Upload
leliem
View
232
Download
1
Embed Size (px)
Citation preview
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
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.
The Ethical and Accountable Leader
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
The Ethical and Accountable Leader
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
At the conclusion of this workshop, participants will be able to:
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
A. Summary of Key Learning
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)
Leadership Development Program
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
At the conclusion of this workshop, participants will be able to:
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.
Leadership Development Program
10
Session 1 Topical Outline
I. Introduction
A. Participants and Presenter
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
A. Summary of Key Learning
B. “My Strategies”
C. Resources and References
D. Adjournment
Leadership Development Program
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
At the conclusion of this workshop, participants will be able to:
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.
Provide examples of how the workshop content and activities relate to their workplace.
Leadership Development Program
12
Session 2 Topical Outline
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
A. Summary of Key Learning
B. “My Strategies”
C. Resources and References
D. Adjournment
Leadership Development Program
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
At the conclusion of this workshop, participants will be able to:
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.
Provide examples of how the workshop content and activities relate to their workplace.
Leadership Development Program
14
Session 3 Topical Outline
I. Introduction
A. Review and Discussion of Applications from Session 2
B. Session 3: Program Overview
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
A. Summary of Key Learning
B. “My Strategies”
C. Resources and References
D. Adjournment
Leadership Development Program
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
At the conclusion of this workshop, participants will be able to:
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.
Provide examples of how the workshop content and activities relate to their workplace.
Leadership Development Program
16
Session 4 Topical Outline
I. Introduction
A. Review and Discussion of Applications from Session 3
B. Session 4: Program Overview
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
A. Summary of Key Learning
B. “My Strategies”
C. Resources and References
D. Adjournment
Leadership Development Program
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
At the conclusion of this workshop, participants will be able to:
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.
Leadership Development Program
18
Session 5 Topical Outline
I. Introduction
A. Review and Discussion of Applications from Session 4
B. Session 5: Program Overview
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
A. Summary of Key Learning
B. “My Strategies”
C. Resources and References
D. Adjournment
Leadership Development Program
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
At the conclusion of this workshop, participants will be able to:
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.
Leadership Development Program
20
Session 6 Topical Outline
I. Introduction
A. Review and Discussion of Applications from Session 5
B. Session 6: Program Overview
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
Leadership Development Program
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
At the conclusion of this workshop, participants will be able to:
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.
Leadership Development Program
22
Session 7 Topical Outline
I. Introduction
A. Review and Discussion of Applications from Session 6
B. Session 7: Program Overview
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
Leadership Development Program
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
At the conclusion of this workshop, participants will be able to:
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.
Leadership Development Program
24
Session 8 Topical Outline
I. Introduction
A. Review and Discussion of Applications from Session 7
B. Session 8: Program Overview
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
A. Summary of Key Learning
B. “My Strategies”
C. Resources and References
D. Adjournment
Leadership Development Program
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
At the conclusion of this workshop, participants will be able to:
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.
Leadership Development Program
26
Session 9 Topical Outline
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:
At the conclusion of this workshop, participants will be able to:
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
A. Summary of Key Learning
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
At the conclusion of this workshop, participants will be able to:
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
A. Participants and Presenters
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
A. Summary of Key Learning
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
At the conclusion of this workshop, participants will be able to:
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
A. Participants and Presenter
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
At the conclusion of this workshop, participants will be able to:
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
A. Participants and Presenter
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
A. Summary of Key Learning
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
At the conclusion of this workshop, participants will be able to:
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
At the conclusion of this workshop, participants will be able to:
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
At the conclusion of this workshop, participants will be able to:
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.
Facilitation Excellence
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
Facilitation Excellence
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
At the conclusion of this workshop, participants will be able to:
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
A. Summary of Key Learning
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
At the conclusion of this workshop, participants will be able to:
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
At the conclusion of this workshop, participants will be able to:
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
A. Summary of Key Learning
B. Evaluation
C. Adjournment
Time Management
48
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
At the conclusion of this workshop, participants will be able to:
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
A. Participants and Presenters
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
50
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
At the conclusion of this workshop, participants will be able to:
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
52
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
At the conclusion of this workshop, participants will be able to:
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
53
Topical Outline
I. Introduction
A. Participants and Presenter
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
54
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
A. Summary of Key Learning
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
At the conclusion of this workshop, participants will be able to:
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
57
Topical Outline
I. Introduction
A. Participants and Presenter
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
At the conclusion of this workshop, participants will be able to:
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
A. Participants and Instructor
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
60
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
At the conclusion of this workshop, participants will be able to:
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
61
Topical Outline
I. Introduction
A. Participants and Presenter
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
A. Summary of Key Learning
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
At the conclusion of this workshop, participants will be able to:
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
63
Topical Outline
I. Introduction
A. Participants and Instructor
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
64
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
At the conclusion of this workshop, participants will be able to:
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
65
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
66
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
At the conclusion of this workshop, participants will be able to:
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
67
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
A. Summary of Key Learning