Professional Courses Catalogue - BEVA Global! · PDF fileinterview techniques – cpt140 .....7 job search techniques – cpt150

BEVA Global Management

Professional

Courses Catalogue

November 2017

ii

Published by:

BEVA® Learning Institute, the training branch for BEVA Global Management Inc. a.k.a. BEVA

®

Ottawa, Ontario, Canada

Telephone: + 1-877-669-7347 ext. 600

Email: [email protected]

Website: www.bevaglobal.com or bevaglobal.eu

©17 BEVA Global Management Inc. All rights are reserved.

“PMI®

, PMBOK®

GUIDE, PMP® and CAPM

® are registered trademarks with the Project

Management Institute (PMI)®.”

BEVA® welcomes your suggestions or corrections concerning this course catalogue. You can

contact us by email [email protected] or by telephone + 1-877-669-7347 ext. 600.

This manual is printed in Ontario, Canada.

Note to the reader:

This manual is the property of the author. The reproduction of this manual is prohibited unless a

written authorization is given by the author.

http://www.bevaglobal.com/

http://www.bevaglobal.eu/

iii

ABOUT BEVA GLOBAL MANAGEMENT

WHO WE ARE

“We are changing the way that business gets done…

Success through pro-active management."

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

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

non-profit organizations.

BEVA® specializes in Management, Human Resources, Project, Program and Portfolio, and

Professional Development.

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

®).

BEVA®

Learning Institute is the training branch of BEVA Global Management Inc.

Note:

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

duration and for specific audiences.

All course outlines may be subject to change.

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v

TABLE OF CONTENTS

ABOUT BEVA GLOBAL MANAGEMENT..................................................................................................................... III

WHO WE ARE.................................................................................................................................................... III

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

ART OF RESUME AND DEVELOPMENT – CPT101 ......................................................................................................... 1 ASSESSING CAREER OPTIONS & PREPARING A CAREER PLAN FOR VETERANS OF CANADA – CPT102 ...................................... 2 CAREER PLANNING AND GOAL SETTING – CPT110 ...................................................................................................... 3 FINANCIAL PLANNING SEMINAR – CPT120 ................................................................................................................. 4 IMPACT OF CHANGE - MANAGERS – CPT130 ............................................................................................................. 5 IMPACT OF CHANGE – REMAINING EMPLOYEES – CPT131 ............................................................................................ 6 INTERVIEW TECHNIQUES – CPT140 .......................................................................................................................... 7 JOB SEARCH TECHNIQUES – CPT150 ......................................................................................................................... 8 STARTING YOUR OWN BUSINESS – CPT180 ............................................................................................................... 9

LEADERSHIP AND MANAGEMENT FOUNDATIONS TRAINING – SECTION 2 ............................................................. 11

ASSERTIVE APPROACH TO MANAGING CONFLICT – LMF102 ....................................................................................... 11 ASSERTIVE COMMUNICATION – LMF103 ................................................................................................................. 12 BUILDING CONFIDENCE THROUGH ASSERTIVENESS – LMF108 ..................................................................................... 13 COMMUNICATING EFFECTIVELY – LMF110 .............................................................................................................. 14 COMMUNICATION AND SOCIAL STYLES – LMF111 ..................................................................................................... 15 CONDUCTING EFFECTIVE MEETINGS – LMF112 ........................................................................................................ 16 CONFLICT MANAGEMENT – LMF113 ...................................................................................................................... 18 CONFLICT RESOLUTION – LMF114 ......................................................................................................................... 19 CUSTOMER RELATIONS – LMF119 ......................................................................................................................... 20 DEALING WITH DIFFICULT SITUATIONS AND CHALLENGING PEOPLE – LMF120 ................................................................ 21 DEALING WITH STRESS – LMF121 .......................................................................................................................... 22 DIVERSITY IN THE WORKPLACE – LMF123 ............................................................................................................... 23 EFFECTIVE PRESENTATION SKILLS – TRAIN THE TRAINER – LMF126 .............................................................................. 24 EFFECTIVE TEAM DEVELOPMENT – LMF127 ............................................................................................................. 25 EMOTIONAL INTELLIGENCE AT WORK – LMF128 ....................................................................................................... 26 EVALUATING PERFORMANCE – LMF129 .................................................................................................................. 27 EXCEPTIONAL CUSTOMER SERVICE - LMF130 ........................................................................................................... 28 FACILITATING TEAM BUILDING AND DEVELOPMENT – LMF135 .................................................................................... 29 GIVING AND RECEIVING FEEDBACK – LMF140 .......................................................................................................... 30 GROUP/MEETING FACILITATION – LMF141 ............................................................................................................. 31 HARASSMENT AWARENESS – CREATING A RESPECTFUL WORKPLACE – LMF145 ............................................................. 32 HEALTHY CONVERSATIONS AT WORK FOR EMPLOYEES – LMF146 ................................................................................ 33 HEALTHY CONVERSATION AT WORK – FOR MANAGERS – LMF147............................................................................... 34 INTERCULTURAL COMMUNICATION – LMF150 ......................................................................................................... 35 INTERVIEWING SKILLS – LMF151 ........................................................................................................................... 37 NEGOTIATING SKILLS – LMF160 ............................................................................................................................ 38 NEGOTIATING SKILLS FOR NON-SPECIALISTS – LMF161 ............................................................................................. 39 NETWORKING – LMF162 ..................................................................................................................................... 41 ORAL PRESENTATIONS – LMF166 .......................................................................................................................... 42 PERFORMANCE MANAGEMENT – LMF170 .............................................................................................................. 43 PROBLEM SOLVING & SOLUTION BUILDING – LMF171 .............................................................................................. 44 PUTTING YOUR WORDS TO WORK – EFFECTIVE USE OF PERFORMANCE FEEDBACK – LMF175 ........................................... 45

LEADERSHIP DEVELOPMENT TRAINING – SECTION 3 .............................................................................................. 47

ADAPTING TO CHANGE – CHANGE MANAGEMENT – LEAD101 .................................................................................... 47 APPRECIATIVE LEADERSHIP WORKSHOP – LEAD102 .................................................................................................. 48 COACHING IN THE WORKPLACE – LEAD110 ............................................................................................................. 49

vi

CREATING A CULTURE OF COLLABORATION – LEAD111 .............................................................................................. 50 HIGH-PERFORMANCE TEAMS – LEAD120................................................................................................................ 51 INSPIRE CONFIDENCE: THE TRUE POWER OF INFLUENCE – LEAD125 ............................................................................ 52 INTRODUCTION TO COACHING – LEAD126 .............................................................................................................. 54 LEADER’S DNA: TRANSFORMING TEAMS – LEAD130 ................................................................................................ 55 LEADERSHIP – LEAD131 ...................................................................................................................................... 59 LEADERSHIP FOR TEAM LEADERS & SUPERVISORS – LEAD132 ..................................................................................... 60 LEADERSHIP – THE BUILDING BLOCKS - LEAD133 ..................................................................................................... 61 LEADING THROUGH CHANGE – LEAD134 ................................................................................................................ 62 LEADING THROUGH RESISTANCE – LEAD135 ........................................................................................................... 63 MANAGE PARADOXES: THE SECRET OF EFFICIENT AND INCREDIBLE LEADERS – LEAD140 .................................................. 64 RESPONDING TO EMPLOYEES WHO UNDERPERFORM – LEAD150 ................................................................................ 66 STRATEGIC THINKING AND PLANNING – LEAD162 ..................................................................................................... 67 STRATEGIES TO HELP PEOPLE DURING TRANSITION AND CHANGE – LEAD163 ................................................................ 68 THE HARD WORK OF GETTING TO THE “SOFT STUFF” – LEAD170 ................................................................................ 69 USE OF SELF AS AN INSTRUMENT OF CHANGE – LEAD175 .......................................................................................... 70

MANAGEMENT/SUPERVISORY TRAINING – SECTION 4 .......................................................................................... 71

ADVANCED FACILITATION – MNT/SU101 ............................................................................................................... 71 AN EFFECTIVE APPROACH TO RESOLVING CONFLICT – MNT/SU102............................................................................. 72 CAREER COACHING YOUR EMPLOYEES (CCE) – MNT/SU105 ..................................................................................... 73 CAREER PLANNING AND GOAL SETTING – MNT/SU106 ............................................................................................. 74 COMPETENCY BASED TRAINING – MNT/SU108 ....................................................................................................... 75 FACILITATE INNOVATION – MNT/SU120 ................................................................................................................ 76 FOUR GENERATIONS– FOUR APPROACHES TO WORK – MNT/SU121 ........................................................................... 78 FROM CREATIVITY TO INNOVATION: HARNESSING THE CREATIVE POTENTIAL OF ITS ORGANIZATION – FACILITATE INNOVATION –

MNT/SU122 ..................................................................................................................................................... 79 GYROSCOPE: THE IMPACT OF YOUR DECISIONS ON HUMAN PERFORMANCE – MNT/SU130 ........................................... 82 TEAM BUILDING – MNT/SU160 ........................................................................................................................... 83

PROFESSIONAL EFFECTIVENESS AND PERSONAL DEVELOPMENT – SECTION 5 ....................................................... 85

ANGER MANAGEMENT – PEPD101 ........................................................................................................................ 85 ANIMATION OF MEETINGS – PEPD102 ................................................................................................................... 86 ART OF NETWORKING – PEPD103 ......................................................................................................................... 87 BUSINESS WRITING – PEPD108 ............................................................................................................................ 88 DEVELOPING YOUR CAPACITY TO ANTICIPATE – PEPD110 .......................................................................................... 89 DEVELOPING YOUR CREATIVITY: WAKE UP THE CREATIVE GENIUS IN YOU - PEPD111 ..................................................... 90 GROUP CONSENSUS BUILDING – PEPD122 .............................................................................................................. 92 INNOVATING IN THE PUBLIC SERVICE: FICTION OR REALITY – PEPD125 ......................................................................... 93 INTERNAL CONSULTING SKILLS – PEPD126 .............................................................................................................. 95 MANAGING PRIORITIES (WITH IN-BASKET EXERCISES) – PEPD130 ............................................................................... 96 PREPARING FOR AN APPOINTMENT PROCESS – PEPD145 ........................................................................................... 97 PRESENTATION SKILLS – PEPD146 ........................................................................................................................ 98 PROCESS IMPROVEMENTS – PEPD147 .................................................................................................................... 99 PROFITABLE INNOVATION: FOCUS ON THE INNOVATION EFFORT - PEPD148................................................................. 100 STRESS MANAGEMENT – PEPD150 ...................................................................................................................... 101 TELEPHONE ETIQUETTE – PEPD165 ..................................................................................................................... 102 TIME/STRESS MANAGEMENT FOR PROFESSIONALS – PEPD166 ................................................................................. 103 TIME MANAGEMENT - WORKING SMARTER NOT HARDER– PEPD167 ........................................................................ 104 TIME MANAGEMENT AND PRIORITIES – PEPD168 .................................................................................................. 105 WORK PLANNING FOR BETTER LIFE BALANCE – PEPD175 ........................................................................................ 106 WORKING IN TEAMS – PEPD180 ......................................................................................................................... 107

PRE-RETIREMENT SEMINARS – SECTION 6 ............................................................................................................ 109

PLANNING RETIREMENT EARLY – PR 101 ............................................................................................................... 109 PRE-RETIREMENT PLANNING – PR102 .................................................................................................................. 110

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PROJECT MANAGEMENT – SECTION 7 .................................................................................................................. 111

DEMYSTIFYING PROJECT MANAGEMENT IN CONSTRUCTION - PM131 ......................................................................... 113 DEMYSTIFYING PROJECT MANAGEMENT IN INFORMATION TECHNOLOGY - PM132 ........................................................ 115 EXAM PREPARATION COURSE AGILE CERTIFIED PRACTITIONER (ACP) - PM104 ............................................................ 117 EXAM PREPARATION COURSE CERTIFIED ASSOCIATE IN PROJECT MANAGEMENT (CAPM) – PM105 ................................ 121 EXAM PREPARATION COURSE PROJECT MANAGEMENT PROFESSIONAL (PMP) - PM106 ................................................ 123 FINANCIAL MANAGEMENT FOR PROJECT MANAGEMENT PROFESSIONALS – PM110 ...................................................... 125 HOW TO USE COLLABORATION TOOLS TO MANAGE PROJECTS – PM112 ..................................................................... 126 HOW TO WRITE A PROJECT MANAGEMENT PLAN – PM116 ...................................................................................... 127 MANAGING STAKEHOLDERS AND REQUIREMENTS – PM120 ...................................................................................... 128 MS PROJECT APPLICATION - ADVANCED – PM122 .................................................................................................. 130 MS PROJECT APPLICATION - BASIC – PM123 ......................................................................................................... 131 MS PROJECT SERVER/CLIENT – PM124 ................................................................................................................ 132 PERFORMANCE MANAGEMENT – PM126 .............................................................................................................. 133 PORTFOLIO MANAGEMENT – PM132 ................................................................................................................... 135 PROBLEM SOLVING AND SOLUTION BUILDING – PM133 ........................................................................................... 136 PROCUREMENT MANAGEMENT – PM134 .............................................................................................................. 137 PROGRAM MANAGEMENT – PM135 .................................................................................................................... 138 PROJECT CHANGE MANAGEMENT – PM140 .......................................................................................................... 139 PROJECT COMMUNICATIONS MANAGEMENT – PM142 ............................................................................................ 140 PROJECT MANAGEMENT – ADVANCED – PM103 .................................................................................................... 142 PROJECT MANAGEMENT FOR GOVERNMENT OF CANADA – PM130 ............................................................................ 143 PROJECT MANAGEMENT – FUNDAMENTALS – PM101 ............................................................................................. 145 PROJECT MANAGEMENT - LEADERSHIP AND COMMUNICATION – PM121 .................................................................... 147 PROJECT MANAGEMENT TERMINOLOGY – PM145 .................................................................................................. 151 PROJECT QUALITY MANAGEMENT – PM200 .......................................................................................................... 152 PROJECT RISK MANAGEMENT – PM205 ................................................................................................................ 153 PROJECT TROUBLESHOOTING AND RECOVERY – PM210 ........................................................................................... 154 RISK ANALYSIS – PM220 .................................................................................................................................... 155 SCHEDULE AND COST CONTROL – PM230 ............................................................................................................. 156

Note:

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

audiences.

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1

CAREER PLANNING AND TRANSITION – SECTION 1

Art of Resume and Development – CPT101

Language

English or French

Course Length 1 Day

Maximum Students 20

Target Audience Anyone wishing to establish and set career goals

Learning Objectives:

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

personal skills and competencies to perspective employers toward career success.

Course Content:

o Trends in the job market

o Getting ready to market yourself

o Identifying your personal characteristics

o Understanding values, interests and beliefs

o Reviewing personal achievements and success

o Job search techniques

o A review of different types of resumes

o Preparing a resume and covering letter

o Establishing your references

o Preparing for the interview

o Types of interview questions

o Reasons for refusal

o Follow up

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

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

do’s and don’ts during an interview.

Supplement Material

A student manual is available for the learner to follow during the instructor’s presentation.

Benefits to the participants

Throughout the activities, the learners will be able to examine their current situation and draft several resumes and

prepare for a job interview.

Course Evaluation

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

Note: The course outline may be subject to change.

Section

1

UP

2

CAREER PLANNING AND TRANSITION

Assessing Career Options & Preparing a Career Plan for Veterans of Canada – CPT102

Language

English or French

Course Length 2 Days

Maximum Students 20

Target Audience General


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

direct participants in setting up action plans to achieve their career objectives. Participants will assess their careers to

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

Course Content:

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

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

o Aptitudes, interests and preferences.

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

life.

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

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

o Characteristics of ideal jobs (roles).

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

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

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

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

o Examine the process of registration for training.

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

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

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

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

o Identify specific objectives and time frames.

o Commit one's self to implement the plan.

o Manage implementation of the plan.

o Review and evaluate results.

Supplement Material



Throughout the activities, the learners will be able to examine their current situation and set realistic and achievable

career goals as well as career objectives.

Course Evaluation



Section

1

UP

3


Career Planning and Goal Setting – CPT110

Language English or French


Maximum Students 20

Target Audience Anyone wishing to establish and set career goals


Enable the participants to set realistic and achievable career goals.

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

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

abilities and traits.

Course Content:

Self-assessment - fitting work skills to work preferences

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

Aptitudes, interests and preferences

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

life

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

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

Characteristics of their ideal jobs (Roles)

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

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

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

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

Examine the process of registration for training

Mentoring - how one finds and develops a mentoring relationship

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

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

Prepare an action plan consistent with one’s needs and constraints

Identify specific objectives and time frames; commit one’s self to implement the plan

Manage implementation of the plan

Review and evaluate results

Supplement Material



Throughout the activities, the learners will be able to examine their current situation and apply new practices to

establish and set career goals.

Course Evaluation



Section

1

UP

4


Financial Planning Seminar – CPT120


Course Length ½ day

Maximum Students 20



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

resources and benefits they have and determining financial needs; planning for retirement and estate planning and

group and government benefits, various investment vehicles.

Course Content:

Need financial for planning, what are your goals?

Pillars of independence

Inflation, interest rates

Pensions - where do you stand?

CPP / QPP?

Group plans, private plans

Indexation

Pension maximization and tax deferrals

RRSPs, converting RRSPs into retirement income

Reducing the tax bite

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

Keeping your will updated

Taxes at death

Life insurance

Estate planning techniques

Gifting assets

Supplement Material



Throughout the activities, the learners will be able to examine their current situation and apply new practices to

manage their financials.

Course Evaluation



Section

1

UP

5


Impact of Change - Managers – CPT130


Course Length 1 Day

Maximum Students 20

Target Audience Managers responsible for employees in a downsizing organization


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

Sensitize managers to employee needs.

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

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

productivity in a downsized environment.

Course Content:

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

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

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

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

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

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

Supplement Material



Throughout the activities, the learners will be able to examine their current situation and apply new practices to cope

with changes.

Course Evaluation



Section

1

UP

6


Impact of Change – Remaining Employees – CPT131


Course Length 1 Day

Maximum Students 20

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

affected by privatization / outsourcing


Re-examine employee’s career objectives.

Evaluate their capacity to contribute to the new organization.

Examine the changing balance in their life activities.

Develop confidence to constructively solicit support and ask questions.

Create the basis for an action plan for their future.

Course Content:

Stress Management

Physiological and psychological aspects and symptoms

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

Change

Reasons for change and why we sometimes resist change

Identify, challenge and seek possible solutions to areas of change

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

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

Career management

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

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

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

Supplement Material



Throughout the activities, the learners will be able to examine their current situation and deal with changes that have

a personal impact.

Course Evaluation



Section

1

UP

7


Interview Techniques – CPT140


Course Length 1 Day

Maximum Students 20



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

prepare for the interview; determine the interviewer's agenda; answer questions effectively; overcome objections;

plan what to do after the interview; evaluate the interview.

Course Content:

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

o Interview planning - research

o Types of interviews

o Examples of interview questions and how to answer them effectively

o The "difficult" interview questions

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

Supplement Material



Throughout the activities, the learners will be able to examine their current situation and build confidence to go face

to face with the interviewer.

Course Evaluation



Section

1

UP

8


Job Search Techniques – CPT150


Course Length 1 Day

Maximum Students 20



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

Course Content:

Sources of information for job search

Functions of referral agencies

Practice using the telephone and informal interviewing

Networking interviews

Selection / hiring interviews

Prepare letters and action plan

Managing the job search campaign

Supplement Material



The learners will be able to search for jobs using different search techniques and using various sources of

information.

Course Evaluation



.

Section

1

UP

9


Starting Your Own Business – CPT180


Course Length 1 Day

Maximum Students 20

Target Audience Individuals interested in starting a business


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

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

plan.

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

Course Content:

Evaluation of personal qualities, skills and expectations

Portrait of an entrepreneur; assess personal entrepreneurial potential

Pitfalls and advantages of owning your own business

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

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

Analysis of business financing sources

Mission statement

Business plan format and building blocks

Product / service identification

Market research and analysis, establishing a market niche

Marketing Plan, Legal Structure, Operation Plan, Financial Plan

Insurance requirements

Resources / staffing and risk analysis

Decision making and creating a plan of action

Supplement Material



Throughout the activities, the learners will be able to look at various business topics required to start a business.

Course Evaluation



.

Section

1

UP

10


UP

11

LEADERSHIP AND MANAGEMENT FOUNDATIONS TRAINING – SECTION 2

Assertive Approach to Managing Conflict – LMF102


Course Length 2 or 4 half days

Maximum Students 20



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

thoughts, feelings and needs. Responsiveness to others is a key concept, while incorporating skills in

approachability and active listening, to more from “win-lose” or “lose-lose” to “win-win.” Participants will

learn enhanced teamwork, reduced need to complain, manipulate and backstab, reduced conflict, self-

awareness of behavioural /communications styles.

Course Content:

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

positive feedback:

Passive, aggressive and assertive communication

“Approach” skills

Non-verbal communication, personal boundaries

Expressing anger appropriately

Limit setting

Coping with criticism

Making requests of others

Listening skills and validating

Conflict problem-solving

Negotiating scripts

Supplement Material



Throughout the activities, the learners will learn the importance to manage conflict whether at work or in other

environments.

Course Evaluation



Section

2

UP

12

LEADERSHIP AND MANAGEMENT FOUNDATIONS TRAINING

Assertive Communication – LMF103



Maximum Students 20



Provide participants with: a recognition of what constitutes appropriate assertive behaviour; insight into their present

ability to assert themselves; and development and application of communication techniques for responsible

assertiveness at work.

Course Content:

“How assertive am I?”

A self-assessment questionnaire on Assertive Communication Techniques

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

situations

What it means to behave?

Submissively

Aggressively and assertively

Recognizing the consequences of each of these behaviour

Supplement Material



Throughout the activities, the learners will learn to communicate in an assertive way.

Course Evaluation



Section

2

UP

13


Building Confidence Through Assertiveness – LMF108

Language

English or French


Maximum Students 20



Help participants acquire the skills basic to effective and responsible assertion

Participants gain insight on the emphasis on providing a safe, comfortable, sharing environment where they

can learn and incorporate new skills that allow them to respond to others with more confidence.

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

behaviours.

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

through interactive exercises, practice new behaviours, while providing and receiving feedback.

Course Content:

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

discussion and positive feedback.

o Differentiation between passive, aggressive, assertive communication

o Enhance emotional intelligence and social intelligence

o Self esteem as it relates to communication

o Verbal and non-verbal communication

o Personal boundaries and knowing when to speak up

o Conversation skills and finding one’s voice

o Active listening and open vs closed questions

o When to self-disclose

o Initiating, ending and joining in

o Giving and receiving feedback - Dos and Don’ts

o Assuming responsibility for one’s experience

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

o Communication technique: the D.E.S.C. (Describe, Express, Specify, and Consequence) script

o Setting effective goals using S.M.A.R.T. (Specific, Measurable, Achievable, Realistic, and Time-

based) objectives

Supplement Material



Throughout the activities, the learners will look at various topics to build confidence through assertiveness.

Course Evaluation



Section

2

UP

14


Communicating Effectively – LMF110


Course Length 1 Day

Maximum Students 20

Target Audience Supervisory to mid-management managers


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

To inspire others to feel more confident about themselves, take action and realize their own personal goals and

organizational goals.

Course Content:

o Understanding the key components of communications

o Gaining respect and trust through communications

o Reviewing the essential elements of effective communications

o Conveying information easily and effectively

o Assessing personal communication skill levels

o Identifying barriers to communications so that they can be addressed

o Building self-esteem and assertiveness

o Moving forward when being criticized

o Delivering effective presentations

o Understanding the importance of organizational communication

o Understanding the art of storytelling

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

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

together in plenary for group discussion, sharing and learning.

Supplement Material



Throughout the activities, the learners will to look at various topics to help them communicate effectively.

Course Evaluation



Section

2

UP

15


Communication and Social Styles – LMF111


Course Length 1 Day

Maximum Students 20



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

Understanding other people's reactions towards themselves

Understanding individuals that are different from themselves and to communicate and understand others better

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

Learning to identify in others their social style

Course Content:

o Introduction

o The Trima model

─ The origin of the Trima model

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

─ The evolution of the profile

o Custom profiles (social style)

─ The profile of the group

─ Interpret my personal profile

─ My profile in relations to the group

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

o Anticipate behaviour in various situations in everyday life

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

─ Differences in language

─ What annoys the speaker

─ How to get along with others based on their profile

─ Communicating in another’s language

─ How to influence people different from us

Supplement Material



Throughout the activities, the learners will acquire the knowledge to better communicate with different people and

learn their social styles.

Course Evaluation



Section

2

UP

16


Conducting Effective Meetings – LMF112


Course Length 1 Day

Maximum Students 20



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

individual responsibility for results through group collaboration.

Course Content:

o Module 1

─ Evaluating Meeting Competency

Group assessment

Individual assessment

Responsibility and accountability factors

Characteristics of an effective group

Define group collaboration

o Module 2

─ Planning to Facilitate or Attend a Meeting

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

Basic tools for planning meetings, discussion groups and group processes

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

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

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

The seven P’s of meetings (Purpose, People, Place, Planning meeting, Personal preparation,

Participation, Post-Meeting follow-through)

Planning to facilitate a meeting/ attend a meeting: Checklist

o Module 3

─ The responsible Chair/Facilitator

Difference between a meeting chair and a facilitator?

Setting group goals (goal setting activity)

Role, skills and attitudes required, behaviours

Techniques/tools to unite the group, focus the group and mobilize the group (discussion and

theory = process versus task oriented …)

Listening skills (exercise)

Create open-ended questions (exercise)

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

Dealing with difficult situations and or people (DESC model)

Section

2

UP

17

Conducting Effective Meetings – LMF112 (continued)

o Module 4

─ The Considerate Presenter

Be prepared, read your Audience, organize your thoughts; how to make use of the “remaining

time”

How to handle questions

Know your strengths and weaknesses

Tips for success

o Module 5

─ The Effective Participant

Your participation style (facts, possibilities, process, people)

What makes an effective meeting participant? (discuss = flip)

Group dynamics and needs (exercise to bring forth characteristics and behaviours)

Introduce theory of harmful and helpful behaviours (discussion)

Achieving consensus, tracking progress, summarizing and concluding

Supplement Material



Throughout the activities, the learners will look at various ways to conduct effective meetings.

Course Evaluation



UP

18


Conflict Management – LMF113



Maximum Students 20



To help participants understand that conflict is the normal outgrowth of the diversity that characterizes our thoughts,

attitudes, beliefs and perceptions and that each of us has the power over whether conflict becomes a negative or

positive experience. This session will help participants see the positive potential of growth and improvement when

conflict is responded to in a direct and open manner.

Course Content:

o Reviewing factors leading to conflict and explore the potential in responding to conflict more effectively

o Exploring 5 styles used in responding to conflict and learning when to use each style

o Explore factors that can facilitate conflict resolution

o Examining conflict management strategies

o Acquire some basic skills that can help others respond to conflict more effectively

o Reframe conflict and examine the potential for growth in conflict situations

o Popular but ineffective approaches to conflict resolution

o Establishing the conditions for effective conflict resolution

o Establishing mutual agreements to move forward in conflict situations

o Dealing with special situations provided by participants

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

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

discussion, sharing and learning.

Supplement Material



Throughout the activities, the learners will look at various topics to manage conflicts.

Course Evaluation



Section

2

UP

19


Conflict Resolution – LMF114



Maximum Students 20



To help participants understand that conflict is the normal outgrowth of the diversity that characterizes our thoughts,

attitudes, beliefs and perceptions and that each of us has the power over whether conflict becomes a negative or

positive experience.

Course Content:

o Reviewing the factors leading to conflict

o Examining conflict management strategies

o Factors that affect conflict resolution

o Examining the positive aspects of conflict

o A new look at conflict

o Popular but ineffective approaches to conflict resolution

o Establishing conflict partnerships

o Ground rules for effective conflict resolution

o Examining the conditions that facilitate change

o Eight essential steps to conflict resolution

o Dealing with special situations

o Moving forward




Supplement Material



Throughout the activities, the learners will be able to look at various methods to resolve conflicts.

Course Evaluation



Section

2

UP

20


Customer Relations – LMF119


Course Length 1 Day

Maximum Students 20



Give participants an opportunity to: determine the calibre of service they presently provide; identify ways in which

they can enhance that service and acquire tools and skills to continue improving the service they offer.

Course Content:

Trends in customer service

Providing service within the organization: the case of the internal customer

External customers and their expectations

The link between internal and external customers

How to establish and maintain measurable customer service standards

Supplement Material



Throughout the activities, the learners will to look at tools and techniques to enhance customer relations.

Course Evaluation



UP

Section

2

21


Dealing with Difficult Situations and Challenging People – LMF120


Course Length 1 Day

Maximum Students 20



Unpleasant and stressful it may be, dealing with difficult situations is a challenge every service provider and

employee will encounter. It is possible to respond effectively, proactively and a supportive manner when engaged in

a difficult conversation or faced with a difficult situation. Learn how to respond in a manner that can shift an

unpleasant situation into one of mutual learning and future opportunities.

Participants will be able to:

o Acquire and practice skills, techniques and methods of dealing with situations and people with greater

confidence

o Develop abilities to listen actively and empathise

o Learn self-regulation strategies to reduce stress when encountering difficult situations

o Develop and enhance their self mastery to respond more effectively in difficult situations

o Acquire and enhance their capacity to invite the other to communicate more effectively their concern or

dissatisfaction.

o Develop strategies to adapt to challenging circumstances

Supplement Material



Throughout the activities, the learners will look at various ways to deal with difficult situations and difficult people.

Course Evaluation



Section

2

UP

22


Dealing with Stress – LMF121


Course Length 1 Day

Maximum Students 20



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

stress; identifying personal sources of stress; becoming aware of personal coping strategies; developing new coping

strategies; and developing a personal action plan. Explore the patterns and barriers that keep us from adapting to

change. Move from being overwhelmed to being in charge, and establishing balance in our lives by using strengths

and finding ways to enhance them.

Course Content:

o Definition of stress

o Source of stress

o Personal coping strategies to minimize stress

o Developing new coping strategies

o Creating a personal action plan

Supplement Material



Throughout the activities, the learners will look at various ways to deal with stress.

Course Evaluation



Section

2

UP

23


Diversity in the Workplace – LMF123


Course Length 1 Day

Maximum Students 20



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

backgrounds by learning how to: explore various elements of diversity and their impact on the workplace, recognize

benefits and challenges of diversity, identify common types of misperceptions, analyze values of our own culture

and other cultures, sidestep stereotypes, and create a respectful and inclusive workplace.

Course Content:

o Discuss diversity and its impact on the workplace

o Benefits and challenges

o The Canadian way, eh?

o The unwritten rules – How we do things here

o Where cultures clash - Expectations and assumptions

o Recognize cultural values, our own and others

o Generalizations versus stereotypes - Sidestep stereotypes

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

o The Platinum Rule – empathy versus sympathy

o Strategies to successfully create a respectful and inclusive workplace

o Personal commitment and action plan

Supplement Material



Throughout the activities, the learners will be able to look at various topics regarding diversity.

Course Evaluation



Section

2

UP

24


Effective Presentation Skills – Train the Trainer – LMF126


Course Length 1 Day

Maximum Students 20



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

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

Course Content:

o Examining the key elements of an effective presentation

o How to deal with fear and anxiety

o The role of good communication

o Knowing the audience

o Planning, organizing and structuring the presentation

o Incorporating visual aids and handouts

o Five ways to kill a presentation

o Dealing with hostile questions

o Capturing the audience’s attention

o Tips on practicing the presentation

o Learning to “think on your feet”

o Tips for success

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

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

process and for future evaluations.

Supplement Material



Throughout the activities, the learners will be able to look at various techniques to enhance their presentation skills.

Course Evaluation



Section

2

UP

25


Effective Team Development – LMF127


Course Length 1 Day

Maximum Students 12



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

move toward developing a sense of ownership, empowerment, personal pride, camaraderie, belonging, meeting

challenges and job satisfaction.

Course Content:

o Using organizational values as team building blocks

o Examining the key elements of teams

o Building relationships through understanding personality differences

o Emotional intelligence and the role it plays in building relationships

o The role of attitude

o Understanding the value of competencies and behavioural descriptors

o The five Dysfunctions of a Team (Lencioni)

o Developing an action plan for success

o Building fun into the process a team activity

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

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

instruments are used to enhance the understanding and learning process.

Supplement Material



Throughout the activities, the learners will learn how to use the team concept and how they are applied to develop

the team.

Course Evaluation



Section

2

UP

26


Emotional Intelligence at Work – LMF128


Course Length 1 Day

Maximum Students 20



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

own and others’ feelings and emotions; to discriminate among them; and to use this information to guide my

thinking and action, particularly as we live through change.

Course Content:

o Fundamental competencies in partnership building and working with others

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

o The role of attitude: developing personal mastery

o Mastering difficult emotions

o Examining the key barriers to meaningful and sustained relationships

o Review of basic elements that characterize most conflicts

o Responding effectively to criticism

o Moving Forward

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

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

process and for future evaluations.

Supplement Material



Throughout the activities, the learners will be able to look at various topics regarding emotional intelligence and its

importance at the workplace.

Course Evaluation



Section

2

UP

27


Evaluating Performance – LMF129



Maximum Students 20

Target Audience Managers/Supervisors in leadership positions


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

conflict while increasing quality and productivity.

Course Content:

Identify why managers and employees dread performance appraisals

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

Review performance appraisal options

Discuss universal techniques and principles for effective management

Define performance factors and standards using actual case studies

Create an “Employee Development Plan” through the appraisal process

Write an appraisal

Prepare for an appraisal meeting

Building a productive atmosphere

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

Techniques on productive communication and defusing defensiveness

Course Evaluation


Supplement Material



Throughout the activities, the learners will look at steps for conducting appraisals.


Section

2

UP

28


Exceptional Customer Service - LMF130


Course Length 1 to 2 Days

Maximum Students 20



Raise awareness of the importance of customer service (internal and external clients)

Identify behaviours and work methods that allow for better service delivery

Learning how to handle sensitive situations

Practice the basic skills and techniques to effectively listen and communicate effectively with the client

Course Content:

o The basic principles of a quality service

─ The importance of quality service

─ Difference between "product" and service

─ Are you ready to work for the customer?

─ What is a customer? The value of a customer?

─ Components of quality service

o Client expectations

─ Quality according to the customer

─ Identify client needs

─ Rules for listening better

o Behaviour to the customer

─ A minimum … for the client

─ Causes of non-renewal of contract

o Contraindications / attitudes to avoid

─ A little more … for the client

─ Customer loyalty

o Communication with the client

─ Handle sensitive situations

─ Satisfy unhappy customers

Course Evaluation



Section

2

UP

29


Facilitating Team Building and Development – LMF135


Course Length 1 to 2 Days

Maximum Students 20


Learning Objectives: Effective team performance is based on the team members; having a clear understanding of their shared goals,

strategies, and work plans, along with clarity around their individual roles and responsibilities. Interpersonal

qualities of trust, communication, and mutual accountability are essential for team development. These two aspects

determine a team’s ability to achieve and sustain high performance. Teambuilding is essential when an organization

wishes to strengthen its operational and programmatic capacity.

Participants will be able to understand and describe:

o Characteristics of effective teams

o Four stages of team development

o Individual differences and roles within the team

Course Content

o Supporting team development through its formative stages

o Enhancing constructive communication with and within the team; effective use of feedback for team

improvement

o Acquire and practice basic conflict resolution skill

o Learn a process to support the team establish in establishing a vision aligned with their mandate

o Explore and establish some principles and behaviors to guide their team performance

o Create a plan for monitoring progress toward achieving their vision and fulfilling their mandate.

Supplement Material



Throughout the activities, the learners will learn the importance of facilitating a team in order to build it and develop

it.

Course Evaluation



Section

2

UP

30


Giving and Receiving Feedback – LMF140



Maximum Students 20



To understand the multiple dimensions of feedback. To enhance your communication skills by learning proven

feedback strategies and techniques. To listen, understand, and observe by using the DESC (Describe, Express,

Specify, and Consequences) Communication Model.

Course Content:

o What is feedback?

o Types of feedback.

o How do we communicate?

o Verbal and non-verbal communication.

o Tips – Giving feedback

o Tips – Receiving feedback.

o Rules – Do’s and Don’ts

o DESC model

Supplement Material



Throughout the activities, the learners will be able to look at various topics regarding giving and receiving feedback.

Course Evaluation



Section

2

UP

31


Group/Meeting Facilitation – LMF141



Maximum Students 20



Learning the skills necessary to facilitate and manage meetings and / or group efforts to obtain results. Action on

individual responsibility for results through group collaboration

Course Content:

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

─ Information Dissemination

Situation analysis

Problem solving and decision-making

Planning

Creating problem solving

o Meeting/discussion group planning and participant selection

─ Facilitation Skills

Setting group goals

Guiding without impairing participation

Observation skills- verbal / non-verbal

Intervention skills - behaviours which enhance or diminish

─ Participation

Empowerment of participants

Dealing with difficult situations / people

Dynamics of groups and needs of group members

Achieving consensus, tracking progress, summarizing and concluding

─ Sessions

Assessing group success and characteristics

Basic tools for planning meetings, discussion groups and group processes

o Exercises in facilitation techniques and group problem solving

Supplement Material



Throughout the activities, the learners will be able to look at various business topics required to facilitate groups and

meetings.

Course Evaluation



Section

2

UP

32


Harassment Awareness – Creating a Respectful Workplace – LMF145


Course Length 1 Day

Maximum Students 20



This program will help employees and managers understand what harassment is and how to deal with it effectively.

At the conclusion of this session, participants will understand:

1. The legal framework within which workplace harassment is addressed;

2. Employer policies and practices surrounding workplace conflict & harassment;

3. The difference between harassment and other inappropriate workplace behaviour;

4. The psychology of conflict and how it escalates;

5. Concepts of cultural differences;

6. Various cultures relate to each other based along such continua as:

i. Collective/Individualistic;

ii. Collaborative/Competitive;

iii. Egalitarian/ Hierarchical;

iv. Strict Time Consciousness/Elasticity;

7. Cross cultural communication

8. How both managers and employees can prevent and resolve complaints.

Course Content:

o Introductions/road map of day’s activities;

o Human Rights Laws, GN policies addressing workplace safety; the GN employer processes for responding

to complaints; the impact of harassment upon people and upon the workplace;

o The Alligator River Scenario: an experiential exploration of values, conflict, conflict escalation, power

imbalances;

o Cross cultural communication

o Courtesy is a social construct; How do different cultures communicate: Direct/Indirect; Linear/Circular;

Attached/Detached; Internet/In-person communication; expression through non-verbal language, such as

body language, gestures, posture; voice (accents, tone, pitch, stress); facial expressions; eye contact;

o How does these differences show up in the workplace, such as speaking up in meetings/sharing opinions;

encouraging verbal contributions; asking questions; giving feedback (positive, negative, in front of others);

o Case Studies (written specifically for the northern public servant);

o How do I handle Conflict: self-marked questionnaire (such as Thomas-Kilmann) regarding personal

approach to managing conflict;

o Personal Reflection as to responsibilities under policy;

What each person can do to reduce the likelihood of their behaviour harassing others or causing conflict;

how our behaviour shapes our working environment.

Course Evaluation



Section

2

UP

33


Healthy Conversations at Work for Employees – LMF146


Course Length 1 Day

Maximum Students 20



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

Course Content:

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

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

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

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

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

more effectively.

Supplement Material



Throughout the activities, the learners will be able to look at various topics in regards to healthy conversation at

work.

Course Evaluation



Section

2

UP

34


Healthy Conversation at Work – For Managers – LMF147


Course Length 1 Day

Maximum Students 20



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

managers learned to pay particular attention to conversations with their employees.

Course Content:

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

honest, open and helpful when speaking with employees.

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

with employees.

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

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

Supplement Material



Throughout the activities, the learners will be able to look at various topics regarding healthy conversations at work.

Course Evaluation



Section

2

UP

35


Intercultural Communication – LMF150



Maximum Students 20



This interactive workshop will allow participants to become comfortable communicating with people from diverse

cultural backgrounds by learning how to: identify elements of culture which affect intercultural interaction,

recognize communication styles which contrast with our own, interpret messages sent in contrasting communication

styles, recognize non-verbal cultural differences, identify and avoid typical intercultural misunderstandings and

conflicts, and practice communication skills that are both effective and respectful.

Course Outline:

Culture and its impact on workplace communication

o Definitions of culture

o The impact of culture

Cultural dimensions and their impact on communication

o Individualism - collectivism

o Hierarchical - egalitarian

o Task orientation - people orientation

o Competition - collaboration

Various other factors affecting communication

o Treatment of emotions

o Level of self-disclosure

o Nature of topics discussed

Different communication styles

o Linear and circular

o Direct and indirect

o Restrained and expressive

The concept of time

The concept of space

Nonverbal communication

o Silence

o Turn-taking

o Vocal characteristics

o Posture and body language

o Gestures

o Physical contact

o Facial expression

o Eye contact

o Smiling

Interpersonal perception

Section

2

UP

36

Intercultural Communication – LMF150 (Continue)

o Suspending judgment

Strategies to effectively and respectfully communicate "interculturally"

o Attentive listening

o Patience

o Identity confirmation

o Perception checking/paraphrasing

Mindfulness

o Creation of new categories

o Openness to new information

Inclusive language

Personal commitment and action plan

Supplement Material



Throughout the activities, the learners will acquire the knowledge to become comfortable communicating with

people from diverse cultural backgrounds.

Course Evaluation



.

UP

37


Interviewing Skills – LMF151


Course Length 1 Day

Maximum Students 12

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

of the interviewer or the person being interviewed.


To assist individuals who are preparing for an interview or considering a career change. The workshop will help

them to better understand themselves, plan for the interview and be more confident in the interview.

Course Content:

o Steps to career planning

o Knowing yourself

o Knowing the organization

o Understanding the importance of the Statement of Merit

o Understanding competencies and behavioural descriptors

o Preparing the resume and covering letter

o Examining different types of questions

o Understanding behavioural based interview questions

o Learning how to “answer” the questions

o Ways to succeed in an interview

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

o Practical interview skills

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

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

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

Supplement Material



The learners will look at various topics related to the interviewing process and acquire skills to be prepared for their

next job.

Course Evaluation



Section

2

UP

38


Negotiating Skills – LMF160


Course Length 1 Day

Maximum Students 20



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

incorporated into a workplace environment. Understanding different negotiation styles and characteristics and how

to move forward with each.

Course Content:

o Defining negotiations

o Examining the different types of negotiation

o The ten characteristics of a successful negotiator

o Demonstrating assertive versus aggressive behaviour

o Understanding personality difference through MBTI

o The value of demonstrating emotional intelligence

o Six key components of influencing others

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

o Strategies for moving forward

o Developing a negotiation action plan

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

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

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

o Develop strategies and tactics

─ Facts and assumptions

─ Various strategies and tactics

─ The choice of strategy

o Discussion

─ The essence of negotiation

Opening

The positions of departures

Zone of agreement and discussion points

─ Communication

Establish trust

Language verbal / nonverbal

The attitude / influence

─ Environmental factors

Proposals and haggling

Realism

Make the right concessions

Tactics and roles

Techniques at the table


Section

2

UP

39


Negotiating Skills For Non-Specialists – LMF161


Course Length 1 or 2 Days

Maximum Students 20


Goal:

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

activity.

For example:

Negotiate real estate leases

Negotiate the purchase of goods and services

Negotiate service agreements

Negotiate in everyday life

Set dispute


o Learn how to prepare and conduct effective negotiations

─ Understand the steps of effective negotiation

─ Know and understand the different styles and approaches to negotiation

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

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

─ Ability to communicate effectively in the process

Course Content:

o Negotiation

─ What is negotiation?

─ The basic conditions for effective negotiation

─ The main elements of a negotiation

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

o The negotiation process

─ Planning

• While identifying the situation and issues

The purpose of the negotiation

Background / issues

Consequences

• Know the stakeholders

Strengths and weaknesses

Needs / interests

The individual trading styles

Relationships / interdependence / power

• Define positions

Defining its position

Targets / minimum acceptable

Priority elements / negligible

Section

2

UP

40

Negotiating Skills For Non-Specialists – LMF161 (Continue)

Anticipate the positions of the other parties

Objectives

Priorities

Develop strategies and tactics

Facts and assumptions

Various strategies and tactics

The choice of strategy

Discussion

The essence of negotiation

Opening

The positions of departures

Zone of agreement and discussion points

Communication

Establish trust

Language verbal / nonverbal

Attitude / influence

Environmental factors

Proposals and bargaining

Realism

Make the right concessions

Tactics and roles

Techniques at the table

Supplement Material



Throughout the activities, the learners will be able to look at various topics related to negotiation and acquire the

skills to negotiate with stakeholders.

Course Evaluation



UP

41


Networking – LMF162


Course Length 1 Day

Maximum Students 20



How to establish new contacts

How to overcome reluctance

How to create new opportunities

When, where and how to make and nurture contacts

How to manage your network

How to keep it up-to-date and productive

Course Content:

o What is networking?

o Benefits

o Self concept

o Types

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

o Goal setting

o Top ten tips

Supplement Material



Throughout the activities, the learners will be able to look at the art of networking and its benefits to increase their

business relationships.

Course Evaluation



Section

2

UP

42


Oral Presentations – LMF166


Course Length 1 Day

Maximum Students 20



Understand and overcome fear and anxiety

Present information logically

Remain concise yet dynamic

Evoke enthusiasm from audience

Be effective and productive

Course Content:

o Planning and organizing the presentation

o Preparing for the presentation

o How to practice your presentation

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

o Dealing with fear and anxiety

o Communication process

o Body language

o Creating an effective environment

o Self -evaluation

Supplement Material



Throughout the activities, the learners will look at different elements to enhance their oral presentation.

Course Evaluation



Section

2

UP

43


Performance Management – LMF170



Maximum Students 20

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

management experience.)


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

reinforcement as the major way to maximizing performance.

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

realistic and appropriate performance standards.

Course Content:

o What is performance management

o Organizational/employee value of performance management

o Adding value to the organization

o Behaviour versus results

o The ABD model of behaviour change

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

o Increasing the frequency of positive behaviour through positive reinforcement

o Developing ongoing and key commitments

o Guidelines for giving constructive feedback

o Preparing the performance planning and reporting document

o Delivering the performance evaluation

o Opening the lines of communication

o Guidelines for correcting unwanted behaviour

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

in plenary for group discussion, sharing and learning

Supplement Material



Throughout the activities, the learners will look at different elements of performance management and its

importance to the organization.

Course Evaluation



Section

2

UP

44


Problem Solving & Solution Building – LMF171



Maximum Students 20



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

Course Content:

Basic facilitation skills or refresher depending on background of participants

Multi-voting technique

Nominal group technique

Common problem solving pitfalls

Defining the problem

Analyzing potential causes – the why technique/ fishbone diagram

Identifying solutions

Selecting the best solution

Developing an action plan

Implementing solutions and evaluating progress

Debriefing

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

(Strengths, weaknesses, Opportunities, and Threats) analyses

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

and receive feedback

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

diagram, criteria rating form instruments.

Supplement Material



Throughout the activities, the learners will look at different elements to better understand and apply a problem

solving process and build solutions.

Course Evaluation



Section

2

UP

45


Putting Your Words to Work – Effective Use of Performance Feedback – LMF175


Course Length 1 Day

Maximum Students 20



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

session provides an essential piece of the employee performance measurement process as it provides managers and

supervisors with a number of experiences and concrete tools that they could use to provide performance feedback to

employees.

Course Content:

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

o To describe principles and strategies for giving constructive performance feedback

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

o To provide opportunities to practice giving and receiving feedback

o To discuss common problems in giving effective performance feedback

Supplement Material



Throughout the activities, the learners will look at the importance of performance feedback.

Course Evaluation



Section

2

UP

46

UP


47

LEADERSHIP DEVELOPMENT TRAINING – SECTION 3

Adapting to Change – Change Management – LEAD101


Course Length 1 or 2 Days

Maximum Students 20



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

how to move forward in each.

Course Content:

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

change and transition.

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

process.

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

experience.

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

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

changing environments.

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

o Dealing with change cheers, fears and unclear situations.

o Developing a change action plan.

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

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

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

Supplement Material



Throughout the activities, the learners will look at various phases of transition and how to move forward.

Course Evaluation



Section

3

UP

48

LEADERSHIP DEVELOPMENT TRAINING

Appreciative Leadership Workshop – LEAD102



Maximum Students 20

Target Audience Managers/Supervisors/Team Leads


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

Course Content:

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

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

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

o To reconnect with and reenergize to your leadership dreams.

Supplement Material



Throughout the activities, the learners will look at different elements of appreciative leadership.

Course Evaluation



Section

3

UP

49


Coaching in the Workplace – LEAD110



Maximum Students 20



Define managerial coaching in relation to other workplace accompaniment roles.

Course Content:

o Explain and apply elements of the six core coaching competencies

o Apply the GROW (Grow, current Reality, Options (or Obstacles), and Will (or Way Forward)) feedback

model in support of brain research and effective coaching

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

progress and accountability

Supplement Material



Throughout the activities, the learners will look at different core coaching competencies and the elements of

coaching different people.

Course Evaluation



.

Section

3

UP

50


Creating a Culture of Collaboration – LEAD111


Course Length 1/2 Day

Maximum Students 20



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

Employees in both teams seek to improve the delivery of their services by creating a culture of cooperation focused

on continual improvement, and support of each other.

Course Content:

o Ensuring that everyone’s voice is heard and respected

o By establishing collaboration protocols

o Setting clear collaboration goals

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

o Acknowledging and appreciating collaborative efforts and behaviours

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

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

o Committing to working through differences in a collaborative spirit

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

this direction

Supplement Material



Throughout the activities, the learners will look at different elements to create a culture of collaboration.

Course Evaluation



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High-Performance Teams – LEAD120



Maximum Students 20


Goal:

Developing high-performance teams through collaborative team building provides realistic experiences that

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

understand conflict management styles, and establish work plans for improved business performance and outcomes.


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

of a high-performance team.

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

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

Identify the roles and responsibilities of the sponsor, team leader and team member at the different stages of

team development.

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

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

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

Address meeting process to increase effectiveness.

Establish work plans for improved business performance and outcomes.

Course Content:

o Assess team performance feedback based on participating interview sessions.

o Evaluate the team’s status versus a high-performance team model.

o Understand the stages of high-performance team formation.

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

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

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

o Identify the roles and responsibilities within the team.

o Assess team behaviours and individual personality type preferences using the Myers-Briggs Type

Indicator® – value the diversity.

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

Kilmann Conflict Mode instrument (TKI®).

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

o Provide techniques and process improvement recommendations to increase effectiveness.

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

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

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

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

o Achieve real teambuilding.

Course Evaluation



Section

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Inspire Confidence: The True Power of Influence – LEAD125


Course Length 1 Day

Maximum Students 20


Goal:

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

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

Consumers are wary of companies, whose advertising often "flashy."

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

for the population. In this context, the leader who becomes aware of the consequences of increased distrust will take

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

This workshop will bring you awareness in the following ways:

─ Revealing and supportive theories

─ The salutary reflections

─ Enriching experience

─ Apply realistic and profitable plan

─ Rich exchanges

─ A respectful feedback

In conclusion, individual and team development that transforms people.


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

Understand the basics of credibility

Know and control behaviours that impact on trust that people carry

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

Understand the role of credibility in the exercise of leadership

Improve the image of the team from its customers’ and partners’ perspectives

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

o Introduction

─ A crisis of confidence global

─ The concept of trust

─ Fact and fiction of confidence

─ People in whom we trust

─ Gestures that inspire trust

o Trust

─ On what do we put our trust?

─ The impact of our actions on trust

─ Accelerators on confidence - "Moments of Truth"

─ The foundations of credibility

─ Examples of people who inspire confidence

─ Our attitudes when one is confident

─ The behaviours that inspire confidence

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Inspire confidence: The True Power of Influence – LEAD125 (Continued)

o Building Trust

─ Credibility and leadership

Benefits of credibility for a leader

Lead by example

Master the foundations of trust

Signs in assessing credibility

Scenarios daily: maintaining trusting relationships

Restoring confidence shaken or broken

─ Establish /maintain credibility

My personal experiences related to trust or distrust

My significant relationships with whom I want to be credible

Self-diagnosis of my credibility

Develop a trusting relationship with significant people

Establish a "trust account"

Provide more consistency in my management

o Allow confidence

Portrait of people whom we trust

Whom I trust?

On what basis I place my trust?

Gains and losses to trust

Trust smartly

Actions that demonstrate that there is trust

o Organizational trust

─ Confidence in Management

Confidence - profitability factor

The impact of trust on organizational issues

Signs that demonstrate trust or distrust

Positive stories trust in the organization

How to develop trust through our structures, policies and systems

The symbols of trust in the organization

The level of confidence in our organization and its consequences

Actions to take to increase the level of confidence

─ Confidence in Team

The impact of trust or mistrust on team results

The current level of trust among team members

The costs and benefits of trust, specifically to our team

Actions to take to increase the level of confidence

The trust of our partners

Where is it located?

Causes and consequences of the current situation

Feedback from our partners

The customer confidence

─ Confidence in the clientele

Logos and names that speak - reputation

The level of customer confidence and how to increase it!

Course Evaluation



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54


Introduction to Coaching – LEAD126


Course Length 1/2 Day

Maximum Students 20



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

Course Content:

o Recognise core coaching skills and techniques

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

o Plan and structure a coaching session

o Overcome some typical coaching barriers

o Receive feedback on coaching

Supplement Material



Throughout the activities, the learners will look at different coaching elements.

Course Evaluation



Section

3

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55


Leader’s DNA: Transforming Teams – LEAD130


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

Maximum Students 20


Timeline

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

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

of the program.

Methodology

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

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

Each participant will also receive customized profiles on:

─ His/her social style

─ Leadership style

─ Skills

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

─ Listening skills

─ Styles of conflict resolution

─ Profile decision-making

─ Ability to coach

─ The ability of my team

Learning Objectives

Develop leaders capable of leading a team to higher levels:

Reflect on attitudes and behaviours

Understand the impact of leadership style on team members

Exercise situational leadership

Improve communication skills

Develop greater credibility with its employees and partners

Direct its team based on key organizational issues

Develop individuals and teams

Increase operational efficiency and that of the team

Section

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Leader’s DNA: Transforming Teams – LEAD130 (Continued)

Course Content:

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

experts agree: no matter the management style preferred, the leader must adapt his or her ways to the situations and

people around him or her if the manager/leader wants to have success. The model of social styles (Trima) now

provides the manager with a framework that allows it to better diagnose and understand situations around him or her

to exercise effective "situational leadership." This training will, therefore use the Trima model as a backdrop to

allow the learning relevant to the development of inspirational leadership. You will get your custom profiles "social

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

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

leadership.

I-CONTROL THE SITUATION: UNDERSTANDING AND TAKE ACTION

o Introduction Program

─ Objectives / content / flow / logistics

─ Approach to training (informational vs. transformational)

─ Key organizational problems

─ The qualities of a leader

─ Defining leadership

─ Power and leadership

─ The successful leader

o Trima Model - A tool for situational leadership

• The Trima model of social styles

• The differences between individuals

• Anticipating reactions

Priorities and security sources

Needs and different language

• Environment favorites

• The influence of social styles on the way to work

─ The portrait of my team

─ Risk and opportunities for my team

o Leadership Styles

─ Characteristics of successful leaders

─ My leadership style

─ Manage to "brain total"

─ Adapt your style to the context

o The powers of leader

─ My management skills

─ To develop my skills

─ The challenges of my leadership

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II. FOCUS ON EFFORTS

o Provide a Clear Vision

─ Develop an overview of his or her organization

─ Establish a strategic framework for the sector

─ Develop and communicate his or her vision of the future

─ Perform a profitable impact / align efforts

o Empower Team Members

─ Influence versus power

─ Giving meaning to work

─ Obtain buy-in

─ Awakening passions - nurturing the desire to perform

─ Clarify team values

III. TAKE ACTION

o Making Informed Choices

─ Decide

─ Decision-making styles

─ Decision-making

─ Establish consensus

─ Learning from experience

─ Planning challenges

─ Set realistic goals and incentives

─ Organizes work / monitor progress

─ The art of planning steps to success

─ Eliminate barriers to success

o Providing the Means

─ Manage priorities

• The priorities for results

• Seperating the important from the urgent need

• Clear guidelines

• Manage time

─ The risk

• Understanding the concept of business risk

• Identify / assess / manage risk

• Anticipating / seize opportunities

─ Optimize results

• Innovate

Fostering Innovation

The enabling environment

Transforming creativity

─ Encouraging Innovation: A matter of survival

• Search for challenges versus meeting the challenges

• The work environment conducive to innovation

• Listen / stimulate / encourage innovation

• Transforming creative innovation

• Managing change

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─ Improve processes

• The notion of processes and conditions for successful improvement

• Develop a strategy for process improvement

• Continuous improvement and value added

• Resolve

IV. DEVELOPING TEAMS

o Developing People

─ Oversee the performance / give feedback

─ Delegate / coach / accountability

─ Manage the talent

─ Building a learning organization

─ Consider the people

• Know your employees and their needs

• Triggers of stress and motivation

• The art of recognizing achievements

• Support in difficulties

• Refine its approach

─ Communicate intelligently

o Create Synergy

─ The foundations of a successful team and its evolution

─ Develop trust and a spirit of collaboration

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

─ Facilitate consensus

─ Managing conflict

Supplement Material



Throughout the activities, the learners will look at different concept and tools to transform teams.

Course Evaluation



UP

59


Leadership – LEAD131



Maximum Students 20



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

application to achieving results through people.

Examining how to build trust and respect with employees.

Course Content:

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

o Learning through a personal leadership assessment

o Examining key leadership competencies and their behavioural descriptors

o The new work paradigm – managing a changing workplace

o Changing an organization’s “way of being”

o Challenges for leaders in today’s environment

o Leadership and management – a comparison

o Adding value to the organization

o Making a difference through leadership

o Signs of impending deterioration of leadership

o Understanding personality differences

o The role of emotional intelligence in leadership

o Examining leadership styles

o Increasing employee involvement

o Being a change leader

o Managing conflict

o Taking care of yourself

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

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

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

Supplement Material



Throughout the activities, the learners will look at the importance of different concept and tools to transform teams.

Course Evaluation



Section

3

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60


Leadership for Team Leaders & Supervisors – LEAD132



Maximum Students 20



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

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

understanding of their own leadership style and its impact on their present situation. The ability to influence others;

new skills to enhance their leadership capacity and understanding team development, team evolution and cohesion.

Course Content:

o The new leadership paradigm (evolving models of leadership)

o The evolution of management and leadership

o Skills and traits of effective leaders (competencies)

o Self-assessment of leadership style – review of leadership style with your current team

o Identifying support and resources for the team

o Facilitating team empowerment, clarity around mandate and roles and responsibilities, terms of reference

and mandate

o The potential of using your personal power and influence in leadership conflict resolution

o Win-win correction of performance problems

o Negotiation skills as they apply to leadership in organizations

Supplement Material



Throughout the activities, the learners will look at different elements to enhance leadership skills.

Course Evaluation



Section

3

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61


Leadership – The Building Blocks - LEAD133


Course Length 1 Day

Maximum Students 20

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

experience).


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

application in achieving results through people

How to add value to the organization through leadership

Course Content:

o Examining the key elements of leadership

o Identifying leadership competencies that achieve organizational results

o Adding value to the organization through leadership

o Visioning the future – then developing the team

o Examining the relationship between management and leadership

o Considering the role of emotional intelligence

o Understanding self and personality differences

o Gaining an awareness of different leadership styles

o Enhancing change management skills

o Understanding the three phases of transition

o Building trust and respect

o Empowering employees

o Examining the value of effective communication skills

o "The Seven Habits of Highly Effective People" (Covey)

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

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

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

Supplement Material



Throughout the activities, the learners will look at different building blocks to enhance leadership skills.

Course Evaluation



Section

3

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62


Leading Through Change – LEAD134


Course Length 1 Day

Maximum Students 20



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

supervisors with a number of experiences and concrete tools that they can use as they lead others through change.

This workshop is meant as a complement to any organizational change process undertaken in the workplace in that it

provides basic managerial skills to effectively lead others by focusing on the personal and social competencies

required of a manager as they guide others through a change.

Course Content:

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

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

more constructively

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

Supplement Material



Throughout the activities, the learners will look at different experiences and tools to lead others through change.

Course Evaluation



Section

3

UP

63


Leading Through Resistance – LEAD135


Course Length 1 Day

Maximum Students 20



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

facilitate small and large group meetings and events effectively. The goal of this workshop is to develop the

necessary skills and techniques to be an effective facilitator. Topics include how people learn, the role of the

facilitator, and tools and techniques for designing and facilitating participatory lessons. Additional topics such as

assessment and evaluation, cross-cultural facilitation, conflict resolution, and working with a facilitation team will

also be explored. The workshop will incorporate various training materials and resources of the International

Association of Facilitators (IAF) into the training sessions.

Course Content:

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

o To develop effective managerial skills in the face of resistance

o To use resistance as a building block for employee engagement

Supplement Material



Throughout the activities, the learners will look at different elements to develop the necessary skills and techniques

to be an effective facilitator.

Course Evaluation



Section

3

UP

64


Manage Paradoxes: The Secret of Efficient and Incredible Leaders – LEAD140


Course Length 2 Day

Maximum Students 20

Target Audience Professionals, leaders, managers and change agents

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

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

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

example: centralization and decentralization, stability and change, short term and long term, the individual and team,

reduce costs and improve services, action and reflection, customer satisfaction and employee satisfaction.

Research is conclusive: leaders and organizations that manage polarities outperform. Indeed, managing complex

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

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

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

approach these complex situations.


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

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

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

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

Improve the cohesion of your team

Become a more complete and balanced manager

Course Content:

Introduction: The bipolarity in our organizations

o Trends / complex challenges

o Reactions of leaders and of the environment

o The leader and problem-solving

Polarities

o Setting a polarity

o The dynamics of a polarity

o The tensions related to polarity and blindness "involuntary"

o The portrait of a polarity

o Origins and consequences of resistance to change

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

o Recognize polarities

o Where do we find the polarity?

o The great difficulties in our organizations

o Distinguish problems and polarities

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Manage Paradoxes: The Secret of Efficient and Incredible Leaders – LEAD140

(Continued)

Manage polarities

o Identify / understand / evaluate / act

─ Understanding the dynamics of the environment

─ Mapping polarity (goal, fears, pole impacts)

─ Evaluate its position

─ Anticipating skids

─ Plan strategy

Polarities and creating value

o Four conflicting and interrelated strategies

o Develop a creative balance of value

Polarities and development of leadership

o My leadership style

o My strengths and polarities

o Avoid excess

o The real situational leadership

o Polarities and conflict Management

Conclusion

o The essence of true leadership

o Manage polarities and priorities

o Applications of the management of polarities

Supplement Material



Throughout the activities, the learners will look at different elements to be efficient and effective as a leader.

Course Evaluation



UP

66


Responding to Employees Who Underperform – LEAD150


Course Length 1 Day

Maximum Students 20



Good management focuses on developing others. This workshop will help in assessing performance, providing

feedback and making decisions to develop the performance of others. Managing performance comes with

responsibility for the work output and performance improvement of others. Following the process will help

participants enhance their capacity provide effective performance feedback as well as to develop an sustainable

performance improvement plan with others.

Course Content:

o Provide an understanding of how motivation drives behaviour and how to use this knowledge in managing

their employees

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

organizational goals

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

performance management, particularly when performance improvement is required

o Provide a foundation to managers so that they can provide effective descriptive performance feedback to

employees

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

performance.

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

improving) and establish a performance agreement

o Learn how to proceed in situations where disciplinary action is required and seek the necessary support and

advice

Supplement Material



Throughout the activities, the learners will look at different elements that lead to a better understanding of behavior.

Course Evaluation



Section

3

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67


Strategic Thinking and Planning – LEAD162


Course Length 1 Day

Maximum Students 20



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

partnerships:

Know why a strategic plan is necessary.

Learn the key steps in leading a strategic plan preparation.

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

Understand the importance of individual and team effort in strategic planning

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

Develop performance indicators.

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

Course Content:

Develop vision, mission, strategic objectives

Conduct SWOT Analysis: Strength, Weaknesses, Opportunities and Threats

Conduct Stakeholder Analysis (internal, external)

Identify strategic issues and strategies

Determine current objectives

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

Supplement Material



Throughout the activities, the learners will look at different elements to enhance their skills in strategic thinking and

planning.

Course Evaluation



.

Section

3

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68


Strategies to Help People During Transition and Change – LEAD163


Course Length 1 Day

Maximum Students 20



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

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

Course Content:

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

plans.

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

department or unit after a change.

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

Supplement Material



Throughout the activities, the learners will look at different strategies to help people during transition and change.

Course Evaluation



Section

3

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69


The Hard Work of Getting to the “Soft Stuff” – LEAD170


Course Length 1 Day

Maximum Students 20



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

Course Content:

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

functions.

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

brain “thinks”.

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

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

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

develop insight.

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

without telling anyone what to do.

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

fastest ways to improve performance.

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

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

is being presented and challenge what is being presented.

Supplement Material



Throughout the activities, the learners will look at how the brain functions and some practical steps to assist

employees to improve their thinking.

Course Evaluation



Section

3

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70


Use of Self as an Instrument of Change – LEAD175


Course Length 1 Day

Maximum Students 20



Perhaps the most powerful instrument we have in helping our employees and others navigate change is ourselves.

Our ability to use ourselves relies in large part on the level of awareness we have about the impact we make, and our

ability to make choices, to direct and modify that impact. During the workshop, there will be experiential exercises

combined with reflection and discussion to provide an opportunity for participants to increase their awareness of

themselves as potent instruments of change and to increase their range of options around the use of self in impacting

the improvement of the work environment as well as relationships with colleagues, direct reports and superiors.

o Participants will heighten their awareness of some of what may be motivates them when they feel “hooked”

by a person or lose their sense of choice, either in a personal or professional setting.

o Participants will increase their self awareness by focusing on how they are present, how they influence, and

how they make contact others.

o Participants will explore and understand situations where they get “hooked” by someone’s behaviour – and

become reactive and lose their ability to choose their response. Through reflection and discussion,

participants will explore and choose strategies that help them become “unhooked” and more effective in

these situations; moving from reaction to choosing how to act.

o Participants will explore and acquire communication skills that facilitate giving and receiving feedback.

Supplement Material



Throughout the activities, the learners will be able to learn how to use themselves when change is inevitable.

Course Evaluation



Section

3

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71

MANAGEMENT/SUPERVISORY TRAINING – SECTION 4

Advanced Facilitation – MNT/SU101



Maximum Students 20



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

facilitation skills including: understanding the role of the facilitator; questioning techniques; use of flip charts;

sorting, organizing and summarizing and seeking consensus and closure.

Course Content:

Refresher of basic facilitation skills

Understanding team and group development

Active listening and mirroring

Giving feedback

Dealing with conflict and interpersonal differences

Defining the problem

The problem solving process

Win-win, win-lose, lose-lose

Building an action plan

Mini-lectures, reading, videos, problem-solving tools, conflict styles, FIRO-B® (Fundamental

Interpersonal Relationships – BehavioursTM

) or other self-evaluation instruments. All participants will

practice facilitating, recorded on video and immediate feedback will be provided.

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

practice depending on length of course and background of participants.

Supplement Material



Throughout the activities, the learners will look at different elements to consider becoming a better facilitator.

Course Evaluation



Section

4

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72

MANAGEMENT/SUPERVISORY TRAINING

An Effective Approach to Resolving Conflict – MNT/SU102


Course Length 1 Day

Maximum Students 20

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

contact with people.


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

far more than a single individual. The synergy and creativity that can be developed within a high performing team

can be amazing. However, along with working closely with others comes the challenge of working and

communicating effectively.

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

you do is largely dependent on how well you communicate, listen and interact with others. Similarly, group

emotional intelligence (the collective emotional intelligence within a group) has been linked to how productive and

effective a team will be.

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

determine whether this conflict will propel you forward to uncharted territory or send you spinning downward in a

destructive spiral.

Course Content:

Understand perceptual differences

Evaluate your own listening skills

Determine your most preferred method for communication and conflict resolution

Understand the importance of rapport building

Learn to recognize and avoid the most common causes of conflict

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

Practice using the five-step process for resolving conflict

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

Supplement Material



Throughout the activities, the learners will look at different elements to resolve or minimize conflict.

Course Evaluation



Section

4

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73


Career Coaching Your Employees (CCE) – MNT/SU105


Course Length 1 Day

Maximum Students 20



Managers will be able to prepare and conduct an effective career development discussion with employee(s).

Describe your role as a career coach

Describe the roles and responsibilities of your employees for career development

Prepare for the career development discussion (job-aid)

Conduct the career development discussion

Set immediate and longer term career development objectives with your employees

Select appropriate tools and services to support career development activities

Course Content:

o What is a career coach?

o How do we manage career development?

o The benefits of career coaching

o Roles of the manager, the employee and the human resources professional

o The barriers to career coaching

o Your own career development

o The career coaching process

─ Preparing for the career development discussion

─ Conducting the career development discussion

─ Coaching and communication skills

─ Providing support and feedback to your employees

o Case study or exercise(s)

Supplement Material



Throughout the activities, the learners will look at different elements to become a great career coach for their

employees.

Course Evaluation



Section

4

UP

74


Career Planning and Goal Setting – MNT/SU106

Language English, French


Maximum Students 20

Target Audience Managers/Supervisor/Team Leads


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

achieve their career objectives. Have participants assess their careers to date by identifying their preferences, skills,

aptitudes, interests, abilities and traits.

Course Content:

Self-assessment - fitting work skills to work preferences

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

Aptitudes, interests and preferences

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

life

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

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

Characteristics of their ideal jobs (roles)

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

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

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

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

Examine the process of registration for training

Mentoring - how one finds and develops a mentoring relationship

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

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

Prepare an action plan consistent with ones needs and constraints

Identify specific objectives and time frames

Commit one’s self to implement the plan

Manage implementation of the plan

Review and evaluate results

Supplement Material



Throughout the activities, the learners will look at different elements to set realistic and achievable career goals.

Course Evaluation



Section

4

UP

75


Competency Based Training – MNT/SU108



Maximum Students 20

Target Audience Federal Government managers and employees


Assess personal and organizational skill requirements and capabilities within a competency framework.

Course Content:

Competency profiles

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

functions

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

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

The future skill and competency requirements of your organization

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

the "gaps" between what exists and what is required are tabulated and ranked

Identify competency needs

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

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

based training program

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

competencies is addressed

Supplement Material



Throughout the activities, the learners will look at different elements and the importance of competency based

training.

Course Evaluation



Section

4

UP

76


Facilitate Innovation – MNT/SU120



Maximum Students 20



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

To develop tools to better facilitate these teams

Bring your organization to innovate more

Improve your facilitation skills / facilitation

Being recognized as a creative facilitator

Adapt interventions to the target groups and challenges

Course Content:

o Introduction

─ Innovation: A matter of survival

─ The need and context of group facilitation

o The group facilitator

─ The qualities and characteristics of the host

─ The learning needs and styles of learning

─ The learning styles

─ Communication

o The consultation process

─ The role of the consultant

─ The process steps

o The development of creativity

─ Define imagination, creativity and innovation

─ Different forms of creative intelligence and how to develop

─ The blockages to creativity and how to get around

─ The behaviours that foster creativity

─ The secrets of creative geniuses

The creative genius innate or supported by technical?

Some technical creative geniuses

Make new combinations: The essence of creativity

Look at things differently

o The management of creativity and innovation

─ Unleashing creativity

─ The enabling environment

─ Organizational brakes

─ The leader of innovation

Section

4

UP

77

Facilitate Innovation – MNT/SU120 (Continued)

o The innovation process and its tools

─ The process steps

─ The rules of effective thinking: Divergence and Convergence

─ Tools to diverge and converge

─ Use the right tools

─ Tips on animating

Supplement Material



Throughout the activities, the learners will look at different elements of facilitating innovation and the importance of

innovation in an organization.

Course Evaluation



UP

78


Four Generations– Four Approaches to work – MNT/SU121


Course Length ½ Day

Maximum Students 20



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

workplace and to learn to: develop an appreciation for the different generational cultures, worldviews and core

values, understand the impact on communication and organizational performance, recognize shared values, and

identify strategies for managing generational differences to maximize unique generational contributions.

Course Content:

o Generational breakdown of the Canadian workforce

o Generational diversity: A deeper look at each generation

o Different generational cultures, worldviews and core values

o Intergenerational influences

o Implications

o Impact on communication and organizational performance

o Shared values

o Resolve real-life scenarios with innovative solutions

o Strategies for managing generational differences to maximize unique generational contributions

o Personal commitment and action plan

Supplement Material



Throughout the activities, the learners will look at the various generation and their approaches to work.

Course Evaluation



Section

4

UP

79


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

Facilitate Innovation – MNT/SU122



Maximum Students 20 (can be customized workshop to accommodate individual

organization and/or team needs).

Target Audience Managers and Leaders of all levels

Goal:

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

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

creative potential of teams. Besides being very practical, lively and participatory, this workshop presents the results

of several serious research and numerous application examples.


How to understand an individual’s creativity

Discover the secrets of innovative organizations

Explore management practices that foster innovation

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

Know transforming its organization to make innovative

Course Content:

o The Innovative Organization

─ What is creativity and where does it come from?

─ The difference between creativity and innovation

─ The need for innovation

• Study "IBM Global CEO study"

• The strategies of the past and the future

• Examples of success

─ Three components to transform creativity into innovation

o Creativity and Personal Development

─ Creativity accessible to all

─ The characteristics of a creative person

• Creativity and intelligence

• Two types of thinking / 2 types of jurisdiction

• The secrets of creative geniuses

• DNA innovator: the behaviours that lead to creativity

• The personal qualities of the innovator

─ Support the development of innovation skills

Section

4

UP

80



o Transforming the Creativity and the Innovation

─ Create winning conditions

• Where and how to innovate?

• Different stimulants

• Potential actors

• Clients and innovation

• The ability to innovate: Five essential conditions

• A culture of innovation

─ The three pillars of an innovative organization

• Individuals

The creative skills

Expertise and knowledge

The motivation for the task

• The work environment

Resource

The team

Management practices

• Leadership innovation

A shared vision

The innovation strategy

Structure and process

o Develop a Strategy for Innovation

─ Implement pillars: Four large blocks of decision and action

• The guidelines

• Roles and responsibilities

• Support mechanisms

• Monitoring mechanisms

─ Some considerations in the innovation strategy

• Governance

• Principles of management

• Adaptation of existing processes

• Allocation of resources

• The stimulation activities and exchange

• Talent management: Attracting, developing and retaining talent

• The management ideas

• Communication / mobilization

• Understand our organizational barriers to innovation and eliminate them

UP

81



o Tools of Creativity

─ Facing the challenges with a creative process

─ Measuring out divergence and convergence

─ Ask the right questions / identifying issues

─ The role and deployment of creative tools

─ The conditions for successful ideation sessions

─ Must have tools

o Conclusion

─ The coming decades

─ The challenges of innovation in our organizations

Supplement Material



Throughout the activities, the learners will look at creativity and innovation and the challenges in organizations.

Course Evaluation



UP

82


Gyroscope: The Impact of Your Decisions on Human Performance – MNT/SU130



Maximum Students 20 (can be customized workshop to accommodate individual

organization and/or team needs).

Target Audience Managers and Leaders of all levels


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

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

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

Improve the manager’s own ability to increase productivity while considering the human aspect

Course Content:

PART I: SIMULATION

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

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

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

o Their leadership and energy level

o Employees

─ The level of influence

─ The level of risk-taking

─ The energy level

─ The quality of work life

─ Confidence in the leader

PART 2: ANALYSIS OF SIMULATION

o Back to the simulation / analysis of our performance

o What influences human performance

o Discussion in small groups

─ Follow-up of actions

─ The effects of the manager’s behaviour

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

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

o Major causes of the current situation

o Upcoming events that will affect individuals

o The fragile factor

o Potential actions / action plan


Section

4

UP

83


Team Building – MNT/SU160



Maximum Students 20



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

Understanding and deal with the diversity within their team

Better interact and get along with their team members

Develop trust and collaboration among team members

Better perform individually and collectively

Course Content:

1. The team and its members

o The social styles

─ Diversity sources of complementarities

─ The five social styles

─ Main differences between styles / each person is unique

─ Get to know your teammates to better understanding them

o The successful team

─ Video: "Building a Team"

─ The four dimensions of successful teams

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

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

─ Accountability

─ The development team

o The normal stages of evolution of a team

o Accelerate the development team / become a real team

2. The team at work

o Decision-making

─ The impact of the decision making style

─ Consensus building

─ Useful to achieve consensus behaviours

─ The decision-making process

o The team’s roles

─ Various approaches to work / problems

─ Roles relevant to task

─ Relational roles

─ The complementary roles

o Performer

─ My role / contribution in my team

─ Plan and execute tasks cohesively

─ Optimizing outcomes

Section

4

UP

84

Team Building – MNT/SU160 (Continued)

o The team’s communication

─ Communicate intelligently

• language differences

• Communicate to understand

• Giving and receiving feedback

─ Listening

• The reality of listening

• The dimensions of active listening

• My listening skills

o The Leadership Team

─ Different forms of leadership

─ Sharing leadership

─ The exercise of my leadership

3. Relationships in the team

o Getting along

─ Respecting Differences

• Understanding different ways of acting and the needs of others

• Dealing with different ways of seeing / different priorities

─ Establish a positive climate

• Collaboration

• The impact of trust

• Establish a climate of trust and collaboration

o Conflict

─ The basis for improved relations

─ Attitudes in conflict resolution

─ Benefits / adverse effects

─ Differences in perception

─ Prevent / resolve conflicts through collaboration

─ Matrix diagnosis/finding solutions to real causes

Supplement Material



Throughout the activities, the learners will look at diversity and collaboration to build winning teams.

Course Evaluation



UP

85

PROFESSIONAL EFFECTIVENESS AND PERSONAL DEVELOPMENT – SECTION 5

Anger Management – PEPD101


Course Length 1 Day

Maximum Students 20



Anger is a normal, healthy emotion but can quickly become unhealthy and detrimental for self and in relationships if

not understood and controlled. Learn to manage your anger, reduce your stress and improve your personal and work

relationships with this session.

Course Content:

Understanding more about anger and how it works and factors which can make it worse or better

Exploring ways to manage anger. Learning to recognize the early warning signs of anger and ways to

master your anger

Explore and develop strategies to manage anger

Learning about assertiveness and self-care

Explore ways to manage anger in relationships and to develop more helpful ways of communicating

Recognizing & changing unhelpful thoughts with the aim of developing more helpful thoughts about

situations that currently lead to anger.

Mastering anger, using anger to relate to others more effectively

Practical application of learning; what does it mean day to day




Supplement Material



Throughout the activities, the learners will learn how to deal with anger.

Course Evaluation



Section

5

UP

86

PROFESSIONAL EFFECTIVENESS AND PERSONAL DEVELOPMENT

Animation of Meetings – PEPD102


Course Length 1 Day

Maximum Students 20



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

Develop communication skills

Know how to prepare and organize a meeting

Reacting to events and disruptive behaviour

Course Content:

o Meetings

─ Anticipated difficulties and problems encountered

─ Meeting types - particulars and conditions for success

─ The overall role of the facilitator

o The preparation of the meeting

─ Basic questions

─ The need for the meeting - alternatives

─ Selection of participants - how to recognize them!

─ Develop an agenda

─ To do list

o Animating a meeting

─ The behaviour of the facilitator

The different roles of the facilitator

Types of facilitator to not imitate

Common behavioural errors Facilitator

─ Manage disruptive behaviour and events

─ Communication during the meeting

Disturbances

Vocabulary to ban

Handle objections

Stimulate discussion / encourage participation

o The follow-up of a meeting

─ The minutes / log execution

─ Monitoring actions

─ Evaluation of the meeting


Section

5

UP

87


Art of Networking – PEPD103



Maximum Students 20



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

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

Course Content:

o What is networking and what are the benefits

o Knowing yourself

o Key steps in developing your network

o A description of your transferable skills

o How to prepare for a networking function

o Developing a mentoring relationship

o Using social media to maintain and build relationships

o Developing networking communication skills

o Networking traps to avoid

o Maintaining network relationships

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

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

Supplement Material



Throughout the activities, the learners will be able to look at various topics regarding networking and its importance

in maintaining their business relationships.

Course Evaluation



Section

5

UP

88


Business Writing – PEPD108

Language English

Course Length 1 Day

Maximum Students 20



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

memos, letters, reports and e-mails.

Course Content:

Elements of clear, concise and effective writing

Eight rules to ensure clear and concise writing

Key similarities and differences between memos, letters and reports

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

and reports

Create a desk-top work area that promotes productivity

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

Six key strategies for meeting writing deadlines

Ten key points to review before anyone reads your document

Simple-to-follow checklist to evaluate clarity and conciseness

Ways to effectively seek and get ongoing constructive feedback

Supplement Material



Throughout the activities, the learners will to look at various tools to help them enhanced their business writing

skills.

Course Evaluation



Section

5

UP

89


Developing Your Capacity to Anticipate – PEPD110


Course Length 1 Day

Maximum Students 20



Learn to act rather than react

Learn to read and understand an environment

Learn to better anticipate the market and events

Ability to use its distinctive strengths to meet the trends

Course Content:

o Introduction

─ Agility, the basis for success

─ Anticipate and "timing"

─ Intuition and anticipation

o Understanding the Context

─ Customers and markets

─ What the customer really buys

─ The concept of tasks

─ The universal needs

─ Our organization

─ Our distinctive strengths / our vulnerabilities

─ The problems experienced / issues

─ Information sources

─ The environment

─ Stakeholders

─ The current and potential competition

─ The effect of the balance

o Strategies and tools to advance

─ Behaviours to better "see"

─ Challenging / think in terms of possibilities

─ Understanding the warning signs / evolving signals

─ Collect / information segments

─ Use stakeholders

─ Evaluate opportunities / develop scenarios

─ Some tools

o Stand out

─ Targeting the right customers with the right products

─ See the usefulness of technology to better meet the needs

─ Develop an agile organization to adapt quickly

─ Anticipate problems before they occur

─ Decisions and accept errors / learn from experience


Section

5

UP

90


Developing Your Creativity: Wake Up the Creative Genius In You - PEPD111

Language

English or French


Maximum Students 20


Goal:

An extensive IBM study published in 12 puts creativity at the top for qualities of the leader today and concludes

with the need to innovate to survive in an economy increasingly competitive, hence the importance of developing

this skill throughout our organizations. During the last twenty years, the facilitator has studied and worked with

international experts to better understand the development of creativity. He will share his thoughts with the

participants of this workshop to help them maximize their creative potential and thus ensure their place in a labor

market increasingly demanding. A practical workshop, interactive and dynamic, where everyone will come out with

ready to use tools.


Learn to look and think differently;

Explore the behaviour of creative people;

Discover the secrets of creative genius;

Understanding and experience some creativity tools;

Develop your personal creativity.

Course Content:

Creativity and Development

o Creativity and creative person

─ Define imagination, creativity and innovation

─ Different forms of creative intelligence and how to develop them

─ Personal qualities of creative people

o Optimize your creative potential

─ The mental process of creativity

─ The blockages to creativity and how to get around


The creative genius: innate or supported by techniques?

Some techniques from creative geniuses

Make new combinations: The essence of creativity

See differently

─ The behaviours that foster creativity

Section

5

UP

91

Developing Your Creativity: Wake Up the Creative Genius In You – PEPD111 (continued)

Creativity and Tools

o The creative process of problem solving


─ Divergence and convergence: two distinct needs for innovation

─ The rules of divergence


o Tools / Techniques

─ Brainstorming and brain writing

─ Visual techniques

─ Multiple perspectives

─ Fantasy

─ Analogies and metaphors

─ Technical association

─ Provocative techniques

─ Convergent techniques

Conclusion

o Several reasons to cultivate creative abilities

o Additional exercises to develop and take advantage of your creativity

o Personal action plan

Supplement Material



Throughout the activities, the learners will look at different elements to develop their creativity and increase their

potential.

Course Evaluation



UP

92


Group Consensus Building – PEPD122


Course Length 1 Day

Maximum Students 20



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

across work units.

Course Content:

Definition of consensus

Establishing norms

Using “I” and DESC (Describe, Express, Specify, and Consequence) language

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

Identify current situation/issues

Finding common ground

Move to win-win

Debriefing

Supplement Material



Throughout the activities, the learners will look at different elements to gain skills in facilitating and participating in

teams and groups to reach consensus.

Course Evaluation



Section

5

UP

93


Innovating In The Public Service: Fiction or Reality – PEPD125


Course Length 1 Day

Maximum Students 20


Goal:

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

what about our public organizations? Is it possible to innovate in the public service, and if so, how? Besides being

very practical, lively and participatory, this workshop represents the results of several serious research and numerous

application examples. The facilitator has developed an approach to maximize the creative potential of teams and will

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


To understand individuals’ creativity

Discover the secrets of innovative organizations

Consider innovation in the context of the public service

Explore management practices that foster innovation

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

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

Course Content:

o Innovation in the Public Service: Possibility or Necessity?

─ The reality of public service

─ The features, myths and challenges of public service

─ Organizational culture: The benefits and misfortunes

─ The opportunity to become a model of public management

o The Innovative Organization

─ What is creativity and where does it come from?

─ Difference between creativity and innovation

─ The need and applications of innovation in the public service

─ The strategies of the past and the future

─ Examples of success

─ Three components to transform creativity into innovation

o Developing Creative Skills

─ Creativity accessible to all

─ The characteristics of a creative person

─ Creativity and intelligence

─ Two types of thinking / two types of jurisdiction


─ DNA Innovator: The behaviours that lead to creativity

─ The personal qualities of the innovator

─ Support the development of innovation skills

Section

5

UP

94

Innovating In The Public Service: Fiction or Reality – PEPD125 (Continued)

o Transforming the creativity to innovation

─ Create winning conditions

• Where and how to innovate?

• Different stimulants

• Potential actors

• Clients and innovation

• The ability to innovate: Five essential conditions

• A culture of innovation

─ The three pillars of an innovative organization

• Individuals

The creative skills

Expertise and knowledge

The motivation for the task

• The work environment

Resource

The team

Management practices

• The leadership of innovation

A shared vision

The strategy of innovation

Structure and Process

o Develop a strategy for innovation

─ Implement pillars: Four large blocks of decision and action

• The guidelines

• Roles and responsibilities

• Support mechanisms

• Monitoring mechanisms

─ Some considerations in the innovation strategy

• Governance

• Principles of management

• Adaptation of existing processes

• Allocation of resources

• The stimulation activities and exchange

• Talent management: Attracting, developing and retaining talent

• The management ideas

• Communication / mobilization

• Understand our organizational barriers to innovation and eliminate

o Tools of creativity

─ Meeting the challenges with a creative process

─ Measuring out divergence and convergence


─ The role and deployment of creative tools


─ Must-tools

o Conclusion

─ The coming decades

─ The challenges of innovation in our public organizations


UP

95


Internal Consulting Skills – PEPD126



Maximum Students 20

Target Audience Existing or potential internal consultants


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

capacity.

Course Content:

Consulting process

Roles of the consultant

Self-awareness

Communication skills

Diagnostic and problem solving skills

Implementation skills

Consultative dilemmas

Supplement Material



Throughout the activities, the learners will look at various topics to become an effective and productive consultant.

Course Evaluation



Section

5

UP

96


Managing Priorities (with In-Basket Exercises) – PEPD130


Course Length 1 Day

Maximum Students 20


Goal:

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

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

various tasks. Will you succeed?

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

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

Learning Objectives

Master the art of managing priorities

Learn to work under pressure

Improve your ability to make decisions

Develop your ability to analyze, assess and resolve problems quickly

Know how to delegate properly

Course Content:

o Exercise of correspondence (In-basket)

o Manage priorities

─ Assessing priorities

─ Urgency and importance

─ The organizational priorities: The Strategic Framework

─ Plan

o The delegation for managers

─ The role and importance

─ When, how and why

─ The steps

─ Empower: A RICH model

o Decision making

─ Types and characteristics

─ The decision process and professional trends

Supplement Material



Throughout the activities, the learners will look at different elements to better manage priorities.

Course Evaluation



Section

5

UP

97


Preparing for an Appointment Process – PEPD145


Course Length 1

Maximum Students 20

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

management experience.)


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

particular within the Federal Government. The workshop will address key areas to focus on when applying to an

appointment process and preparing for the interview.

Course Content:

o Overview of the Public Service Employment Act (PSEA)

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

Key Elements:

o Knowing Yourself

o Knowing the Organization

o Letter of Introduction

o The Resume

o Follow-up

o Preparing for the Interview

The workshop can be customized to meet specific client needs.

Supplement Material



Throughout the activities, the learners will learn tips, tools and techniques to prepare for an appointment process.

Course Evaluation



Section

5

UP

98


Presentation Skills – PEPD146


Course Length 1 Day

Maximum Students 20



To develop effective technical and oral presentation skills

Course Content:

o Pre-Presentation Preparation

─ topic and delivery method selection

─ course/presentation title

─ gathering material/data/information

─ organizing data/information

─ sequencing information for presentation

─ opening, body and closing of presentation

─ condensing data/information for visual presentation

─ production of visuals for presentation

─ timing of presentation

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

o Delivery of Presentations

─ room and catering considerations

─ room set-up

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

─ lighting

o Presentation Skills

─ operation of equipment and aids during presentation

─ conquering your fears and projecting confidence

─ presenting topics

─ tone and volume of voice, dress, body language

─ neurolinguistic programming;

─ participant control

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

─ trainer/program evaluation

─ reading the audience

─ humour - using it properly

─ pacing a session and breaks

─ use of handout material

─ capturing audience attention

Course Evaluation



Section

5

UP

99


Process Improvements – PEPD147


Course Length 1 day

Maximum Students 20

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


Experience the concept of process improvement

Learn a structured process improvement approach

Understand the methodology and conditions for success

Know and understand the tools available to optimize a process

While identifying the roles and responsibilities of such a move

Course Content:

o Introduction

─ Objectives / content

─ Exercise icebreaker "improve"

o The concept of process

─ What is a process?

─ Process improvement

─ Why improve processes

─ The objectives of process improvement

o The strategy process improvement

─ Prioritize (criteria)

─ Roles & responsibilities

─ Improvement plan

─ The conditions for success

─ Process improvement and continuous improvement

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

o A structured improvement of a process approach

─ Planning

─ Define process (diagram)

─ Customers process

─ Analyze business process

─ Improvements

Recommendations

Applications

Update Process

─ Initiate an effort for continuous process improvement

Course Evaluation



Section

5

UP

100


Profitable Innovation: Focus on the Innovation Effort - PEPD148

Language

English or French

Course Length 1 Day

Maximum Students 20



Understanding the phenomenon of market innovation

Know innovate in response to a need

Understand the basics to target a market for an innovative product

Organizing to achieve a breakthrough in a market

Course Content:

o Introduction

─ Why good companies stumble

─ The challenges of innovation

o Clients and Markets

─ What the customer really buys

─ The concept of tasks

Three types of tasks

The universal needs and the context of use

The product function: Support the tasks

─ The purchasing criteria and their evolution

o Disruptive Innovation or Building

─ Differences and features

─ Disruptive Innovation

Myths about disruptive innovation

Theories Christensen

Technological challenge or marketing

The potential for new products

Priority product attributes for different markets

Five revealing principles

o Harnessing Markets

─ Different starting points of innovation

─ Innovation and competition

─ Existing vs emerging markets

─ Dominant / small market

o Strategic Innovation

─ The innovative organization

The 3 pillars

Organizational Competence and Innovation

─ The innovation strategy

Leader or follower?

Target efforts

Use distinctive competencies / technology

Sales cannibalization

Keep his place while taking a new place

Learning plan vs implementation plan


Section

5

UP

101


Stress Management – PEPD150


Course Length 1 Day

Maximum Students 20



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

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

Course Content:

o What is stress?

o Understanding personality differences

o Knowing yourself

o Steps for effectively reducing stress

o Conducting a stress analysis

o Asserting your rights

o Learning to say “no”

o Looking after your health

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

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

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

sessions for group discussion, sharing and learning.

Supplement Material



Throughout the activities, the learners will learn how to manage stress.

Course Evaluation



Section

5

UP

102


Telephone Etiquette – PEPD165


Course Length 1 Day

Maximum Students 20

Target Audience General (Effective for Call Centre Environment)


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

performance.

Dealing with difficult clients in a respectful and productive manner.

Course Content:

o Examining the key client service indicators

o Telephone etiquette 101

o Effective interactive communications

o Examining difference communication styles

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

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

o Dealing with conflict

o The ground rules for effective conflict resolution

o How to calm emotional clients

o Tips for battling burnout

o Tips for handling telephone calls effectively

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

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

for group discussion, sharing, input and learning.

Supplement Material



Throughout the activities, the learners will look at different elements to be efficient when dealing with clients on the

telephone.

Course Evaluation



Section

5

UP

103


Time/Stress Management for Professionals – PEPD166


Course Length 1 Day

Maximum Students 20

Target Audience Management


Provide participants with: an understanding of stress; its physiological and psychological aspects; ways to identify

the sources of stress; basis for better managing stress and fundamentals of priority setting and workload planning

and use of various techniques.

Course Content:

Develop a plan of action

To better manage stress in their lives

Apply time management principles

Use delegation techniques

Supplement Material



Throughout the activities, the learners will look at ways to understand and manage stress as well to prioritize their

workload.

Course Evaluation



Section

5

UP

104


Time Management - Working Smarter Not Harder– PEPD167


Course Length 1 Day

Maximum Students 20



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

Examining a work-life balance.

Course Content:

o What is the “psychology” of workload management

o Examining what motivates us

o Ten strategies in dealing with procrastination

o Examining the key elements of effectiveness and efficiency

o Understanding the time management matrix

o Applying the 80/ rule

o Tips for improving productivity (Jan Jasper)

o Factors that negatively impact on workload management

o Techniques for working smarter

o Setting and managing priorities

o Managing stress

o The four “As” in dealing with stressful situations

o Examining work-life balance

o The role of “what I value”

o Developing a personal goal

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

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

together in plenary for group discussion, sharing and learning.

Supplement Material



Throughout the activities, the learners will look at different elements of time management as well as instruments.

Course Evaluation



Section

5

UP

105


Time Management and Priorities – PEPD168


Course Length 1 Day

Maximum Students 20



Review work habits to best use your time

─ Learn to master time management

─ Learn to work according to priorities

Course Content:

o My Personal Choice

─ My motives and my preferences

─ The balance in my life

─ The laws of time

o Analyze the Use of my Time

─ My work habits

─ My productive periods

─ Mail and meetings

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

─ Urgent and important "unsharing"

─ Time management and my preferences

─ My relationship with time and priorities

─ The vicious circle of time

o Control Over Time

─ Save time and make sense of your time

─ Take advantage of productive hours

─ Organize your time / plan / manage your agenda

─ The time deterrent / strategies time savers

─ Manage information

• Access

• Filtering

• Treatment

o Maintain Control / Manage Priorities

─ Identify priority activities

─ Make choices / say no

─ Avoid disruptions

─ Manage emergencies

─ Habits to expand / develop effective strategies

─ Avoid procrastination

o Personal Action Plan


Section

5

UP

106


Work Planning for Better Life Balance – PEPD175


Course Length 1 Day

Maximum Students 20

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

team members


This highly interactive workshop will provide participants with an opportunity to explore their work-life balance,

what it means to them, how they would plan to achieve their “personal balance,” strategies to remove barriers,

change response, and to move towards the desired “personal balance”.

Course Content:

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

o Talk about our roles, responsibilities and choices.

o How do we respond to change?

o Identify barriers and obstacles:

─ Problems/challenges and difficulties

─ Social pressure and expectations

─ Adapting to life.

o Develop strategies to achieve personal work-life balance.

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

lifestyle.

o Personal commitment, support system and action plan.

Supplement Material



Throughout the activities, the learners will explore their work-life balance and find ways to enhance it.

Course Evaluation



Section

5

UP

107


Working in Teams – PEPD180


Course Length 1 Day

Maximum Students 20

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

team members


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

Create effective teams to enhance individual effectiveness and development.

Develop attitudes and behaviours that support teams.

Course Content:

Team characteristics and behaviours

Teams as learning environments

Needs of individuals on teams

Interpersonal relations and communications in teams

Team leader / member roles and responsibilities

Team dynamics - readiness

Organizational context

Functional roles

Power and influence

Models of teams in action

Feedback and communication

Impact of real situations on leadership style in teams

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

techniques

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

Supplement Material



Throughout the activities, the learners will look at different elements to take effective roles as leaders or team

members.

Course Evaluation



Section

5

UP

108


UP

109

PRE-RETIREMENT SEMINARS – SECTION 6

PLANNING RETIREMENT EARLY – PR 101


Course Length ½ day to 2 days

Maximum Students 25 (plus spouses/partners)

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

and achieve a balanced lifestyle.


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

financial security and a balanced life style.

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

Course Content:

Identify and address challenges they face in achieving financial security

Plan their financial futures

Examine their present lifestyle

Develop goals and an action plan

Fundamentals of financial planning

Basic tax planning

Fundamentals of investing

Estate planning

Healthy living

Supplement Material



Throughout the activities, the learners will look at financial security, estate planning and healthy living.

Course Evaluation



Section

6

UP

110

PRE-RETIREMENT SEMINARS

Pre-Retirement Planning – PR102


Course Length 1/2 day to 3 days

Maximum Students 25 (plus spouses/partners)

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

achieve a balanced lifestyle.


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

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

Assessments of each participants’ preparedness for retirement.

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

Course Content:

Retirement goals

Financial planning

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

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

between partners and other social needs

Legal estate planning

Health, aging and well-being in retirement

Accommodation planning

Supplement Material



Throughout the activities, the learners will look at financial planning, estate planning and last minute things before

retirement.

Course Evaluation



Section

6

UP

111

PROJECT MANAGEMENT – SECTION 7

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

Project Management Institute.

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

courses. One PDU will be given for one hour in class or on line.

UP

112


UP

113

PROJECT MANAGEMENT TRAINING

Demystifying Project Management in Construction - PM131



Maximum Students 20

Target Audience Managers/Supervisors/Team Leaders / Team members /Employees

involved in construction industry


Based on an assigned case study or an existing project, the learner, whether in management, administration or

operations, will create a Project Charter, a Work Breakdown Structure (WBS), a RACI (Responsible-Accountable-

Consulted-Informed) and a communication plan to enable a project team to achieve the assigned objectives.

Methodology:

The methodology used in this two-day training is based on an interactive approach where the instructor encourages

participants to collaborate. The instructor will guide and assist participants in increasing their knowledge and

experience to integrate this new material into their work environment.

Course Content:

o Construction

─ Overview of the construction industry in Canada

─ Socio-economic impact of construction

o Process Groups according to the Project Life Cycle

─ Initiating

─ Planning

─ Executing

─ Monitoring and Controlling

─ Closing

o Knowledge Areas

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

o Leadership and communication in Project Management

─ Difference between management and leadership

─ Importance of communication in Project Management

o Regulations

─ National Building Code Summary-Code 5

─ Types of de Regulation in Canada

─ Building Construction Standards in Canada: Materials, Equipment, Health & Safety, Environment.

─ LEED Certification

o Different Types of Construction Projects

─ Residential

─ Commercial

─ Industrial

o Key Stakeholders in Construction Project

─ The contracting authority

─ Prime contractor

─ Subcontracting

o Procurement Strategy

─ Contract by agreement (sole source)

Section

7

UP UP

114

Demystifying Project Management in Construction – PM131 (Continued)

─ Limited consultation

─ Invitation to tender

o Different Types of Construction Contracts:

─ Lump sum contract

─ Fixed cost contract

─ Cost reimbursement contract

─ Unit price contract

o Project Initiation (Identification)

─ Create project charter (project summary) for a construction project

─ Identify stakeholders

─ Refer to the documents of the construction project (drawings, plans, blue prints) as a case study

o Project Planning

─ ITM Platform

─ MS Project

─ Work Breakdown Structure (WBS)

─ Sequence activities

─ Effort / duration

─ Develop a network diagram

─ Critical Path – network analysis

─ Plan a project - Gantt Chart

─ Compress the duration

─ Estimate costs

─ Develop a communication plan

─ Develop the risk management strategy

o Executing / Monitoring and Controlling project

─ Execute a project

─ Monitor and control a construction project

─ Integrated change report

─ Work progress and performance report

o Project closing

─ Develop lessons learned

─ Project closing report

Supplement Material



Throughout the activities, learners will be able to review their current project management practices and apply new

processes, tools and techniques to demystify project management in construction.

Course Evaluation



UP

115

PROJECT MANAGEMENT

Demystifying Project Management in Information Technology - PM132



Maximum Students 20

Target Audience Managers/Supervisors/Team Leads/Team Members/IT Techs


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

Project Management throughout the project life-cycle.

Course Content:

o Process Groups According to the Project Life Cycle

─ Initiating

─ Planning

─ Executing


─ Closing

o Knowledge Areas


o Project Initiating (Identification)

─ Identify a problem or requirement


─ Identify and analyze options and solutions

─ Recommend a project

─ Create a project brief (project charter)

o Project Planning

─ ITM Platform

─ MS Project


─ Sequence Activities

─ Effort / duration

─ Develop a network diagram

─ Critical Path – network analysis

─ Plan a project - Gantt Chart

─ Compress the duration

─ Estimate costs

─ Develop a communication plan

─ Develop the risk management strategy

o Executing / Monitoring and Controlling project

─ Execute a project

─ Monitor and control a construction project

─ Integrated change report

─ Work progress and performance report

o Project closing

─ Develop lessons learned

─ Project closing report

Section

7

UP

116

Demystifying Project Management in Information Technology– PM133 (Continued)

Supplement Material



Throughout the activities, learners will be able to review their current project management practices and apply new

processes, tools and techniques to demystify project management in information technology.

Course Evaluation



UP

117

PROJECT MANAGEMENT

Exam Preparation Course Agile Certified Practitioner (ACP) - PM104

Language: English

Course Length: 3 days, 21 hours

Maximum Students: 25

Target Audience: Managers/Supervisors/Team Leads/Team Members

The Project Management Institute PMI Agile Certified Practitioner (PMI)-ACP® credential is an important,

industry-recognized certification for project managers. Globally recognized and demanded, the PMI-ACP®

credential demonstrates that you have the experience, education and competency to successfully lead and

direct projects in an agile environment.

The PMI-ACP® Exam Preparation Course is 21 hours and provides a high quality training program that prepares the

candidates to pass the PMI-ACP® exam.

Course description:

Agile is a philosophy that uses organizational models based on people, collaboration and shared values, such as

rolling wave planning; iterative and incremental delivery; rapid and flexible response to change; and open

communication between teams, stakeholders and customers. There are many methodologies that adhere to these

tenets such as Scrum, Kanban, Lean, XP.

Agile is a topic of growing importance in project management. The PMI-ACP® is developed in response to this

increasing demand of organizations in the marketplace for project practitioners who can apply a diversity of

methods to their projects.

This PMI-ACP® course provides a high quality training program that teaches you the skills and knowledge you need

to successfully apply Agile practices in real life and to pass the PMI-ACP® examination to earn your certification.

This classroom course is aimed at people who work in Agile projects or whose organizations are adopting Agile

principles.

Audience:

You or your organization use Agile practices or your organization is adopting Agile methods

Professionals pursuing the PMI-ACP® certification

o CIO / CTO / IT Executives

o Project / Program Management Officers

o Development / Operation Managers

o Project Managers / Team Leads

o Developers/ Programmers

o Designers / Testers

o Project Controllers / Planners

o Product Owners / Stakeholders

o Scrum Masters / Scrum Team Members

Section

7

UP

118


Individuals who have completed this course will have an understanding of:

Agile manifesto, principles and practices across Agile methodologies, such as:

o Scrum

o eXtreme Programming (XP)

o Lean

o Kanban

o Dynamic Systems Development Methods (DSDM)

o Test-Driven / Feature-Driven Developments

Agile project lifecycle and key Agile management skills and social, economical and environmental

influences.

Applying Agile management knowledge and skills, such as communications, coaching and mentoring,

leadership, team motivation, problem solving strategies, and more.

Using Agile tools and techniques, such as value based prioritization, risk management, soft skills

negotiation, product quality, Agile estimation, analysis, and design.

How to deliver a high quality product in a shorter period of time

Empowerment of team; self-organization and self-management

Professional responsibilities concerning Agile project management.

Requirements to apply for the PMI-ACP® certification and pass the PMI-ACP

® exam

Benefits of Taking This Course:

Provides you with increased professional versatility in project management methodologies and Agile

framework,

Presents you a higher level of professional credibility with a combination of Agile training and examination

on Agile principles, practices, tools, and techniques.

Supplies you with the material to apply Agile, Agile framework and in demand methodologies. i.e. Scrum,

Kanban, Lean, XP, TDD, DSDM and more

Gives you the most recent information about the PMI-ACP® exam by PMI

Provides everything you need to be fully prepared to take and pass the PMI-ACP® exam, including

satisfying the 21 CPUs required to write the examination.

Prerequisites:

There are no formal requirements for participating in this course; however, we recommend that you familiarize

yourself with the Agile basics.

There are eligibility requirements for taking the exam if you plan to apply for the PMI-ACP® certification upon

completion of this course:

Secondary school diploma, associate's degree or global equivalent

00 hours working on project teams within the last five years (active PMP® or PgMP

® will satisfy this

requirement)

2000 hours working on Agile project teams or with Agile methodologies within the last three years (in

addition to the above 00 hours)

At least 21 contact hours (CPUs) worth of Agile Project management training.

Follow-On Courses:

Project Management Professional (PMP®)

PRINCE2®

Certified Scrum Master (CSM®)

Agile Scrum Foundation

Agile PM Foundation and Practitioner

UP

119

Course Materials:

You will receive the following as part of this course:

A participant workbook with reference materials, and an exam preparation guide

Sample exam questions with answers in the appendix

A reference book with glossary and definitions

"Cheat sheet" that provide a summary of the related formulas

Technical Requirements:

For eBooks:

Internet is required only for downloading the eBook. The eBooks can be read offline.

eBooks can be downloaded and read on the following devices Laptop, tablet, Smart Phone, eReader PDF

Reader, recommended Adobe Reader.

Examination:

Candidates can only purchase the exam at PMI as part of their registration process, as training companies

such as ITpreneurs cannot sell the exam vouchers directly to the candidates.

Candidates need to meet PMI’s exam eligibility (as listed above – see prerequisite).

The exam is computer based and is in closed-book format; consists of 1 multiple-choice questions

distributed between definitions, essay-type, and scenario-based questions.

The time allotted to complete the exam is three hours and is computer based. A pass / fail result score is

generated based on their overall performance at the end of the exam.

Supplement Material



Throughout the activities, learners will learn new processes, tools and techniques to prepare to write the PMI-ACP

exam.

Course Evaluation



UP

120


UP

121

PROJECT MANAGEMENT

Exam Preparation Course Certified Associate in Project Management (CAPM) – PM105

Language: English

Course Length: 5 days or 35 hours



The Project Management Institute Certified Associate in Project Management (PMI’s CAPM)® credential is

an important, industry-recognized certification for project managers. Globally recognized and demanded,

the CAPM®

credential demonstrates that you have the experience, education and competency to successfully

lead some project activities.

The CAPM® Exam Preparation Course provides a high quality training program that prepares candidates to both

pass the CAPM® exam, as well as learn to apply the "A Guide to the Project Management Body of Knowledge

(PMBOK)®" in real life.

Course description:

This classroom course is aimed at people who work, or would like to work, on projects on a daily basis and would

like to achieve the CAPM® Certification. More specifically, this course is for people who are junior or intermediate

and who want to master the PMBOK®

Guide and improve their skills in managing projects.

This approach to project management education is application driven. You will be immersed in project management

through use of a comprehensive case study, exercises, examples and war stories. At the end of this program, you will

be able to pass the exam and at the same time know how to use PMBOK® Guide in practice as a project

management professional.

This program contains 14 highly interactive and modular course units. The course is enriched with engaging

questions from real-life project situations. Through a series of sample-exam questions you will be optimally

prepared to take and pass the exam.

Audience:

● Those considering adopting the PMBOK®

Guide

● Project managers

● Project team managers and leaders

● Project coordinators

● Project support staff

● Project assurance staff

● Project officers

● Consultants and contractors

Section

7

UP

122

Learning objectives:

At the end of this course, you will:

● Be able to pass the CAPM® Exam and become a certified associate in project management

● Gain the skills and knowledge of project management based on the PMBOK® Guide and real-life

project management practices

● Know how to use the tools and techniques you learned while studying for the CAPM® exam

● Apply project management techniques useful in the real world

● Share a common lexicon of project management terms and principles

Benefits of taking this course:

● BEVA® provides you with comprehensive training materials and a unique learning experience. Your

classroom program includes everything you need to pass the exam.

● This course provides 14 modules for which will be covered during the five day in classroom training. The

modules are well-rounded blocks of information, making the learning experience smooth and easy.

Prerequisites:

There are no formal prerequisites for participating in the CAPM® Exam Preparation course; however, there are

specific prerequisites prior to scheduling the CAPM® exam.

Course materials:


● Small breakfast

● Two 20 minute breaks and 1 hour lunch

● Course Book

● PMBOK®

Guide

● Pre-course online mock exam

● Simulation Exams

● Other questions and answers will be available as well

Supplement Material



Throughout the activities, learners will look at new processes, tools and techniques to prepare to write the PMI-

CAPM exam.

Course Evaluation



UP

123

PROJECT MANAGEMENT

Exam Preparation Course Project Management Professional (PMP) - PM106

Language: English or French

Course Length: 5 days, 35 hours



The Project Management Institute Project Management Professional (PMI’s PMP)® credential is the most

important, industry-recognized certification for project managers. Globally recognized and demanded, the

PMP®

credential demonstrates that you have the experience, education and competency to successfully lead

and direct projects.

The PMP®

Exam Preparation Course provides a high quality training program that prepares candidates to both pass

the PMP® exam, as well as learn to apply the "A Guide to the Project Management Body of Knowledge (PMBOK

®

Guide)" in real life.

Course description:

This classroom course is aimed at people who work, or would like to work, on projects on a daily basis and would

like to achieve the PMP® Certification. More specifically, this course is for project managers who want to master the

PMBOK® Guide and improve their skills in managing projects.

This approach to project management education is application driven. You will be immersed in project management

through use of a comprehensive case study, exercises, examples and war stories. At the end of this program, you will

be able to pass the exam and at the same time know how to use PMBOK® Guide in practice as a project

management professional.

This program contains 14 highly interactive and modular course units. The course is enriched with engaging

questions from real-life project situations. Through a series of sample-exam questions you will be optimally

prepared to take and pass the exam.

Audience:

Those considering adopting the PMBOK® Guide

Project managers

Project team managers and leaders

Project coordinators

Project support staff

Project assurance staff

Project officers

Consultants and contractors

Section

7

UP

124

Learning objectives:

At the end of this course, you will:

Be able to pass the PMP® exam and become a certified project management professional

Gain the skills and knowledge of project management based on the PMBOK® Guide and real-life project

management practices

Know how to use the tools and techniques you learned while studying for the PMP® exam

Apply project management techniques useful in the real world

Share a common lexicon of project management terms and principles

Benefits of taking this course:

BEVA

® provides you with comprehensive training materials and a unique learning experience. Your

classroom program includes everything you need to pass the exam.

This course provides 14 modules for which will be covered during the five day in classroom training. The

modules are well-rounded blocks of information, making the learning experience smooth and easy.

Prerequisites:

There are no formal prerequisites for participating in the PMP® Exam Preparation course; however, there are

specific prerequisites prior to scheduling the PMP® exam.

Course materials:


Small breakfast

Two 20 minute breaks and 1 hour lunch

Course book

PMBOK®

Guide

Pre-course online mock exam

Simulation Exams

Other questions and answers will be available as well

Supplement Material



Throughout the activities, learners will look at new processes, tools and techniques to prepare to write the PMI-PMP

exam.

Course Evaluation



UP

125

PROJECT MANAGEMENT

Financial Management for Project Management Professionals – PM110



Maximum Students 20

Target Audience Managers/Supervisors/Team Leads/Team Members


This course offers a comprehensive approach to understanding the importance of financial management in managing

projects and programs. Corporations invest large amount of money in capacity creation based on certain financial

assumptions that protects the asset of organizations.

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

meet all project objectives. Time is money and project managers need to appreciate, in their execution of projects

and programs, the relevance and importance of financial management in the following areas to make effective

project decisions: financial accounting, managerial accounting and corporate finance.

Supplement Material



Throughout the activities, the learners will be able to examine their current practices in financial management for

project management and will be able to apply new methods, tool and techniques to enhance their knowledge to make

effective project decisions.

Course Evaluation



Section

7

UP

126

PROJECT MANAGEMENT

How to Use Collaboration Tools to Manage Projects – PM112


Course Length 1 Day

Maximum Students 20



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

members.

Course Content:

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

─ Skype

─ Join - Me

─ Net Meeting

─ WEBEX

─ Illuminate

─ Go to Meeting

─ Others

Supplement Material



Throughout the activities, the learners will look at various collaboration tools in project management that will help

them communicate better with stakeholders and manage projects.

Course Evaluation



Section

7

UP

127

PROJECT MANAGEMENT

How to Write a Project Management Plan – PM116


Course Length 1 Day

Maximum Students 20



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

Course Content:

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

─ Stakeholder Management Plan

─ Scope Management Plan

─ Schedule Management Plan

─ Cost Management Plan

─ Quality Management Plan

─ Human Resources Plan

─ Communication Management Plan

─ Risk Management Plan

─ Procurement Management Plan

Supplement Material



Throughout the activities, the learners will be able to look at the various elements that make up a project

management plan and develop one.

Course Evaluation



Section

7

UP

128

PROJECT MANAGEMENT

Managing Stakeholders and Requirements – PM120


Course Length 1 Day

Maximum Students 20



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

stakeholder register, stakeholder matrix, stakeholder management and strategy.

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

to requirements.

Methodology:

The methodology used in this training rests on an interactive approach where the instructor encourages participants

to collaborate. The instructor will guide and help the participants to increase their knowledge and experience in

order to integrate this new material.

Course Content:

Process Groups according to the Project Life Cycle

o Initiating

o Planning

o Executing / Monitoring and Controlling

Knowledge Areas identified by the "A Guide to the Project Management Body of Knowledge (PMBOK®

Guide)"

o Project Integration Management

o Project Scope Management

o Project Stakeholder Management

Project Initiating (Identification)

o Review Project Charter

o Define Stakeholder

o Identify Stakeholders

o Understand the Stakeholder Register

o Understand the Stakeholder Matrix

o Exercise – Identify the Stakeholders

o Understand the Stakeholder Management Strategy

o Exercise – Complete a Stakeholder Register and Stakeholder Management Strategy

Section

7

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129

Managing Stakeholders Requirements – PM120

Project Planning

o Define Requirements

o Identify the Source of Requirements

o Identify the Types of Requirements

o Requirement Process

o Show a Requirement Traceability Matrix

o Exercise – Identify, gather and monitor requirements

Project Implementation/Monitoring and Controlling

o Manage Stakeholders Expectations

o Manage Stakeholder Engagement

o Control Stakeholder Engagement

Supplement Material



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

will be able to apply new methods to manage stakeholders and requirements.

Course Evaluation



UP

130

PROJECT MANAGEMENT

MS Project Application - Advanced – PM122



Maximum Students 20



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

to learn more of the advanced features to plan, track and communicate effectively for any type of project.

Course Content:

o This lab includes the following topics:

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

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

─ Communicate: customizing

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

o Project Implementation/Control

─ Project Management Tool

─ Monitoring

─ Tracking

─ Control

o Project Closure

─ Lessons Learned

─ Delivering the Product

─ Project Closure Report

Supplement Material



Throughout the activities, the learners will be able to examine various advanced functionalities of this application

to manage projects.

Course Evaluation



Section

7

UP

131

PROJECT MANAGEMENT

MS Project Application - Basic – PM123



Maximum Students 20



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

Project 16 as the scheduling software. In t his lab participants will learn how to set up project plans, use Microsoft

Project communication tools, and manage their projects.

Course Content:

o This lab includes the following topics:

─ Understanding the Microsoft Project environment

─ Creating a project plan

─ Task relationships

─ Resource assignments

─ Communicating the plan

─ Updating and tracking

─ Closing a project

─ Customizing Microsoft Project for your environment.

Supplement Material



Throughout the activities, the learners will be able to examine various basic functionalities of this application to

manage projects.

Course Evaluation



Section

7

UP

132

PROJECT MANAGEMENT

MS Project Server/Client – PM124


Course Length 1 Day

Maximum Students 20



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

Course Content:

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

o Simulate an enterprise environment with various projects

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

o Control and monitor the projects

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

Supplement Material



Throughout the activities, the participants will be able to learn the in and outs of MS Project Server and client.

Course Evaluation



Section

7

UP

133

PROJECT MANAGEMENT

Performance Management – PM126



Maximum Students 20



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

Understanding the sharing of responsibilities in the process

Establish challenging and realistic goals

Prepare a performance assessment reflecting the performance of the employee

Communicate performance in a positive way

Course Content:

o Basics Principles

─ Apprehended difficulties

─ Why manage performance

─ Requirements to be effective

─ The approach

o Plan Performance

─ Responsibilities

─ The specified expectations

o Useful questions

o Establish / develop goals

o The "SMART" objectives

o Two types of objectives

o The expected behaviours

Clear and meaningful expectations

Behaviours in keeping with the values of the organization

─ Individual performance and team performance

o Manage the daily performance

─ Responsibilities

─ Regular Feedback

─ Follow-up meetings

─ Data collection

o The assessment interview

─ Planning and preparation

─ The favorable atmosphere

─ Promote respectful and honest discussion

─ Dealing with good and bad results

─ Communication: the key to success

─ Developing the potential of the employee

o Performance problems

o Interests and ambitions

o Development plan

Section

7

UP

134

Performance Management – PM126 (continued)

o The means of improvement

o Monitoring / coaching

o The approach

─ Different approaches to performance management

─ The elements of an effective approach

─ A good policy on performance management

o Conclusion

─ What to do and what to avoid

─ Benefits of managing performance well

─ The importance of applying yourself

Supplement Material



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

management and will be able to apply new processes, tools and techniques to enhance their performance.

Course Evaluation



UP

135

PROJECT MANAGEMENT

Portfolio Management – PM132



Maximum Students 20

Target Audience

Managers/Supervisors/Team Leads


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

Course Content:

o Ensure Project Success

o Project Portfolio Management

o Portfolio Management Strategy

o Project Selection

o Project Prioritization

o Best Practices for PPM

Supplement Material



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

and will be able to apply new processes, tools and techniques to enhance their performance.

Course Evaluation



Section

7

UP

136

PROJECT MANAGEMENT

Problem Solving and Solution Building – PM133



Maximum Students 20



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

Course Content:

o Multi-voting technique and nominal group technique.

o Defining the problem and common problem solving pitfalls.

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

o Identifying solutions and selecting the best solution.

o Developing an action plan.

o Implementing solutions and evaluating progress.

o Debriefing.

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

cause and effect diagram and SWOT (Strength, Weaknesses, Opportunities, and Threats) analyses.

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

and receive feedback.

Supplement Material



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

will be able to apply new processes, tools and techniques to problem solving and solution building.

Course Evaluation



Section

7

UP

137

PROJECT MANAGEMENT

Procurement Management – PM134



Maximum Students 20



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

of examples and practical exercises, will acquire knowledge to plan purchases and acquisitions, plan contracting,

request seller responses, select sellers, administer contracts and close contracts.

Course Content:

In this course, you will learn:

o How to manage all aspects of project procurement effectively.

o The logic behind contracting principles and practices.

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

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

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

building course,

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

contract closure.

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

Statement of Work (SOWs), risk management, negotiating claims settlement, and collection of lessons

learned.

Supplement Material



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

management and will be able to apply new processes, tools and techniques to enhance their procurement

performance.

Course Evaluation



Section

7

UP

138

PROJECT MANAGEMENT

Program Management – PM135



Maximum Students 20



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

Course Content:

This course will teach you:

o Effectively manage a program.

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

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

course working on a program.

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

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

Supplement Material



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

and will be able to apply new processes, tools and techniques to enhance their performance.

Course Evaluation



Section

7

UP

139

PROJECT MANAGEMENT

Project Change Management – PM140



Maximum Students 20



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

effective Change Management tools and techniques. The focus of the training is to identify change management

tactics and methodologies, which contribute to the overall project objective and ultimate client satisfaction.

Course Content:

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

Supplement Material



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

management and will be able to apply new processes, tools and techniques to perform change management.

Course Evaluation



Section

7

UP

140

PROJECT MANAGEMENT

Project Communications Management – PM142



Maximum Students 20



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

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

inputs, tools and techniques and outputs based on the "A Guide to the Project management Body of

Knowledge (PMBOK® Guide)";

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

communications, manage communications and control communications; and

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

Course Content:

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

exercises, group discussion and positive feedback.

o Plan Communication Management Process

Project management plan

Stakeholder register

Communication technology

Communications models

Communications methods

Meetings

Communication management plan

o Manage Communications Process

Work performance reports

Information management systems

Performance reporting

Project communications

Organizational process assets

Section

7

UP

141

Project Communications Management – PM142 (continued)

o Control Communications Process

Issue log

Work performance data

Expert judgment

Work performance information

Change requests

Supplement Material



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

management and will be able to identify various project management communications processes and their

relationships.

Course Evaluation



UP

142

PROJECT MANAGEMENT

Project Management – Advanced – PM103



Maximum Students 20


Goal:

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

monitoring and controlling and project closure phases.


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

Project Management throughout the project life-cycle.

Course Content:

o Process Groups According to the Project Life Cycle

─ Initiating

─ Planning

─ Executing


─ Closing

o Knowledge Areas


o Project Initiating (Identification)

─ Identify a problem or requirement


─ Identify and analyze options and solutions

─ Recommend a project

─ Create a project brief (project charter)

o Project Planning


─ WBS dictionary

─ Task sequencing

─ Critical Path – network analysis, Gantt Chart

─ Resources – technical knowledge, availability, allocation

─ Duration – productivity / lost productivity

─ Estimating and costing

─ Risk management / quality

─ Project approval

Course Evaluation



Section

7

UP

143

PROJECT MANAGEMENT

Project Management for Government of Canada – PM130



Maximum Students 20

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


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

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

Project Management Framework, various processes, inputs/outputs, tools and techniques, and best practices of

project management throughout the project life cycle.

Methodology:


to collaborate. The instructor will guide and help the participants to increase their knowledge and experience in

order to integrate this new material in the Government context.

The course is aligned with the "A Guide to the Project Management Body of Knowledge (PMBOK®

Guide) .

This approach will cover:

Treasury Board New Policy on the Management of Projects

Government Project Management Guidelines

Organizational Project Management Capacity assessment (OPMCA)

Project Complexity Risk Assessment (PCRA)

Process Groups according to the Project Life Cycle

Initiating

Planning

Executing

Monitoring and Controlling

Closing

Knowledge Areas

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

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

Section

7

UP

144

Project Management for Government of Canada – PM130 (continued)


o Identify a problem or requirement


o Identify and analyze options and solutions

o Recommend a project

o Create a project brief (project charter)

Project Planning

o Work Breakdown Structure (WBS)

o WBS dictionary

o Task sequencing

o Critical Path – network analysis, Gantt Chart

o Resources – technical knowledge, availability, allocation

o Duration – productivity / lost productivity

o Estimating and costing

o Risk management / quality

o Project approval

Project Executing

o Direct and manage project

o Perform quality assurance

o Acquire project team

o Develop project team

o Manage project team

o Manage communications

o Conduct procurement

o Manage stakeholder engagement

Project Monitoring and Controlling

o Project management tool

o Monitoring

o Tracking

o Control

Project Closure

o Lessons learned

o Delivering the product

o Project closure report

Course Evaluation



UP

145

PROJECT MANAGEMENT

Project Management – Fundamentals – PM101

Language English


Maximum Students 20

Target Audience

Managers/Supervisors/Team Leads/Team Members/Operations


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

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

team to accomplish project objectives.

Expected Outcomes:

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

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

complete various project documentations (objectives).

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

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

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

The course duration is two days.

Methodology:


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

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


Process Groups According to the Project Life Cycle

o Initiating

o Planning

o Executing

o Monitoring and Controlling

o Closing

Knowledge Areas

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

The Organization and the Projects

o Vision, Mission and Strategic Plan

Section

7

UP

146

Project Management – Fundamentals – PM101 (continued)


o Create a project charter (project brief)


Project Planning

o Work Breakdown Structure (WBS)

o Sequence activities

o Effort / duration

o Develop a network diagram

o Critical Path – network analysis

o Schedule a project - Gantt Chart

o Schedule compression

o Estimate costs

o Quality

o RACI chart

o Communication

o Risk management

o Procurement

Project Execution/Control

o Executing a project

o Monitoring and controlling a project

Project Closure

o Lessons learned

o Deliver the product

o Project closure report

Course Evaluation


Supplement Material

A student manual is available for the learner to follow during the instructor presentation and a case study.


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

will be able to apply new processes, tools and techniques to manage projects.


UP

147

Project Management - Leadership and Communication – PM121



Maximum Students 20

Target Audience

Managers/Supervisors/Team Leads/Team Members

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

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

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

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

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

Training Objectives:

Examine the difference between management and leadership

Examine the key elements of leadership

To utilise leadership competencies to achieve the organization objectives

To examine the notion of situational leadership

To understand the Tuckman Ladder

To better plan for communications management

To better manage communications

To better control communications

Methodology: The methodology used in this training session rests on an interactive approach where the instructor encourages

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

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

integrate this new material into their work habits.

Description:

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

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

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

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

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

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

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

Section

7

UP

148

Project Management – Leadership and Communications – PM121 (continued)

COURSE OUTLINE:

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

MANAGEMENT

o Definition

o Personality styles

o Facts

LEADERSHIP

o Definition

o Personality styles

o Facts

o Leadership competencies and discussion

o Key elements of leadership

o Group discussions

o Important characteristics of a leader

o Management and leadership - a comparison

o Leadership – making the difference

o Signs of impending deterioration of leadership

o Leadership styles

o Situational leadership

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

─ Forming

─ Storming

─ Norming

─ Performing

─ Adjourning

o How to navigate through the five development stages?

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

o Seven Habits of Highly Effective People (leaders) (Steven Covey)

o Habits of distinguished leaders

o What is charisma, and is it necessary?

o Are you a manager or a leader?

COMMUNICATIONS

o Definition

o Corporate communications

o Project communications management

o Interpersonal communication

o Communication styles

─ Assertive

─ Aggressive

─ Passive-aggressive

─ Passive

UP

149


o Communication Channels

─ Verbal

─ Non-verbal

─ Written

o Facts

o Project Roles - Communication

o Project Communications Management Overview - Processes

─ Plan Communications Management

Inputs/tools & techniques /outputs

Case study or your own project

Group exercise - develop a Communications Management Plan

─ Manage Communications


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

Communications Management Plan

Audit and archive

Lessons learned

─ Control Communications


Ensure that the information needs of the stakeholders are met

Group discussion

o Managing Conflicts in Projects

─ Common cause of conflict

─ Mitigation strategies

─ General techniques for resolving conflict

─ Group discussion

PERFORMANCE

PROJECT PERFORMANCE

o Scope

o Schedule

o Cost

o Quality - assurance and control

o Risks

o Constraints

PROJECT MANAGEMENT PROCESSES

o Policies and Procedures

o Interface Management

o Project Management Framework

o Integrated Change Management and Control

o Performance tracking

o Reporting and Documentation

UP

150


PROJECT TEAM

o Aspects associated with attaining project results

PROJECT TEAM MEMBER

o Aspects associated with team member benefits


Review of PMBOK® Guide Process Groups according to the Project Life Cycle

o Executing

o Monitoring and Controlling

Review of PMBOK® Guide Knowledge Areas

o Two knowledge area identified by the "A Guide to the Project Management Body of Knowledge

(PMBOK® Guide).

Executing process group

o Human Resources knowledge area

─ Acquire Project Team

─ Develop Project Team

─ Manage Project Team

o Communications Knowledge Area

─ Manage Communications

Monitoring and Controlling process group

o Project Communications Management knowledge area

─ Control Communications

Supplement Material



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

leadership and communications and will be able to apply newly processes, tools and techniques which will help

them enhance their productivity as well as that of their teams.

Course Evaluation



UP

151

PROJECT MANAGEMENT

Project Management Terminology – PM145


Course Length 1 Day

Maximum Students 20

Target Audience Managers/Supervisors/Team Leads/Operations


Participants will learn the project management terms.

Course Content:

o Exercises will be provided to help participants remember day to day terms used in project management.

Supplement Material



Throughout the activities, the learners will be able to learn new terms in reference to project management.

Course Evaluation



Section

7

UP

152

PROJECT MANAGEMENT

Project Quality Management – PM200


Course Length 1 Day

Maximum Students 20



"Finished" isn't enough: Learn the importance of quality.

Course Content:

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

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

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

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

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

management.

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

Supplement Material



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

and will be able to apply new processes, tools and techniques to enhance quality assurance and control assurance.

Course Evaluation



Section

7

UP

153

PROJECT MANAGEMENT

Project Risk Management – PM205



Maximum Students 20



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

proactive? If you are tired of having to pull your team off critical path activities to deal with the crisis of the day,

effective risk management is the solution. Risk management, as an integrated component of successful project

management, allows you to understand the uncertainty that is part of all project work and plan how to effectively

manage that uncertainty. Go from leading your team through crisis after crisis, to effectively planning so you and

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

surprising, sometimes devastating, events.

Course Content:

This course focuses on:

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

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

without jeopardizing the project success.

Supplement Material



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

will be able to apply new processes, tools and techniques in regards to project risks.

Course Evaluation



Section

7

UP

154

PROJECT MANAGEMENT

Project Troubleshooting and Recovery – PM210


Course Length 1 Day

Maximum Students 20



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

an out-of-control project back under control through effective project rescue techniques. This course teaches realistic

analysis and control techniques to help you identify the root cause of your problems, analyze the potential solutions,

and select the solution that will rescue your project.

Course Content:

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

on track.

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

commitments.

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

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

o Hands-on exercises: you will troubleshoot and recover a project during the class.

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

quickly put your own project back on track.

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

and scope.

Supplement Material



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

project recovery and will be able to apply new processes, tools and techniques to projects going out of control and

regain control of the projects.

Course Evaluation



Section

7

UP

155

PROJECT MANAGEMENT

Risk Analysis – PM220


Course Length 1 Day

Maximum Students 20



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

impact and probability values, prioritize the risk, determine risk response, manage and track the risk, and prepare a

Risk Plan.

Course Content:

o Identify risks

o Quantify the risk

o Prioritize the risks

o Determine risk response

o Tracking, reporting, and managing the risk

o Project risk plan

Supplement Material



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

will be able to perform a risk analysis.

Course Evaluation



Section

7

UP

156

PROJECT MANAGEMENT

Schedule and Cost Control – PM230



Maximum Students 20



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

Course Content:

Through hands-on exercises, you will learn:

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

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

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

the project.

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

easier.

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

progress is clearly identified and communicated to stakeholders.

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

management process.

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

Supplement Material



Throughout the activities, the learners will be able to examine their current practices in schedule and cost control

and will be able to apply new processes, tools and techniques to establish a schedule and costs as well as control

them.

Course Evaluation



Section

7

UP

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