

Identify the characteristics of strategic thinking.

Write a mission statement.

Conduct a review of the current situation of the organization.

Conduct an analysis of strengths, weaknesses, opportunities, and threats.

Identify the four types of strategic goals.

Practice techniques to improve communication among project team members.

Plan for the transfer of key learning to their respective project management responsibilities.

Identify the types of information that can be included in a goal statement.

Describe the conventional approach to strategic planning and four problems that cause strategic plans not to succeed.

Describe a balanced framework approach for strategic planning.

Identify measurement requirements for different types of goals.

Prepare an operational definition of a strategic performance measure.

Describe what an aligned organization looks like.

Describe how to create an aligned organization.

Link an individual performance plan to a strategic goal.

Aligning Strategy with Action in a Changing Environment

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Topical Outline

I. Introduction


B. Course Overview

C. “Strategic Thinking” for Strategic Planning

II. Introduction to Strategic Planning

A. A Definition of “Strategy”

B. How to Develop, Implement, and Manage a Strategic Plan

III. Preparing for Strategic Planning

A. Review the Mission and Mandates of the Organization

B. Conduct an Organizational Review

IV. Developing Strategic Goals

A. Stating a Strategic Goal

B. How Much Information Does a Strategic Goal Need to Communicate?

C. Organizing Strategic Goals—Two Approaches

V. Developing Strategic Measures

A. Strategic Performance Measures

B. Types of Goals and Their Measures

C. Defining a Strategic Measure for Implementation

VI. Aligning Operational Units with the Strategic Plan

A. Aligning Organizational Units with Strategic Goals

B. How a Lower Level Unit Determines Its Alignment

C. A Strategic Alignment Plan Worksheet

VII. Integrating Strategy Management Into Overall Management

VIII. Conclusion

A. Summary

B. Evaluation

C. Adjournment

Extraordinary Customer Service

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23. Extraordinary Customer Service

This workshop helps participants identify their customers, external and internal, and their needs and expectations.

Participants examine the customer service practices of exceptionally successful organizations. They learn about the

"moments of truth" and identify examples of shining and dull customer service for their organization. Seven

professional customer service skills are introduced and practiced in interactive exercises. Participants are introduced to

a customer service toolbox and learn how to use active listening and effective questioning techniques to meet and

exceed customer expectations. The workshop also covers effective telephone techniques and the use of positive

language. Participants learn strategies for handling angry customers in a way that diffuses anger so that problems can

be resolved. Participants leave the workshop with a positive customer service attitude that enables them to advance

from front-line customer service excellence to a complete customer service culture.

Learning Objectives


Explain the importance of customer service.

Describe moments of truth, and their importance in creating dull and shining customer service events.

Identify critical moments of truth in daily customer service activities.

Explain the components and dimensions of customer requirements.

Describe the seven key skills for professional customer service and how these skills are demonstrated on the job.

Identify active listening skills and questioning techniques that increase communication effectiveness.

Identify ways to develop and keep a positive customer service attitude.

Describe strategies that help in maintaining composure when interacting with angry customers.

Explain techniques for providing friendly customer service over the telephone.

Extraordinary Customer Service

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Topical Outline

I. Introduction

II. Customer Service Essentials

A. Who Are My Customers and What Do They Want?

B. What Is Customer Service?

C. Defining Customer Satisfaction

D. Evolution of Customer Service

E. Required Knowledge, Skills, and Abilities for a Partnering Approach

III. Managing the Customer Experience

A. Establishing Expectations

B. Using the Right Form of Communication

C. Taking a Positive Approach and Using Positive Language

D. Managing Expectations

IV. Maintaining Internal Coordination

A. Promoting Mutual Accountability

B. Communicating Upward

V. Managing Service Recovery

A. What Customers Expect When Things Go Wrong

B. Using Emotional Intelligence to Win Over Difficult Customers

C. Following Through and Following Up

D. Establishing Internal Support Systems

E. Seven Lessons Learned

VI. Conclusion

A. Summary

B. Resources and References

C. Evaluation

D. Adjournment

Managing the Challenge of Change

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24. Managing the Challenge of Change

Explore the sources of change in today’s world and your organization. Consider the effects of change on your

professional responsibilities, as well as on your physical and mental well-being. Develop ways to handle change by

adapting an appropriate attitude and through positive efforts to remain flexible in the change process.

Learning Objectives


Recognize attitudes and behaviors associated with change.

Identify how change affects you personally and professionally.

Identify aspects of change that can and can not be controlled.

Identify your developed and underdeveloped adaptation styles.

Develop strategies to help deal with the effects of change.

Managing the Challenge of Change

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Topical Outline

I. Introduction

A. What Does Change Mean to Me?

B. The Effects of Change

II. Change and Transition

A. How We View Change

B. Transition Process

III. Endings

A. Letting Go of the Past

B. It’s OK to Honor the Past

IV. Neutral Zone

A. Coping with Change

B. Self-Assessment

V. Beginnings

A. Embracing the Future

B. Strategies for Dealing with Change

VI. Conclusion


Notes

68

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