BEVA Global Management
Professional
Courses Catalogue
May 2017
www.bevaglobal.com
613-693-1250 Ext. 6001-877-669-7347
BEVA Global Management – Unique Professional Courses ii
ABOUT BEVA GLOBAL MANAGEMENT
WHO WE ARE
“We are changing the way that business gets done…
Success through pro-active management."
BEVA® is an international consulting and training firm with more than 20 years of
experience through acquisitions serving government, public, parapublic, private sector and
non-profit organizations.
BEVA® is specialized in Management, Human Resources, Project, Program and Portfolio,
IM/IT and Professional Development.
BEVA® is a Registered Education Provider with the Project Management Institute (PMI
®).
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.
BEVA Global Management – Unique Professional Courses iii
TABLE OF CONTENT
ABOUT BEVA GLOBAL MANAGEMENT ............................................................................................................ I
ABOUT BEVA GLOBAL MANAGEMENT ........................................................................................................... II
WHO WE ARE..................................................................................................................................................... II
CAREER PLANNING AND TRANSITION – SECTION 1 ........................................................................................ 1
ART OF RESUME AND DEVELOPMENT – CPT101 ......................................................................................................... 1 ASSESSING CAREER OPTIONS & PREPARING A CAREER PLAN FOR VETERANS OF CANADA ..................................................... 2 – CPT102 ............................................................................................................................................................ 2 CAREER PLANNING AND GOAL SETTING – CPT103 ...................................................................................................... 3 FINANCIAL PLANNING SEMINAR – CPT105 ................................................................................................................. 4 IMPACT OF CHANGE/MANAGERS – CPT108............................................................................................................... 5 IMPACT OF CHANGE - REMAINING EMPLOYEES – CPT107 ............................................................................................. 6 INTERVIEW TECHNIQUES – CPT106 .......................................................................................................................... 7 JOB SEARCH TECHNIQUES – CPT110 ......................................................................................................................... 8 STARTING YOUR OWN BUSINESS – CPT109 ............................................................................................................... 9
COMMUNICATION – SECTION 2 ................................................................................................................... 10
ART OF NETWORKING – COMM103 ...................................................................................................................... 10 ASSERTIVE APPROACH TO MANAGING CONFLICT – COMM104 ................................................................................... 11 ASSERTIVE COMMUNICATION – COMM105 ............................................................................................................ 12 BUILDING CONFIDENCE THROUGH ASSERTIVENESS – COMM107 ................................................................................ 13 BUSINESS WRITING – COMM108 ......................................................................................................................... 14 COMMUNICATING EFFECTIVELY – COMM111 .......................................................................................................... 15 COMMUNICATION AND SOCIAL STYLES – COMM133 ................................................................................................ 16 CONDUCTING EFFECTIVE MEETINGS – COMM112.................................................................................................... 17 CONDUCTING EFFECTIVE MEETINGS – COMM112 (CONTINUED) ................................................................................. 18 CONFLICT MANAGEMENT – COMM113 ................................................................................................................. 19 CONFLICT RESOLUTION – COMM114..................................................................................................................... 20 CUSTOMER RELATIONS – COMM116 ..................................................................................................................... 21 DEALING WITH DIFFICULT PEOPLE – COMM117 ...................................................................................................... 22 DEALING WITH STRESS – COMM118 ..................................................................................................................... 23 DIVERSITY – COMM135 ...................................................................................................................................... 24 EFFECTIVE PRESENTATION SKILLS – TRAIN THE TRAINER – COMM119 .......................................................................... 25 EMOTIONAL INTELLIGENCE AT WORK – COMM120 .................................................................................................. 26 EXCEPTIONAL CUSTOMER SERVICE - COMM121 ...................................................................................................... 27 GIVING AND RECEIVING FEEDBACK - COMM122 ...................................................................................................... 28 GROUP/MEETING FACILITATION - COMM123 ......................................................................................................... 29 HARASSMENT AWARENESS – CREATING A RESPECTFUL WORKPLACE - COMM134 .......................................................... 30 HEALTHY CONVERSATION AT WORK - COMM101 .................................................................................................... 31 HEALTHY CONVERSATION AT WORK – FOR MANAGERS - COMM102 ........................................................................... 32 INTERCULTURAL COMMUNICATION – COMM136 ..................................................................................................... 33 INTERNAL CONSULTING SKILLS – COMM126 ........................................................................................................... 35 INTERVIEW SKILLS – COMM127 ........................................................................................................................... 36 NEGOTIATING SKILLS - COMM129 ........................................................................................................................ 37 NEGOTIATING SKILLS FOR NON-SPECIALISTS – COMM128 ......................................................................................... 38 NEGOTIATING SKILLS FOR NON-SPECIALISTS – COMM128 (CONTINUE) ....................................................................... 39 NETWORKING - COMM130 ................................................................................................................................. 40 ORAL PRESENTATIONS - COMM131 ...................................................................................................................... 41 PRESENTATION SKILLS - COMM132 ....................................................................................................................... 42 PUTTING YOUR WORDS TO WORK - COMM109 ...................................................................................................... 43 TELEPHONE ETIQUETTE - COMM110 ..................................................................................................................... 44
LEADERSHIP – SECTION 3 ............................................................................................................................. 45
BEVA Global Management – Unique Professional Courses iv
COACHING IN THE WORKPLACE– LEAD109 .............................................................................................................. 45 CREATING A CULTURE OF COLLABORATION – LEAD110 .............................................................................................. 46 HIGH PERFORMANCE TEAMS – LEAD112 ................................................................................................................ 47 INSPIRE CONFIDENCE: THE TRUE POWER OF INFLUENCE – LEAD101 ............................................................................ 48 INSPIRE CONFIDENCE: THE TRUE POWER OF INFLUENCE – LEAD101 (CONTINUED) .......................................................... 49 INTRODUCTION TO COACHING – LEAD108 .............................................................................................................. 50 LEADER’S DNA, TRANSFORMING TEAMS - LEAD102 ................................................................................................. 51 LEADER’S DNA, THE: TRANSFORMING TEAMS – LEAD102 (CONTINUED)...................................................................... 52 LEADER’S DNA, THE: TRANSFORMING TEAMS – LEAD102 (CONTINUED)...................................................................... 53 LEADER’S DNA, THE: TRANSFORMING TEAMS – LEAD102 (CONTINUED)...................................................................... 54 LEADERSHIP – LEAD103 ...................................................................................................................................... 55 LEADERSHIP – THE BUILDING BLOCKS - LEAD104 ..................................................................................................... 56 LEADERSHIP FOR TEAM LEADERS & SUPERVISORS – LEAD105 ..................................................................................... 57 MANAGE PARADOXES: THE SECRET OF EFFICIENT AND INCREDIBLE LEADERS – LEAD107 .................................................. 58 MANAGE PARADOXES: THE SECRET OF EFFICIENT AND INCREDIBLE LEADERS – LEAD107 (CONTINUED)............................... 59 RESPONDING TO EMPLOYEES WHO UNDERPERFORM – LEAD106 ................................................................................ 60 THE HARD WORK OF GETTING TO THE “SOFT STUFF” – LEAD111 ................................................................................ 61
MANAGEMENT/SUPERVISORY – SECTION 4 ................................................................................................ 62
AN EFFECTIVE APPROACH TO RESOLVING CONFLICT- MNT/SU102 .............................................................................. 62 APPRECIATIVE LEADERSHIP WORKSHOP – MNT/SU114............................................................................................. 63 CAREER PLANNING AND GOAL SETTING – MNT/SU105 ............................................................................................. 64 CAREER COACHING YOUR EMPLOYEES (CCE) – MNT/SU106 ..................................................................................... 65 COMPETENCY BASED TRAINING – MNT/SU108 ....................................................................................................... 66 FACILITATE INNOVATION – MNT/SU101 ................................................................................................................ 67 FACILITATE INNOVATION – MNT/SU101 (CONTINUED) ............................................................................................. 68 FOUR GENERATIONS– FOUR APPROACHES TO WORK – MNT/SU117 ........................................................................... 69 FROM CREATIVITY TO INNOVATION: HARNESSING THE CREATIVE POTENTIAL OF ITS ORGANIZATION – FACILITATE INNOVATION –
MNT/SU111 ..................................................................................................................................................... 70 FROM CREATIVITY TO INNOVATION: HARNESSING THE CREATIVE POTENTIAL OF ITS ORGANIZATION – FACILITATE INNOVATION –
MNT/SU111 (CONTINUED) ................................................................................................................................. 71 FROM CREATIVITY TO INNOVATION: HARNESSING THE CREATIVE POTENTIAL OF ITS ORGANIZATION – FACILITATE INNOVATION –
MNT/SU111 (CONTINUED) ................................................................................................................................. 72 GYROSCOPE: THE IMPACT OF YOUR DECISIONS ON HUMAN PERFORMANCE – MNT/SU110 ........................................... 73 LEADING THROUGH CHANGE – MNT/SU113 ........................................................................................................... 74 LEADING THROUGH RESISTANCE– MNT/SU116 ....................................................................................................... 75 STRATEGIC THINKING AND PLANNING – MNT/SU109 ............................................................................................... 76 STRATEGIES TO HELP PEOPLE DURING TRANSITION AND CHANGE – MNT/SU115 ........................................................... 77 TEAM BUILDING – MNT/SU103 ........................................................................................................................... 78 TEAM BUILDING – MNT/SU103 (CONTINUED) ........................................................................................................ 79
PRE-RETIREMENT SEMINARS – SECTION 5 ................................................................................................... 80
PLANNING RETIREMENT EARLY – PR 101 ................................................................................................................. 80 PRE- RETIREMENT PLANNING – PR 102 ................................................................................................................... 81
PROFESSIONAL AND PERSONAL DEVELOPMENT – SECTION 6 ...................................................................... 82
ADAPTING TO CHANGE – CHANGE MANAGEMENT - PPD104 ...................................................................................... 82 ADVANCED FACILITATION – PPD101 ...................................................................................................................... 83 ANIMATION OF MEETINGS – PPD102 ..................................................................................................................... 84 BRINGING BALANCE TO LIFE – PPD105 ................................................................................................................... 85 DEVELOPING YOUR CAPACITY TO ANTICIPATE – PPD121 ............................................................................................ 86 DEVELOPING YOUR CREATIVITY: WAKE UP THE CREATIVE GENIUS IN YOU- PPD122 ....................................................... 87 DEVELOPING YOUR CREATIVITY: WAKE UP THE CREATIVE GENIUS IN YOU – PPD122 (CONTINUED) ................................... 88 EFFECTIVE TEAM DEVELOPMENT – PPD106 ............................................................................................................. 89 EVALUATING PERFORMANCE – PPD120 .................................................................................................................. 90 GROUP CONSENSUS BUILDING – PPD109 ................................................................................................................ 91
BEVA Global Management – Unique Professional Courses v
INNOVATING IN THE PUBLIC SERVICE: FICTION OR REALITY – PPD123 ........................................................................... 92 INNOVATING IN THE PUBLIC SERVICE: FICTION OR REALITY – PPD123 (CONTINUED) ....................................................... 93 MANAGING PRIORITIES (WITH IN-BASKET-EXERCISES) – PPD103 ................................................................................. 94 PERFORMANCE MANAGEMENT – PPD111 ............................................................................................................... 95 PREPARING FOR AN APPOINTMENT PROCESS – PPD112 ............................................................................................. 96 PROBLEM SOLVING & SOLUTION BUILDING – PPD113 ............................................................................................... 97 PROCESS IMPROVEMENTS – PPD124 ...................................................................................................................... 98 PROFITABLE INNOVATION: FOCUS ON THE INNOVATION EFFORT - PPD125 .................................................................... 99 SELF AS AN INSTRUMENT OF CHANGE – PPD108 ..................................................................................................... 100 STRESS MANAGEMENT – PPD114 ........................................................................................................................ 101 TIME/STRESS MANAGEMENT FOR PROFESSIONALS – PPD116 ................................................................................... 102 TIME MANAGEMENT - WORKING SMARTER NOT HARDER– PPD117 .......................................................................... 103 TIME MANAGEMENT AND PRIORITIES – PPD126 .................................................................................................... 104 WORK PLANNING FOR BETTER LIFE BALANCE – PPD118 .......................................................................................... 105 WORKING IN TEAMS – PPD119 ........................................................................................................................... 106
PROJECT MANAGEMENT – SECTION 7 ....................................................................................................... 107
PROJECT MANAGEMENT – ADVANCED – PM103 .................................................................................................... 108 PROJECT MANAGEMENT – FUNDAMENTALS – PM101 ............................................................................................. 109 COURSE TO BE DETERMINED ................................................................................................................................ 111 COURSE TO BE DETERMINED ................................................................................................................................. 112
THIS PAGE HAS BEEN INTENTIONALLY LEFT BLANK.. .................................................................................. 112
FINANCIAL MANAGEMENT FOR PROJECT MANAGEMENT PROFESSIONALS – PM106 ...................................................... 113 HOW TO USE COLLABORATION TOOLS TO MANAGE PROJECTS – PM107..................................................................... 114 HOW TO WRITE A PROJECT MANAGEMENT PLAN– PM108 ...................................................................................... 115 MANAGING STAKEHOLDERS AND REQUIREMENTS – PM 110 ..................................................................................... 116 MS PROJECT APPLICATION - ADVANCED – PM111 .................................................................................................. 118 MS PROJECT APPLICATION - BASIC – PM112 ......................................................................................................... 119 MS PROJECT SERVER/CLIENT – PM123 ................................................................................................................ 120 PERFORMANCE MANAGEMENT – PM113 .............................................................................................................. 121 PERFORMANCE MANAGEMENT– PM113 (CONTINUED) ........................................................................................... 122 PORTFOLIO MANAGEMENT – PM115 ................................................................................................................... 123 PROBLEM SOLVING AND SOLUTION BUILDING – PM116 ........................................................................................... 124 PROCUREMENT MANAGEMENT – PM105 .............................................................................................................. 125 PROGRAM MANAGEMENT – PM129 .................................................................................................................... 126 PROJECT CHANGE MANAGEMENT – PM117 .......................................................................................................... 127 PROJECT COMMUNICATIONS MANAGEMENT – PM104 ............................................................................................ 128 PROJECT MANAGEMENT FOR GOVERNMENT OF CANADA – PM130 ............................................................................ 130 PROJECT MANAGEMENT -LEADERSHIP AND COMMUNICATION – PM121 ..................................................................... 133 PROJECT MANAGEMENT TERMINOLOGY – PM120 .................................................................................................. 137 PROJECT QUALITY MANAGEMENT – PM125 .......................................................................................................... 138 PROJECT RISK MANAGEMENT – PM122 ................................................................................................................ 139 PROJECT TROUBLESHOOTING AND RECOVERY – PM124 ........................................................................................... 140 RISK ANALYSIS – PM127 .................................................................................................................................... 141 SCHEDULE AND COST CONTROL – PM128 ............................................................................................................. 142
Note: All courses and workshops offered in this catalogue can be customized in content, duration
and for specific audiences.
1
CAREER PLANNING AND TRANSITION – SECTION 1
Art of Resume and Development – CPT101
Language
English or French
Course Length 1 Day
Maximum Students 15
Target Audience Anyone wishing to establish and set career goals
Learning Objectives:
To focus on the key elements of different types of resumes and covering letters and how to best
market your personal skills and competencies to perspective employers toward career success.
Course Content:
o Trends in the job market
o Getting ready to market yourself
o Identifying your personal characteristics
o Understanding values, interests and beliefs
o Reviewing personal achievements and success
o Job Search techniques
o A review of different types of resumes
o Preparing a resume and covering letter
o Establishing your references
o Preparing for the interview
o Types of interview questions
o Reasons for refusal
o Follow up
This is a highly interactive and participative workshop. Participants will be given the opportunity to draft several
types of resumes and covering letters, share personal experiences and will also participate in an open forum as to the
do’s and don’ts during an interview.
Section
1
UP
2
CAREER PLANNING AND TRANSITION
Assessing Career Options & Preparing A Career Plan for Veterans of Canada
– CPT102
Language
English or French
Course Length 2 Days
Maximum Students 15
Target Audience General
Learning Objectives:
This workshop is designed to enable the Veterans of Canada to set realistic and achievable career
goals and to direct participants in setting up action plans to achieve their career objectives.
Participants will assess their careers to date by identifying their preferences, skills, aptitudes,
interests, abilities and traits.
Course Content:
o Self-assessment - fitting work skills to work preferences.
o Patterns and trends in each participant's education, training and employment history.
o Aptitudes, interests and preferences.
o Current and ideal balance among work, family, social, recreational and intellectual activities - quality of
life.
o Aspects of training and employment that are sources of satisfaction and dissatisfaction.
o Limits on career progress arising from lack of training, skills and experience.
o Characteristics of ideal jobs (roles).
o Review of current availability and trends for jobs by occupational groups.
o Review trends in availability of work through counseling, placement and recruiting firms.
o Review of institutions providing training, their course offerings, fees and entrance requirements.
o Examine the merits and limitations of full time, part time and casual training.
o Examine the process of registration for training.
o Mentoring - how one finds and develops a mentoring relationship.
o Distinguish among and understand the interdependence of: long and short term career goals; financial and
income security goals; training and development goals and quality of life.
o Prepare an action plan consistent with one's needs and constraints.
o Identify specific objectives and time frames.
o Commit one's self to implement the plan.
o Manage implementation of the plan.
o Review and evaluate results.
Section
1
UP
3
CAREER PLANNING AND TRANSITION
Career Planning and Goal Setting – CPT103
Language English or French
Course Length 2 Days
Maximum Students 15
Target Audience Anyone wishing to establish and set career goals
Learning Objectives:
─ Enable the participants to set realistic and achievable career goals.
─ Direct participants in setting up action plans to achieve their career objectives.
─ Have participants assess their careers to date by identifying their preferences, skills, aptitudes,
interests, abilities and traits.
Course Content:
Self-assessment - fitting work skills to work preferences
Patterns and trends in each participant’s education, training and employment history
Aptitudes, interests and preferences
Current and ideal balance among work, family, social, recreational and intellectual activities - quality of
life
Aspects of their training and employment that are sources of satisfaction and dissatisfaction
Limits on their career progress arising from lack of training, skills and experience
Characteristics of their ideal jobs (Roles)
Review of current availability and trends for jobs by occupational groups:
Review trends in availability of work through counselling, placement and recruiting firms
Review of institutions providing training, their course offerings, fees and entrance requirements
Examine the merits and limitations of full time, part time and casual training
Examine the process of registration for training
Mentoring - how one finds and develops a mentoring relationship
Distinguish among and understand the interdependence of: long and short term career goals; financial and
income security goals; training and development goals and quality of life
Prepare an action plan consistent with ones needs and constraints
Identify specific objectives and time frames
Commit one’s self to implement the plan
Manage implementation of the plan
Review and evaluate results
Section
1
UP
4
CAREER PLANNING AND TRANSITION
Financial Planning Seminar – CPT105
Language English or French
Course Length ½ day
Maximum Students 15
Target Audience General
Learning Objectives:
Participants will be provided with tools for understanding: financial planning; preparing a
financial plan; financial resources and benefits they have and determining financial needs;
planning for retirement and estate planning and group and government benefits, various
investment vehicles.
Course Content:
Need financial for planning, what are your goals?
Pillars of independence
Inflation, interest rates
Pensions - where do you stand?
CPP / QPP?
Group plans, Private plans
Indexation
Pension maximization and tax deferrals
RRSPs, converting RRSPs into retirement income
Reducing the tax bite
Powers of attorney, when and why it is used; pros and cons
Keeping your will updated
Taxes at death
Life insurance
Estate planning techniques
Gifting assets
Section
1
UP
5
CAREER PLANNING AND TRANSITION
Impact of Change/Managers – CPT108
Language English or French
Course Length 1 Day
Maximum Students 15
Target Audience Managers responsible for employees in a downsizing organization
Learning Objectives:
─ Provide managers with the tools to manage the transition process and the stress involved.
─ Sensitize managers to employee needs.
─ Make managers more aware of the resources that are available to them.
─ Assist managers to effectively and sensitively communicate with employees and restore energy,
morale and productivity in a downsized environment.
Course Content:
Gaining a better understanding of the situation and its impact on managers
How to manage the process through understanding of their role, acceptance and taking responsibility
Adapting techniques which will assist in communicating clearly in times of stress
Developing a plan of action by which to better manage the transition process, the stress in their lives, and
be sensitized to employee needs and be aware of the resources available to them as managers
Help employees to become less dependent on the organization for security and their self-esteem
Section
1
UP
6
CAREER PLANNING AND TRANSITION
Impact of Change - Remaining Employees – CPT107
Language English or French
Course Length 1 Day
Maximum Students 15
Target Audience Employees remaining in the organization after the downsizing and those
affected by privatization / outsourcing
Learning Objectives:
─ Re-examine employee’s career objectives.
─ Evaluate their capacity to contribute to the new organization.
─ Examine the changing balance in their life activities.
─ Develop confidence to constructively solicit support and ask questions.
─ Create the basis for an action plan for their future.
Course Content:
Stress Management
Physiological and psychological aspects and symptoms
Building a basis for better managing the stress at work and in one’s personal life
Change
Reasons for change and why we sometimes resist change
Identify, challenge and seek possible solutions to areas of change
Review what has happened, where is the organization going, job security, roles in the changing
organization, new demands, and competence to contribute what will be expected in the future
Career Management
A review of careers and career options, including skills, interest, aptitudes and preferences
How to take charge of one’s career and develop career goals and plans of action
Explore ways to effectively seek and get feedback and constructively solicit support
Section
1
UP
7
CAREER PLANNING AND TRANSITION
Interview Techniques – CPT106
Language English or French
Course Length 1 Day
Maximum Students 15
Target Audience General
Learning Objectives:
This workshop will enable participants to become comfortable with the interview process by
learning how to: prepare for the interview; determine the interviewer's agenda; answer questions
effectively; overcome objections; plan what to do after the interview; evaluate the interview.
Course Content:
o Interview preparation: self-assessment; experience and accomplishments; introductory statement
o Interview planning - research
o Types of interviews
o Examples of interview questions and how to answer them effectively
o The 'difficult' interview questions
o Ending the interview and planning what to do after the interview
Section
1
UP
8
CAREER PLANNING AND TRANSITION
Job Search Techniques – CPT110
Language English or French
Course Length 1 Day
Maximum Students 15
Target Audience General
Learning Objectives:
To enable participants to launch a job search campaign with confidence.
Course Content:
Sources of information for job search
Functions of referral agencies
Practice using the telephone and informal interviewing
Networking interviews
Selection / Hiring interviews
Prepare letters and action plan
Managing the job search campaign
Section
1
UP
9
CAREER PLANNING AND TRANSITION
Starting Your Own Business – CPT109
Language English or French
Course Length 1 Day
Maximum Students 15
Target Audience Individuals interested in starting a business
Learning Objectives:
Prepare a plan of action outlining the necessary steps to be taken for business start-up.
Equip participants with the necessary professional and practical information to start creating a
formal business plan.
Put your business plan into motion and determine the kinds of professional assistance needed.
Course Content:
Evaluation of personal qualities, skills and expectations
Portrait of an entrepreneur, assess personal entrepreneurial potential
Pitfalls and advantages of owning your own business
Various types of business (existing & emerging), legal types of business
Expertise required (legal, financial, accounting, market research, etc.)
Analysis of business financing sources
Mission Statement
Business Plan format and building blocks
Product / service identification
Market research and analysis, establishing a market niche
Marketing Plan, Legal Structure, Operation Plan, Financial Plan
Insurance requirements
Resources / staffing and risk analysis
Decision making and creating a plan of action
Section
1
UP
10
COMMUNICATION – SECTION 2
Art of Networking – COMM103
Language English or French
Course Length 2 Days
Maximum Students 15
Target Audience General
Learning Objectives:
Understanding the role, value, importance and benefits of networking in building working
relationships. Enhancing personal and professional aspects of one’s life through networking.
Course Content:
o What is networking and what are the benefits
o Knowing yourself
o Key steps in developing your network
o A description of your transferable skills
o How to prepare for a networking function
o Developing a mentoring relationship
o Using social media to maintain and build relationships
o Developing networking communication skills
o Networking traps to avoid
o Maintaining network relationships
This is a highly interactive and participative workshop. Participants will work individually, in groups and teams on
several activities and then come together in plenary for group discussion, sharing and learning.
Section
2
UP
11
COMMUNICATION
Assertive Approach to Managing Conflict – COMM104
Language English or French
Course Length 2 or 4 half days
Maximum Students 15
Target Audience General
Learning Objectives:
Participants gain insight into their responses and behaviours, and learn methods to
appropriately express thoughts, feelings and needs. Responsiveness to others is a key
concept, while incorporating skills in approachability and active listening, to more from
“win-lose” or “lose-lose” to “win-win”. Participants will learn enhanced teamwork, reduced
need to complain, manipulate and backstab, reduced conflict, self-awareness of behavioural
/communications styles.
Course Content:
This active, highly participatory program addresses the following through structured exercises, group discussion and
positive feedback:
Passive, aggressive and assertive communication
“Approach” skills
Non-verbal communication, personal boundaries
Expressing anger appropriately
Limit setting
Coping with criticism
Making requests of others
Listening skills and validating
Conflict problem-solving
Negotiating scripts
Section
2
UP
12
COMMUNICATION
Assertive Communication – COMM105
Language English or French
Course Length 2 Days
Maximum Students 15
Target Audience General
Learning Objectives:
Provide participants with: a recognition of what constitutes appropriate assertive behaviour;
insight into their present ability to assert themselves and development and application of
communication techniques for responsible assertiveness at work.
Course Content:
“How assertive am I?”
A self-assessment questionnaire on Assertive Communication Techniques
Modelling and practice in applying the principles and techniques to specific work related
situations
What it means to behave
Submissively
Aggressively and assertively
Recognizing the consequences of each of these behaviour
Section
2
UP
13
COMMUNICATION
Building Confidence Through Assertiveness – COMM107
Language English or French
Course Length 2 Days
Maximum Students 15
Target Audience General
Learning Objectives:
o Help participants acquire the skills basic to effective and responsible assertion
o Participants gain insight on the emphasis on providing a safe, comfortable,
sharing environment where they can learn and incorporate new
skills that allow them to respond to others with more confidence.
o Provide a positive group atmosphere in which participants will feel relatively comfortable in trying
out new behaviors.
o With basic assertive skills as a foundation, this workshop allows participants to set individualized
goals and through interactive exercises, practice new behaviours, while providing and receiving
feedback.
Course Content:
This active, highly interactive program which addresses the following through structured exercises, group
discussion and positive feedback.
o Differentiation between passive, aggressive, assertive communication
o Enhance emotional intelligence and social intelligence
o Self esteem as it relates to communication
o Verbal and Non-verbal communication
o Personal boundaries and knowing when to speak up
o Conversation skills and finding one’s voice
o Active listening
o Open vs closed questions
o When to self-disclose
o Initiating, ending and joining in
o Giving and Receiving Feedback - Dos and Don’ts
o Assuming responsibility for one’s experience
o Responding to requests, setting limits, when to say no
o Communication technique: the D.E.S.C script
o Setting effective goals using S.M.A.R.T.
Section
2
UP
14
COMMUNICATION
Business Writing – COMM108
Language English
Course Length 1 Day
Maximum Students 15
Target Audience General
Learning Objectives:
Provide participants with practical and easy-to-use tools and skills to write clear, concise and
professional business memos, letters, reports and e-mail.
Course Content:
Elements of clear, concise and effective writing
8 rules to ensure clear and concise writing
Key similarities and differences between memos, letters and reports
Identify your preferred writing style and recognize the effect it has on producing memos, letters
and reports
Create a desk-top work area that promotes productivity
Tips to aid concentration, reduce distractions and eliminate writer’s block
6 key strategies for meeting writing deadlines
10 key points to review before anyone reads your document
Simple-to-follow checklist to evaluate clarity and conciseness
Ways to effectively seek and get ongoing constructive feedback
Section
2
UP
15
COMMUNICATION
Communicating Effectively – COMM111
Language English or French
Course Length 1 Day
Maximum Students 15
Target Audience Supervisory to mid-management
Learning Objectives:
Using effective communication skills in moving an organization toward realizing its vision and
mission. To inspire others to feel more confident about themselves, take action and realize their
own personal goals and organizational goals
Course Content:
o Understanding the key components of communications
o Gaining respect and trust through communications
o Reviewing the 7 “C’s” of effective communications
o Conveying information easily and effectively
o Assessing personal communication skill levels
o Identifying barriers to communications so that they can be addressed
o Building self-esteem and assertiveness
o Moving forward when being criticized
o Delivering effective presentations
o Understanding the art of storytelling
This is a highly interactive and participative workshop. Several self-assessment tools are used to help participants
focus on personal areas that could be improved. Participants will also work together in groups and teams and come
together in plenary for group discussion, sharing and learning.
Section
2
UP
16
COMMUNICATION
Communication and Social Styles – COMM133
Language English or French
Course Length 1 Day
Maximum Students 15
Target Audience General
Learning Objectives:
By using appropriate exercises, this training will enable the participant to:
─ Understanding people's reactions towards themselves
─ Understanding individuals that are different from themselves and to communicate and understand
others better
─ To know how to anticipate people’s reactions and behaviours in various situations
─ Learning to identify in others their social style
Course Content:
o Introduction
o The Trima model
─ The origin of the Trima model
─ Description of the model (different behaviours in different situations)
─ The evolution of the profile
o Custom profiles (social style)
─ The profile of the group
─ Interpret my personal profile
─ My profile in relations to the group
o How to identify the profile of the people I work with?
o Anticipate behaviour in various situations in everyday life
o Communicate and interact taking into account the cerebral preferences of my surroundings
─ Differences in language
─ What annoys the speaker
─ How to get along with others based on their profile
─ Communicating in another’s language
─ How to influence people different from us
Section
2
UP
17
COMMUNICATION
Conducting Effective Meetings – COMM112
Language English or French
Course Length 1 Day
Maximum Students 15
Target Audience General
Learning Objectives:
Learning the skills necessary to facilitate, lead and manage meetings and/or group efforts to obtain
results. Action on individual responsibility for results through group collaboration.
Course Content:
o Module 1
─ Evaluating Meeting Competency
Group assessment
Individual assessment
Responsibility and accountability factors
Characteristics of an effective group
Define group collaboration
o Module 2
─ Planning to Facilitate or Attend a Meeting
Steps to plan and prepare for the meeting (List key elements to consider)
Basic tools for planning meetings, discussion groups and group processes
Decide what type of meeting is appropriate to the situation ( Information dissemination, Situation
analysis, Problem solving, Decision- making, Planning or Creative Problem solving.)
The Meeting quiz (Describe how you would handle the situations/ Scenarios)
The 7 P’s of Meetings (Purpose, People, Place, Planning meeting, Personal preparation,
Participation, Post-Meeting follow-through)
Planning to facilitate a meeting/ attend a meeting: Checklist
o Module 3
─ The responsible Chair/Facilitator
Difference between a meeting chair and a facilitator?
Setting group goals (Goal setting activity)
Role, Skills and Attitudes required, Behaviors
Techniques/Tools to Unite the group, Focus the group and Mobilize the group (Discussion and
theory = Process versus Task oriented …)
Listening skills (Exercise)
Create open-ended questions (Exercise)
The role of “I” statements (Theory and exercise)
Dealing with difficult situations and or people (DESC model)
Section
2
UP
18
Conducting Effective Meetings – COMM112 (continued)
o Module 4
─ The Considerate Presenter
Be prepared, Read Your Audience, Organize your thoughts, How to make use of the “Remaining
Time”
How to handle questions
Know your strengths and weaknesses
Tips for Success
o Module 5
─ The Effective Participant
Your participation Style (Facts, Possibilities, Process, People)
What makes an effective meeting participant? (Discuss = Flip)
Group Dynamics and needs(exercise to bring forth characteristics and behaviors)
Introduce Theory Harmful and Helpful behaviors (Discussion)
Achieving consensus, tracking progress, summarizing and concluding
Section
2
UP
19
COMMUNICATION
Conflict Management – COMM113
Language English or French
Course Length 2 Days
Maximum Students 15
Target Audience General
Learning Objectives:
To help participants understand that conflict is the normal outgrowth of the diversity that
characterizes our thoughts, attitudes, beliefs and perceptions and that each of us has the power
over whether conflict becomes a negative or positive experience.
Course Content:
o Reviewing the factors leading to conflict
o Examining conflict management strategies
o Six ways to turn conflict into feuds
o Factors that affect conflict resolution
o Examining the positive aspects of conflict
o A new look at conflict
o Popular but ineffective approaches to conflict resolution
o Establishing conflict partnerships
o Ground rules for effective conflict resolution
o Examining the conditions that facilitate change
o Eight essential steps to conflict resolution
o Dealing with special situations
o Moving forward
This is a highly interactive and participative workshop. Several case studies and assessment tools are utilized to
assist in the learning process. Participants will work in groups and teams and come together in plenary for open
discussion, sharing and learning.
Section
2
UP
20
COMMUNICATION
Conflict Resolution – COMM114
Language English or French
Course Length 2 Days
Maximum Students 15
Target Audience General
Learning Objectives:
To help participants understand that conflict is the normal outgrowth of the diversity that
characterizes our thoughts, attitudes, beliefs and perceptions and that each of us has the power
over whether conflict becomes a negative or positive experience
Course Content:
o Reviewing the factors leading to conflict
o Examining conflict management strategies
o Six ways to turn conflict into feuds
o Factors that affect conflict resolution
o Examining the positive aspects of conflict
o A new look at conflict
o Popular but ineffective approaches to conflict resolution
o Establishing conflict partnerships
o Ground rules for effective conflict resolution
o Examining the conditions that facilitate change
o Eight essential steps to conflict resolution
o Dealing with special situations
o Moving forward
This is a highly interactive and participative workshop. Several case studies and assessment tools are utilized to
assist in the learning process. Participants will work in groups and teams and come together in plenary for open
discussion, sharing and learning.
Section
2
UP
21
COMMUNICATION
Customer Relations – COMM116
Language English or French
Course Length 1 Day
Maximum Students 15
Target Audience General
Learning Objectives:
Give participants an opportunity to: determine the calibre of service they presently provide;
identify ways in which they can enhance that service and acquire tools and skills to continue
improving the service they offer.
Course Content:
Trends in customer service
Providing service within the organization: the case of the Internal Customer
External customers and their expectations
The link between internal and external customers
How to establish and maintain measurable customer service standards
Section
2
UP
22
COMMUNICATION
Dealing with Difficult People – COMM117
Language English or French
Course Length 1 Day
Maximum Students 15
Target Audience General
Learning Objectives:
To be able to identify and understand different behaviors and attitudes in others and through that
understanding develop tolerance, respect, acceptance and a meaningful working relationship
Course Content:
o Examining and identifying difficult behaviors
o Understanding Myers Briggs
o Your attitude is the key
o The value of Emotional Intelligence
o Understanding the impact of change
o How to most effectively interact with difficult people
o Getting beyond anger
o Win/win strategies
o Demonstrating effective interactive communication
o Moving forward
Section
2
UP
23
COMMUNICATION
Dealing with Stress – COMM118
Language English or French
Course Length 1 Day
Maximum Students 15
Target Audience General
Learning Objectives:
Develop greater self-awareness and personal stress management abilities by: clarifying the
personal meaning of stress; identifying personal sources of stress; becoming aware of personal
coping strategies; developing new coping strategies; and developing a personal action plan.
Explore the patterns and barriers that keep us from adapting to change. Move from being
overwhelmed to being in charge, and establishing balance in our lives by using strengths and
finding ways to enhance them.
Course Content:
o Definition of stress
o Source of stress
o Personal coping strategies to minimize stress
o Developing new coping strategies
o Creating a personal action plan
Section
2
UP
24
COMMUNICATION
Diversity – COMM135
Language English or French
Course Length 1 Day
Maximum Students 15
Target Audience General
Learning Objectives:
This interactive workshop will allow participants to become comfortable working with people
from diverse backgrounds by learning how to: explore various elements of diversity and their
impact on the workplace, recognize benefits and challenges of diversity, identify common types
of misperceptions, analyze values of our own culture and other cultures, sidestep stereotypes, and
create a respectful and inclusive workplace.
Course Content:
o Discuss diversity and its impact on the workplace
o Benefits and challenges
o The Canadian way, eh?
o The unwritten rules – How we do things here
o Where cultures clash - Expectations and assumptions
o Recognize cultural values, our own and others
o Generalizations versus stereotypes - Sidestep stereotypes
o Resolve real-life diversity scenarios with innovative and fair solutions
o The Platinum Rule – empathy versus sympathy
o Strategies to successfully create a respectful and inclusive workplace
o Personal commitment and action plan
Section
2
UP
25
COMMUNICATION
Effective Presentation Skills – Train the Trainer – COMM119
Language English or French
Course Length 1 Day
Maximum Students 15
Target Audience General
Learning Objectives:
Assist participants in learning new techniques toward enhancing their presentation skills and
capturing the audience’s attention. How to overcome fear and anxiety.
Course Content:
o Examining the key elements of an effective presentation
o How to deal with fear and anxiety
o The role of good communication
o Knowing the audience
o Planning, organizing and structuring the presentation
o Incorporating visual aids and handouts
o Five ways to kill a presentation
o Dealing with hostile questions
o Capturing the audience’s attention
o Tips on practicing the presentation
o Learning to “think on your feet”
o Tips for success
This is a highly participative workshop. Near the end of the workshop each participant will deliver a short
impromptu speech and have it critiqued. Several self-assessment tools will be introduced to assist in the learning
process and for future evaluations.
Section
2
UP
26
COMMUNICATION
Emotional Intelligence at Work – COMM120
Language English or French
Course Length 1 Day
Maximum Students 15
Target Audience General
Learning Objectives:
To understand and explore the concept of emotional intelligence; to develop and enhance my
ability to monitor my own and others’ feelings and emotions, to discriminate among them, and to
use this information to guide my thinking and action, particularly as we live through change.
Course Content:
o Understanding change and its impact on relationships
o Fundamental competencies in partnership building and working with others
o A review of the key role emotional intelligence that plays in relationships
o Understanding personality differences and behaviors in self and others using MBTI
o The role of attitude
o Steps to managing anger
o Examining the key barriers to meaningful and sustained relationships
o Review of the seven basic elements that characterize most conflicts
o Dealing effectively with criticism
o Moving Forward
This is a highly participative workshop. Near the end of the workshop each participant will deliver a short
impromptu speech and have it critiqued. Several self-assessment tools will be introduced to assist in the learning
process and for future evaluations.
Section
2
UP
27
COMMUNICATION
Exceptional Customer Service - COMM121
Language English or French
Course Length 1 to 2 Days
Maximum Students 15
Target Audience General
Learning Objectives:
Show the latest proven strategies and the understanding needed to use them effectively.
Course Content:
Ways to make a positive impact on your customers & within your organization
About valuing customers, handling complaints & creating "partnerships"
How to listen carefully, build rapport & establish trust
How to control your tone of voice
Proper body language
High-impact techniques for servicing the customer over the phone
How to defuse anger, solve problems & recovery skills
The basics of up selling & cross selling
How to develop a more supportive team attitude with your co-workers
How to identify new service opportunities for your organization
Why customers leave & 18 ways to get them to stay
Section
2
UP
28
COMMUNICATION
Giving and Receiving Feedback - COMM122
Language English or French
Course Length 2 Days
Maximum Students 15
Target Audience General
Learning Objectives:
To understand the multiple dimensions of Feedback. To enhance your communication skills by
learning proven feedback strategies and techniques. To listen, understand, and observe by using
the DESC Communication Model.
Course Content:
o What is Feedback?
o Types of Feedback.
o How do we communicate?
o Verbal and Non-Verbal Communication.
o Tips – Giving Feedback
o Tips – Receiving Feedback.
o Rules – Dos and Don’ts
o DESC Model
Section
2
UP
29
COMMUNICATION
Group/Meeting Facilitation - COMM123
Language English or French
Course Length 2 Days
Maximum Students 15
Target Audience General
Learning Objectives:
Learning the skills necessary to facilitate and manage meetings and / or group efforts to obtain
results. Action on individual responsibility for results through group collaboration
Course Content:
o Deciding on what type of meeting is appropriate to the situation
─ Information Dissemination
Situation analysis
Problem solving
Decision-making
Planning
Creating problem solving
o Meeting/discussion group planning and participant selection
─ Facilitation Skills
Setting group goals
Guiding without impairing participation
Observation skills- verbal / non-verbal
Intervention skills - behaviors which enhance or diminish
─ Participation
Empowerment of participants
Dealing with difficult situations / people
Dynamics of groups and needs of group members
Achieving consensus, tracking progress, summarizing and concluding
─ Sessions
Assessing group success and characteristics
Basic tools for planning meetings, discussion groups and group processes
o Exercises in facilitation techniques and group problem solving
Section
2
UP
30
COMMUNICATION
Harassment awareness – Creating a Respectful Workplace - COMM134
Language English or French
Course Length 1 Days
Maximum Students 15
Target Audience General
Learning Objectives:
This course is designed to provide employees with information about workplace harassment.
Problems arising from workplace harassment and other similar forms of discrimination can have a
devastating impact upon the workplace. The costs associated with workplace harassment are
extremely expensive, both in financial and human terms.
Course Content:
o Laws, Policies and Processes
o Psychology of Conflict
o Case Studies
o Applying the Information Learned
Section
2
UP
31
COMMUNICATION
Healthy Conversation at Work - COMM101
Language English or French
Course Length 1 Day
Maximum Students 15
Target Audience General
Learning Objectives:
This session will explore various communication strategies and styles that help in workplace
conversations.
Course Content:
o The session invites participants to pay particular attention to conversations and learn how to adjust or
reframe their conversations with colleagues and managers to be more honest, open and helpful.
o It will also explore some of the barriers to communicating effectively and will challenge participants to
increase their self-awareness and understand how they may be impacting others through their
communication styles and patterns. The session will suggest some positive shifts in order to communicate
more effectively.
Section
2
UP
32
COMMUNICATION
Healthy Conversation at Work – For Managers - COMM102
Language English or French
Course Length 1 Day
Maximum Students 15
Target Audience General
Learning Objectives:
This session reviews the basic concepts introduced in the initial session, "Healthy Conversations at
Work", where managers learned to pay particular attention to conversations with their employees.
Course Content:
o Managers will re-visit the skills used to adjust or reframe conversations which enable them to be more
honest, open and helpful when speaking with employees.
o Participants will be invited to use practical everyday examples of “less than satisfactory” conversations
with employees.
o Through a facilitative leader framework, participants will be challenged to use their observational skills (of
self and of the other) more effectively and guide the conversations to be more helpful and effective.
Section
2
UP
33
COMMUNICATION
Intercultural Communication – COMM136
Language English or French
Course Length 2 Days
Maximum Students 15
Target Audience General
Learning Objectives:
This interactive workshop will allow participants to become comfortable communicating with
people from diverse cultural backgrounds by learning how to: identify elements of culture which
affect intercultural interaction, recognize communication styles which contrast with our own,
interpret messages sent in contrasting communication styles, recognize non-verbal cultural
differences, identify and avoid typical intercultural misunderstandings and conflicts, and practice
communication skills that are both effective and respectful.
Course Outline:
Culture and its impact on workplace communication
o Definitions of culture
o The impact of culture
Cultural dimensions and their impact on communication
o Individualism - collectivism
o Hierarchical - egalitarian
o Task orientation - people orientation
o Competition - collaboration
Various other factors affecting communication
o Treatment of emotions
o Level of self-disclosure
o Nature of topics discussed
Different communication styles
o Linear and circular
o Direct and indirect
o Restrained and expressive
The concept of time
The concept of space
Nonverbal communication
o Silence
o Turn-taking
o Vocal characteristics
o Posture and body language
o Gestures
o Physical contact
o Facial expression
o Eye contact
o Smiling
Section
2
UP
34
Interpersonal perception
o Suspending judgment
Strategies to effectively and respectfully communicate interculturally
o Attentive listening
o Patience
o Identity confirmation
o Perception checking/paraphrasing
Mindfulness
o Creation of new categories
o Openness to new information
Inclusive language
Personal commitment and action plan
UP
35
COMMUNICATION
Internal Consulting Skills – COMM126
Language English or French
Course Length 2 Days
Maximum Students 15
Target Audience Existing or potential internal consultants
Learning Objectives:
Equip consultants or consulting teams with the necessary skills to work effectively and
productively in a consulting capacity.
Course Content:
Consulting process
Roles of the consultant
Self-awareness
Communication skills
Diagnostic and problem solving skills
Implementation skills
Consultative dilemmas
Section
2
UP
36
COMMUNICATION
Interview Skills – COMM127
Language English or French
Course Length 1 Day
Maximum Students 12
Target Audience Anyone looking to improve their interview skills, either from the
perspective of the interviewer or the person being interviewed.
Learning Objectives:
To assist individuals that are preparing for an interview or considering a career change. The
workshop will help them to better understand themselves, plan for the interview and be more
confident in the interview
Course Content:
o Steps to career planning
o Knowing yourself
o Knowing the organization
o Understanding the importance of the Statement of Merit
o Understanding competencies and behavioral descriptors
o Preparing the resume and covering letter
o Examining different types of questions
o Understanding behavioral based interview questions
o Learning how to “answer” the questions
o Ways to succeed in an interview
o Examining the do’s and don’ts of an interview
o Practical interview skills
This course can be customized to suit either the interviewers or for people being interviewed.
This is a highly participative workshop. Participants will have the opportunity to work in groups and teams and then
come together in a plenary session for open discussion, sharing and learning.
Section
2
UP
37
COMMUNICATION
Negotiating Skills - COMM129
Language English or French
Course Length 1 Days
Maximum Students 15
Target Audience General
Learning Objectives:
Developing an understanding of the key elements and different types of negotiation and how they
can be incorporated into a workplace environment. Understanding different negotiation styles and
characteristics and how to move forward with each.
Course Content:
o Defining negotiations
o Examining the different types of negotiation
o The ten characteristics of a successful negotiator
o Demonstrating assertive versus aggressive behavior
o Understanding personality difference through MBTI
o The value of demonstrating emotional intelligence
o Six key components of influencing others
o Examining the three negotiation styles and characteristics and how to interact with each
o Strategies for moving forward
o Developing a negotiation action plan
This is a highly participative and interactive workshop. Several self assessment instruments are used to help in the
identification and learning process. Participants will also have the opportunity to work in teams and groups on
several case studies and then meet together in plenary for group discussion, sharing and learning.
o Develop strategies and tactics
─ Facts and Assumptions
─ Various strategies and tactics
─ The choice of strategy
o Discussion
─ The essence of negotiation
Opening
The positions of departures
Zone of agreement and discussion points
─ Communication
Establish trust
Language verbal / nonverbal
The attitude / influence
─ Environmental factors
Proposals and haggling
Realism
Do the right concessions
Tactics and roles
Techniques at the table
Section
2
UP
38
COMMUNICATION
Negotiating Skills For Non-Specialists – COMM128
Language English or French
Course Length 1 or 2 Days
Maximum Students 15
Target Audience General
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
Learning Objectives:
o Learn how to prepare and conduct effective negotiations
─ Understand the steps of effective negotiation
─ Know and understand the different styles and approaches to negotiation
─ Be familiar with different strategies and tactics useful in negotiation and how to choose the right one
─ Know how to develop a plan and conduct a successful negotiation
─ Ability to communicate effectively in the process
Course Content:
o Negotiation
─ What is negotiation?
─ The basic conditions for effective negotiation
─ The main elements of a negotiation
─ The two main approaches (features, advantages and disadvantages)
o The negotiation process
─ Planning
• While identifying the situation and issues
The purpose of the negotiation
Background / Issues
Consequences
• Know the stakeholders
Strengths and weaknesses
Needs / interests
The individual trading styles
Relationships / interdependence / power
• Define positions
Defining its position
Targets / minimum acceptable
Priority Elements / negligible
Section
2
UP
39
Negotiating Skills For Non-Specialists – COMM128 (Continue)
Anticipate the positions of the other parties
Objectives
Priorities
Develop strategies and tactics
Facts and Assumptions
Various strategies and tactics
The choice of strategy
Discussion
The essence of negotiation
Opening
The positions of departures
Zone of agreement and discussion points
Communication
Establish trust
Language verbal / nonverbal
Attitude / influence
Environmental factors
Proposals and bargaining
Realism
Do the right concessions
Tactics and roles
Techniques at the table
Section
2
UP
40
COMMUNICATION
Networking - COMM130
Language English or French
Course Length 1 Days
Maximum Students 15
Target Audience General
Learning Objectives:
─ How to establish new contacts
─ How to overcome reluctance
─ How to create new opportunities
─ When, where and how to make and nurture contacts
─ How to manage your network
─ How to keep it up-to-date and productive
Course Content:
o What is Networking?
o Benefits
o Self Concept
o Types
o What is the best use of my Time right now?
o Goal Setting
o Top Ten Tips
Section
2
UP
41
COMMUNICATION
Oral Presentations - COMM131
Language English or French
Course Length 1 Days
Maximum Students 15
Target Audience General
Learning Objectives:
─ Understand and overcome fear and anxiety
─ Present information logically
─ Remain concise yet dynamic
─ Evoke enthusiasm from audience
─ Be effective and productive
Course Content:
o Planning and organizing the presentation
o Preparing for the presentation
o How to practice your presentation
o Do’s and Don’ts of public speaking and presenting
o Dealing with fear and anxiety
o Communication process
o Body language
o Creating an effective environment
o Self evaluation
Section
2
UP
42
COMMUNICATION
Presentation Skills - COMM132
Language English or French
Course Length 1 Days
Maximum Students 15
Target Audience General
Learning Objectives:
To develop effective technical and oral presentation skills
Course Content:
o Pre-Presentation Preparation
─ topic and delivery method selection
─ course/presentation title
─ gathering material/data/information
─ organizing data/information
─ sequencing information for presentation
─ opening, body and closing of presentation
─ condensing data/information for visual presentation
─ production of visuals for presentation
─ timing of presentation
─ generation of handout support materials (actual hands-on practice sessions)
o Delivery of Presentations
─ room and catering considerations
─ room set-up
─ audio-visual equipment - the new technology, LCD, panels, projectors
─ lighting
o Presentation Skills
─ operation of equipment and aids during presentation
─ conquering your fears and projecting confidence
─ presenting topics
─ tone and volume of voice, dress, body language
─ Neurolinguistic programming;
─ participant control
─ answering questions and what to do if you don't know the answer
─ trainer/program evaluation
─ reading the audience
─ humor - using it properly
─ pacing a session and breaks
─ use of handout material
─ capturing audience attention
Section
2
UP
43
COMMUNICATION
Putting Your Words to Work - COMM109
Language English or French
Course Length 1 Days
Maximum Students 15
Target Audience General
Learning Objectives:
To provide some basic tools so that a manager can hold an effective performance dialogue with
employees. This session provides an essential piece of the employee performance measurement
process as it provides managers and supervisors with a number of experiences and concrete tools
that they could use to provide performance feedback to employees.
Course Content:
o Identify the conditions that foster effective performance management through the use of feedback
o To describe principles and strategies for giving constructive performance feedback
o Identify and review the distinction between two types of feedback— evaluative and descriptive
o To provide opportunities to practice giving and receiving feedback
o To discuss common problems in giving effective performance feedback
Section
2
UP
44
COMMUNICATION
Telephone Etiquette - COMM110
Language English or French
Course Length 1 Days
Maximum Students 15
Target Audience General (Effective for Call Centre Environment)
Learning Objectives:
Examining client service competencies and service indicators that enhance client service and
improve performance. Dealing with difficult clients in a respectful and productive manner.
Course Content:
o Examining the key client service indicators
o Telephone etiquette 101
o Effective interactive communications
o Examining difference communication styles
o The do’s and don’ts of effective communications
o Understanding the value of emotional intelligence in dealing with difficult behaviors
o Dealing with conflict
o The ground rules for effective conflict resolution
o How to calm emotional clients
o Tips for battling burnout
o Tips for handling telephone calls effectively
This is a highly interactive workshop. Several self-assessment tools will be used to assist in the understanding and
learning process. Participants will work in teams and groups on several exercises and then come together in plenary
for group discussion, sharing, input and learning
Section
2
UP
45
LEADERSHIP – SECTION 3
Coaching in the Workplace– LEAD109
Language English or French
Course Length 2 Days
Maximum Students 15
Target Audience General
Learning Objectives:
Define managerial coaching in relation to other workplace accompaniment roles
Course Content:
o Explain and apply elements of the six core coaching competencies
o Apply the GROW feedback model in support of brain research and effective coaching
o Understand the commonality between coaching the boss, colleagues and employees in a framework of
managing progress and accountability
Section
3
UP
46
LEADERSHIP
Creating a Culture of Collaboration – LEAD110
Language English or French
Course Length 1/2 Day
Maximum Students 15
Target Audience General
Learning Objectives:
To have members of diverse teams collaborate to create the best service model and service
delivery possible. Employees in both teams seek to improve the delivery of their services by
creating a culture of cooperation focused on continual improvement, and support of each other.
Course Content:
o Ensuring that everyone’s voice is heard and respected
o By establishing collaboration protocols
o Setting clear collaboration goals
o Developing a system of tracking to ensure everyone’s active participation
o Acknowledging and appreciating collaborative efforts and behaviors
o Taking time to have open dialogue on what is working/not working in the collaboration
o Ensuring that tools and processes are developed to facilitate the collaboration
o Committing to working through differences in a collaborative spirit
o Ensuring that everyone understands what is required to make this change and supporting them to move in
this direction
Section
3
UP
47
LEADERSHIP
High Performance Teams – LEAD112
Language English or French
Course Length 2 Days
Maximum Students 15
Target Audience General
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.
Learning Objectives:
o Provides participants with an opportunity to assess current team performance against the four key
dimensions of a high performance team.
o Understand the factors that influence and accelerate the five stages of team development.
o Assess whether the team has a clear and coherent mission and set of objectives with a team member buy-in.
o Identify the roles and responsibilities of the Sponsor, Team Leader and Team member at the different
stages of Team development.
o Help teams that are “stuck” and provide an assessment of conflict management styles.
o Address interpersonal issues impacting performance and develop a plan for strengthening relationships.
o Review different decision-making styles and provide tools to improve decision-making.
o Address meeting process to increase effectiveness.
o Establish work plans for improved business performance and outcomes.
Course Content:
o Assess team performance feedback based on participating interview sessions.
o Evaluate the team’s status versus a High Performance Team model.
o Understand the stages of High Performance Team formation.
o Work collaboratively with others to complete a team project (open session).
o Provide a safe forum for tabling issues impacting team performance (intact teams).
o Review team objectives and address gaps, different understandings and any lack of clarity.
o Identify the roles and responsibilities within the team.
o Assess Team Behaviors and individual personality type preferences using the Myers Briggs Type Indicator
– value the diversity.
o Identify conflict management styles and address how to use conflict productively by using Thomas
Kilmann Conflict Mode instrument.
o Demonstrate the use of planning tools to facilitate decision making and problem solving processes.
o Provide techniques and process improvement recommendations to increase effectiveness.
o Create work plan objectives for the team through a variety of exercises and feedback sessions.
o Achieve real teambuilding using the Myers Briggs Type Indicator – value the diversity.
o Demonstrate the use of planning tools to facilitate decision making and problem solving processes.
o Create work plan objectives for the team through a variety of exercises and feedback sessions.
o Achieve real teambuilding.
Section
3
UP
48
LEADERSHIP
Inspire Confidence: The True Power of Influence – LEAD101
Language English or French
Course Length 1 Day
Maximum Students 15
Target Audience General
We are currently experiencing a crisis of confidence globally. People are less and less confidence in
institutions and governments. Employees do not trust their leaders. Young people no longer listen to
parents and teachers. Consumers are wary of companies and their advertising often "flashy."
This distrust creates a huge cost to our society and its institutions as well as increasing the cost of goods
and services for the population.
In this context, the leader who becomes aware of the consequences of increased distrust will take action to
adapt their behavior and stand by a credible leadership to its partners and collaborators.
This workshop will bring you awareness in the following ways:
─ Revealing and supportive theories
─ The salutary reflections
─ Enriching experience
─ Apply realistic and profitable plan
─ Rich exchanges
─ A respectful feedback
In conclusion, individual and team development that transforms people.
Learning Objectives:
─ Realize the impact of the presence or absence of trust between team members
─ Understand the basics of credibility
─ Know and control behaviours that impact on trust that people carry us
─ Identify what to do to build credibility in the eyes of those around him
─ Understand the role of credibility in the exercise of leadership
─ Improve the image of the team from its customers and partners
Course Content: A 2 day workshop for leaders or 1 day for the general public
o Introduction
─ A crisis of confidence global
─ The concept of trust
─ Fact and Fiction of confidence
─ People in whom we trust
─ Gestures that inspire trust
o Trust
─ On what do we put our trust?
─ The impact of our actions on trust
─ Accelerators on confidence - "Moments of Truth"
─ The foundations of credibility
─ Examples of people who inspire confidence
─ Our attitudes when one is confident
─ The behaviors that inspire confidence
Section
3
UP
49
Inspire confidence: The True Power of Influence – LEAD101 (Continued)
o Building Trust
─ Credibility and leadership
Benefits of credibility for a leader
Lead by example
Master the foundations of trust
Signs in assessing credibility
Scenarios daily: maintaining trusting relationships
Restoring confidence shaken or broken
─ Establish /maintain credibility
My personal experiences related to trust or distrust
My significant relationships with who I want to be credible
Self-diagnosis of my credibility
Develop a trusting relationship with significant people
Establish a "trust account"
Provide more consistency in my management
o Allow confidence
Portrait of people who we trust
Who I trust?
On what basis I place my trust?
Gains and losses to trust
Trust Smartly
Actions that demonstrate that there is trust
o Organizational trust
─ Confidence in Management
Confidence - profitability factor
The impact of trust on organizational issues
Signs that demonstrate trust or distrust
Positive Stories trust in the organization
How to develop trust through our structures, policies and systems
The symbols of trust in the organization
The level of confidence in our organization and its consequences
Actions to take to increase the level of confidence
─ Confidence in Team
The impact of trust or mistrust on team results
The current level of trust among team members
The costs and benefits of trust, specifically to our team
Actions to take to increase the level of confidence
The trust of our partners
Where is it located?
Causes and consequences of the current situation
Feedback from our partners
The customer confidence
─ Confidence in the clientele
Logos and names that speak - Reputation
The level of customer confidence and how to increase it!
Section
3
UP
50
LEADERSHIP
Introduction to Coaching – LEAD108
Language English or French
Course Length 1/2 Day
Maximum Students 15
Target Audience General
Learning Objectives:
Understand the role of coaching in the workplace and how it can facilitate change in others.
Course Content:
o Recognise core coaching skills and techniques
o Use some of the essential techniques and tools necessary for successful coaching
o Plan and structure a coaching session
o Overcome some typical coaching barriers
o Receive feedback on coaching
Section
3
UP
51
LEADERSHIP
Leader’s DNA, Transforming Teams - LEAD102
Language English or French
Course Length 5 Days (spread out over 4 to 6 months)
Maximum Students 15
Target Audience General
Timeline
Spread over 4-6 months, the program will further reflection and learning transfer in the workplace by
adding practical exercises where participants will be able to experience the concepts and tools learned in
each block of the program.
Methodology
The program focuses on experimentation and reflection on one's own behavior in leadership situations. A
judicious choice of exercises will help everyone understand and qualify the theoretical aspects of the
program.
Each participant will also receive customized profiles on:
─ His/her social style
─ Leadership style
─ Skills
The participant will also have the opportunity to measure different aspects of his leadership through several
tests:
─ Listening Skills
─ Styles of conflict resolution
─ Profile decision making
─ Ability to coaching
─ The ability of my team
Learning Objectives
Develop leaders capable of leading a team to higher levels:
─ Reflect on attitudes and behaviors leading
─ Understand the impact of leadership style on team members
─ Exercise situational leadership
─ Improve communication skills
─ Develop greater credibility with its employees and partners
─ Direct its team based on key organizational issues
─ Develop individuals and teams
─ Increase operational efficiency and that of his team
Section
3
UP
52
Leader’s DNA, The: Transforming Teams – LEAD102 (Continued)
Course Content:
Several books have been written about leadership in all its forms. However, there is one point on which most
experts agree: no matter the management style he prefers, the leader must adapt its ways to the situations and people
around him if the manager/leader wants to have success. The model of social styles Trima now provides the
manager with a framework that allows it to better diagnose and understand situations around him to exercise
effective "situational leadership" and that, from the style of its own. This training will therefore use the Trima model
as a backdrop to allow the learning relevant to the development of inspirational leadership. You'll get your custom
profiles "social styles", the "Leadership Styles" profile and skills at this workshop.
The model below summarizes the key elements of the program and shows the essential aspects of a campaign
leadership.
I-CONTROL THE SITUATION: UNDERSTANDING AND TAKE ACTION
o Introduction Program
─ Objectives / content / flow / logistics
─ Approach to Training (informational vs. transformational)
─ Key organizational problems
─ The qualities of a leader
─ Defining Leadership
─ Power and leadership
─ The successful leader
o Trima model - A tool for situational leadership
• The Trima model of social styles
• The differences between individuals
• Anticipating reactions
Priorities and security sources
Needs and different language
• Environment favorites
• The influence of social styles on his way to work
─ The portrait of my team
─ Risk and opportunities for my team
o Leadership Styles
─ Characteristics of successful leaders
─ My leadership style
─ Manage to "Brain total"
─ Adapt your style to the context
o The powers of leader
─ My management skills
─ To develop my skills
─ The challenges of my leadership
Section
3
UP
53
Leader’s DNA, The: Transforming Teams – LEAD102 (Continued)
II. FOCUS ON EFFORTS
o Provide a clear vision
─ Develop an overview of his organization
─ Establish a strategic framework for the sector
─ Develop and communicate his vision of the future
─ Perform a profitable impact / align efforts
o Empower team members
─ Influence versus power
─ Giving meaning to work
─ Obtain buy
─ Awakening passions - nurturing the desire to perform
─ Clarify team values
III. TAKE ACTION
o Making Informed Choices
─ Decide
─ Decision-making styles
─ Decision-making
─ Establish consensus
─ Learning from experience
─ Planning Challenges
─ Set realistic goals and incentives
─ Organizes work / monitor progress
─ The art of planning steps to success
─ Eliminate barriers to success
o Providing the means
─ Manage priorities
• The priorities for results
• Unsharing the important from the urgent need
• Clear guidelines
• Manage time
─ The risk
• Understanding the concept of business risk
• Identify / assess / manage risk
• Anticipating / seize opportunities
─ Optimize Results
• Innovate
Fostering Innovation
The Enabling Environment
Transforming Creativity
─ Encouraging Innovation: A matter of survival
• Search for challenges versus meeting the challenges
• The work environment conducive to innovation
• Listen / stimulate / encourage innovation
• Transforming creative innovation
• Managing Change
Section
3
UP
54
Leader’s DNA, The: Transforming Teams – LEAD102 (Continued)
─ Improve processes
• The notion of processes and conditions for successful improvement
• Develop a strategy for process improvement
• Continuous improvement and value added
• Resolve
IV. DEVELOPING TEAMS
o Developing people
─ Oversee the performance / give feedback
─ Delegate / coach / accountability
─ Manage the talent
─ Building a Learning Organization
─ Consider the people
• Know your employees and their needs
• Triggers stress and motivation
• The art of recognizing achievements
• Support in difficulties
• Refine its approach
─ Communicate intelligently
o Create synergy
─ The foundations of a successful team and its evolution
─ Develop trust and a spirit of collaboration
─ Know your team and "coach" based on its strengths and weaknesses
─ Facilitate consensus
─ Managing Conflict
Section
3
UP
55
LEADERSHIP
Leadership – LEAD103
Language English or French
Course Length 2 Days
Maximum Students 15
Target Audience General
Learning Objectives:
Examine a broad range of concepts, principles, characteristics and styles of leadership and their
value and application to achieving results through people.
Examining how to build trust and respect with employees.
Course Content:
o The building blocks – the organizational mission, vision and values
o Learning through a personal leadership assessment
o Examining key leadership competencies and their behavioral descriptors
o The new work paradigm – managing a changing workplace
o Changing an organizations “way of being”
o Challenges for leaders in today’s environment
o Leadership and management – a comparison
o Adding value to the organization
o Making a difference through leadership
o Signs of impending deterioration of leadership
o Understanding personality differences
o The role of emotional intelligence in leadership
o Examining leadership styles
o Increasing employee involvement
o Being a change leader
o Managing conflict
o Taking care of yourself
This is a highly interactive and participative workshop. Several instruments will be used to help participants assess
their own leadership skills and examine areas for improvement. Participants will work in teams and groups on
several case studies to assist in understanding the key elements of leadership.
Section
3
UP
56
LEADERSHIP
Leadership – The Building Blocks - LEAD104
Language English or French
Course Length 1 Day
Maximum Students 15
Target Audience General (should have some prior supervisory or mid-management
experience).
Learning Objectives:
Examining a broad range of concepts, principles, characteristics and styles of leadership and their value and
application in achieving results through people
How to add value to the organization through leadership
Course Content:
o Examining the key elements of leadership
o Identifying leadership competencies that achieve organizational results
o Adding value to the organization through leadership
o Visioning the future – then developing the team
o Examining the relationship between management and leadership
o Considering the role of emotional intelligence
o Understanding self and personality differences
o Gaining an awareness of different leadership styles
o Enhancing change management skills
o Understanding the three phases of transition
o Building trust and respect
o Empowering employees
o Examining the value of effective communication skills
o The Seven habits of effective leaders (Covey)
This is a highly participative and interactive workshop. Several self-assessment tools will be used to assist in
identifying personal leadership skills and areas for improvement. Participants will also work in teams and groups on
several case studies and then come together in plenary for input, group discussion, and sharing.
Section
3
UP
57
LEADERSHIP
Leadership for Team Leaders & Supervisors – LEAD105
Language English or French
Course Length 2 Days
Maximum Students 15
Target Audience Managers/Supervisors/Team Leads
Learning Objectives:
Provide participants with: a greater awareness of the abilities and traits essential to leaders, an
opportunity to examine their working environment and explore changing paradigms; a better
understanding of their own leadership style and its impact on their present ability to influence
others; new skills to enhance their present leadership abilities and understanding team dynamics,
team evolution and cohesion.
Course Content:
o The new leadership paradigm
o The evolution of management and leadership
o Skills and traits of effective leaders
o Self-assessment of leadership model
o Identifying support and resources for the team
o Obtaining team empowerment, terms of reference and mandate
o The role of personal power and influence in leadership conflict resolution
o Win-Win correction of performance problem
o Negotiation skills as they apply to leadership in organizations
Section
3
UP
58
LEADERSHIP
Manage Paradoxes: The Secret of Efficient and Incredible Leaders – LEAD107
Language English or French
Course Length 2 Day
Maximum Students 15
Target Audience Professionals, leaders, managers and change agents
Our managers are mostly becoming adept in solving everyday problems. However, they feel helpless about
some chronic problems and difficult choices for their team and their organization. These problems often
include competition between them interdependent elements, called polarity paradox or dilemmas. Include
for example: Centralization and decentralization, stability and change, short term and long term, the
individual and team, reduce costs and improve services, Action and reflection, customer satisfaction and
employee satisfaction.
Research is inconclusive, leaders and organizations that manage polarities outperform. Indeed, managing
complex situations inherent to our organizations has become an essential skill for the modern leader.
We offer a workshop to distinguish the polarity problems and address the past in order to achieve the
balance necessary to optimize the underlying potential. You will experience a simple, inspiring and
motivating way to approach these complex situations.
Learning Objectives:
o Understand and manage the dynamics of the paradoxes in its environment.
─ Know how to establish a clear and objective portrait of a complex situation
─ Know how to turn the tensions and contradictions to your advantage
─ Creating values through better management of the paradoxes inherent in its environment
o Improve the cohesion of your team
o Become a more complete and balanced manager
Course Content:
Introduction: The bipolarity in our organizations
o Trends / complex challenges
o Reactions of leaders and of the environment
o The leader and problem-solving
Polarities
o Setting a polarity
o The dynamics of a polarity
o The tensions related to polarity and blindness "involuntary"
o The portrait of a polarity
o Origins and consequences of resistance to change
o The dynamic thinking "One and the other one vs. one or the other"
o Recognize polarities
o Where do we find the polarity?
o The great difficulties in our organizations
o Distinguish problems and polarities
Section
3
UP
59
Manage Paradoxes: The Secret of Efficient and Incredible Leaders – LEAD107 (Continued)
Manage polarities
o Identify / understand / evaluate / act
─ Understanding the dynamics of the environment
─ Mapping polarity (Goal, fears, pole impacts)
─ Evaluate its position
─ Anticipating skids
─ Plan strategy
Polarities and creating value
o Four conflicting and interrelated strategies
o Develop a creative balance of value
Polarities and development of leadership
o My leadership style
o My strengths and polarities
o Avoid excess
o The real situational leadership
o Polarities and Conflict Management
Conclusion
o The essence of true leadership
o Manage polarities and priorities
o Applications of the management of polarities
Section
3
UP
60
LEADERSHIP
Responding to Employees Who Underperform – LEAD106
Language English or French
Course Length 1 Day
Maximum Students 15
Target Audience General
Learning Objectives:
Provide an understanding of how motivation drives behavior and how to use this knowledge in
managing employees.
Course Content:
o Highlight the importance of establishing a solid personal relationship with the employee that is focused on
organizational goals
o Offer theory and practical exercises aimed at helping integrate the principles of effective performance
management, particularly when performance improvement is required
o Provide a foundation in providing effective descriptive performance feedback to employees
o Understand how to use the skills and capacities learned in coaching employees to improve their
performance.
o Learn how to engage in difficult conversations focused on unsatisfactory performance (that is not
improving) and establish a performance agreement
o Learn how to proceed in situations where disciplinary action is required
Section
3
UP
61
LEADERSHIP
The Hard Work of Getting to the “Soft Stuff” – LEAD111
Language English or French
Course Length 1 Day
Maximum Students 15
Target Audience General
Learning Objectives:
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.
Section
3
UP
62
MANAGEMENT/SUPERVISORY – SECTION 4
An Effective Approach to Resolving Conflict- MNT/SU102
Language English or French
Course Length 1 Day
Maximum Students 15
Target Audience Team members, team leaders, managers or anyone who is often in
contact with people.
Learning Objectives:
Working within a team environment can have its advantages and disadvantages. Teams have been
shown to produce far more than a single individual. The synergy and creativity that can be
developed within a high performing team can be amazing. However, along with working closely
with others comes the challenge of working and communicating effectively.
Emotional intelligence has been shown to be the single most important factor in an individual’s
success. How well you do is largely dependent on how well you communicate, listen and interact
with others. Similarly, Group Emotional Intelligence (the collective emotional intelligence within
a group) has been linked to how productive and effective a team will be.
In any work environment, there is bound to be conflict. How well an individual or group handles
this conflict will determine whether this conflict will propel you forward to uncharted territory or
send you spinning downward in a destructive spiral.
Course Content:
Understand perceptual differences
Evaluate your own listening skills
Determine your most preferred method for communication and conflict resolution
Understand the importance of rapport building
Learn to recognize and avoid the most common causes of conflict
Discover methods and tools for dealing with conflict within a group scenario
Practice using the 5-step process for resolving conflict
Develop an action plan for developing your communication and conflict resolution skills
Section
4
UP
63
MANAGEMENT/SUPERVISORY
Appreciative Leadership Workshop – MNT/SU114
Language English or French
Course Length 2 Days
Maximum Students 15
Target Audience Managers/Supervisor/Team Leads
Learning Objectives:
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.
Section
4
UP
64
MANAGEMENT/SUPERVISORY
Career Planning and Goal Setting – MNT/SU105
Language English, French
Course Length 2 Days
Maximum Students 15
Target Audience Managers/Supervisor/Team Leads
Learning Objectives:
Enable the participants to set realistic and achievable career goals. Direct participants in setting up
action plans to achieve their career objectives. Have participants assess their careers to date by
identifying their preferences, skills, aptitudes, interests, abilities and traits.
Course Content:
Self-assessment - fitting work skills to work preferences
Patterns and trends in each participant’s education, training and employment history
Aptitudes, interests and preferences
Current and ideal balance among work, family, social, recreational and intellectual activities - quality of
life
Aspects of their training and employment that are sources of satisfaction and dissatisfaction
Limits on their career progress arising from lack of training, skills and experience
Characteristics of their ideal jobs (Roles)
Review of current availability and trends for jobs by occupational groups:
Review trends in availability of work through counselling, placement and recruiting firms
Review of institutions providing training, their course offerings, fees and entrance requirements
Examine the merits and limitations of full time, part time and casual training
Examine the process of registration for training
Mentoring - how one finds and develops a mentoring relationship
Distinguish among and understand the interdependence of: long and short term career goals; financial and
income security goals; training and development goals and quality of life
Prepare an action plan consistent with ones needs and constraints
Identify specific objectives and time frames
Commit one’s self to implement the plan
Manage implementation of the plan
Review and evaluate results
Section
4
UP
65
MANAGEMENT/SUPERVISORY
Career Coaching Your Employees (CCE) – MNT/SU106
Language English or French
Course Length 1 Day
Maximum Students 15
Target Audience Managers/Supervisor/Team Leads
Learning Objectives:
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)
Section
4
UP
66
MANAGEMENT/SUPERVISORY
Competency Based Training – MNT/SU108
Language English or French
Course Length 2 Days
Maximum Students 15
Target Audience Federal Government managers and employees
Learning Objectives:
Assess personal and organizational skill requirements and capabilities within the new competency
framework.
Course Content:
Treasury Board, PSC and Department or Agency competency profiles
A flexible work force with work assignments oriented more towards tasks, projects and activities than
functions
What people do, and how well they do it, regardless of how these competencies were acquired.
Transferable skills or competencies - more important, to ‘getting the job done’ than technical knowledge
The future skill and competency requirements of your organization
Establish existing skill and competency profiles through the use of a customized questionnaire from which
the ‘gaps’ between what exists and what is required are tabulated and ranked
Identify competency needs
Both the quality of product and that the human resource needs of the organization are met
The issues and promote the skills and attitude helpful to building a unified culture throughout competency-
based training program
The values and ethics required of greater consumer orientation as each of the different required skills or
competencies is addressed
Section
4
UP
67
MANAGEMENT/SUPERVISORY
Facilitate Innovation – MNT/SU101
Language English or French
Course Length 5 Days
Maximum Students 15
Target Audience Managers/Supervisors/Team Leads
Learning Objectives:
o Know how to facilitate working groups work when challenged and / or to resolve problems
o To develop tools to better facilitate these teams
o Bring your organization to innovate more
o Improve your facilitation skills / facilitation
o Being recognized as a creative facilitator
o Adapt interventions to the target groups and challenges
Course Content:
o Introduction
─ Innovation: A matter of survival
─ The need and context of group facilitation
o The group facilitator
─ The qualities and characteristics of the host
─ The learning needs and styles of learning
─ The learning styles
─ Communication
o The consultation process
─ The role of the consultant
─ The process steps
o The development of creativity
─ Define imagination, creativity and innovation
─ Different forms of creative intelligence and how to develop
─ The blockages to creativity and how to get around
─ The behaviors that foster creativity
─ The secrets of creative geniuses
The creative genius innate or supported by technical?
Some technical creative geniuses
Make new combinations: The essence of creativity
Look at things differently
o The management of creativity and innovation
─ Unleashing Creativity
─ The enabling environment
─ Organizational brakes
─ The Leader of Innovation
Section
4
UP
68
MANAGEMENT/SUPERVISORY
Facilitate Innovation – MNT/SU101 (Continued)
o The innovation process and its tools
─ The process steps
─ The rules of effective thinking: Divergence and Convergence
─ Tools to diverge and converge
─ Use the right tools
─ Tips on animating
Section
4
UP
69
MANAGEMENT/SUPERVISORY
Four Generations– Four Approaches to work – MNT/SU117
Language English or French
Course Length ½ Days
Maximum Students 15
Target Audience General
Learning Objectives:
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
Section
4
UP
70
MANAGEMENT/SUPERVISORY
From Creativity to Innovation: Harnessing the Creative Potential of Its Organization –
Facilitate Innovation – MNT/SU111
Language English or French
Course Length 2 Days
Maximum Students 15 (can be customized workshop to accommodate individual
organization and/or team needs).
Target Audience Managers and Leaders of all levels
Goal:
Everywhere we talk about the need to innovate for our organizations. Easier said than done! Where to start?
From over 20 years of research and work with international experts, the host has developed an approach to
maximize the creative potential of teams. Besides being very practical, lively and participatory, this
workshop presents the results of several serious research and numerous application examples.
Learning Objectives:
o How to understand an individual’s creativity
o Discover the secrets of innovative organizations
o Explore management practices that foster innovation
o Understanding the use and application of tools for creativity in the pursuit of innovation
o Know transforming its organization to make innovative
Course Content:
o The Innovative Organization
─ What is creativity and where does it come from?
─ The difference between creativity and innovation
─ The need for innovation
• Study "IBM Global CEO study"
• The strategies of the past and the future
• Examples of success
─ Three components to transform creativity into innovation
o Creativity and Personal Development
─ Creativity accessible to all
─ The characteristics of a creative person
• Creativity and intelligence
• 2 types of thinking / 2 types of jurisdiction
• The secrets of creative geniuses
• DNA Innovator: The behaviours that lead to creativity
• The personal qualities of the innovator
─ Support the development of innovation skills
Section
4
UP
71
From Creativity to Innovation: Harnessing the Creative Potential of Its Organization –
Facilitate Innovation – MNT/SU111 (Continued)
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
Section
4
72
From Creativity to Innovation: Harnessing the Creative Potential of Its Organization –
Facilitate Innovation – MNT/SU111 (Continued)
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
Section
4
UP
73
MANAGEMENT/SUPERVISORY
Gyroscope: The Impact of Your Decisions on Human Performance – MNT/SU110
Language English or French
Course Length 2 Days
Maximum Students 15 (can be customized workshop to accommodate individual
organization and/or team needs).
Target Audience Managers and Leaders of all levels
Learning Objectives:
o Be aware of the major impact of the manager's actions in times of turbulence and change
o Understanding human dynamics in organizations and assess the impact of decisions on it
o Understanding and anticipating the reactions of employees at the actions and decisions of the manager
o Improve its own ability to increase productivity while considering the human aspect
Course Content:
PART I: SIMULATION
In teams of 3 to 6 people and through a simulation, participants will have to take various decisions that impact
human performance of a fictitious organization. After each of the three parts of the simulation, they can see the
impact of their actions on the various components of human performance:
o Their leadership and energy level
o Employees
─ The level of influence
─ The level of risk-taking
─ The energy level
─ The quality of work life
─ Confidence in the leader
PART 2: ANALYSIS OF SIMULATION
o Back to the simulation / analysis of our performance
o What influences human performance
o Discussion in small groups
─ Follow-up of actions
─ The effects of the manager’s behavior
PART 3: MY ORGANIZATION’S DEVELOPMENT (for training 1 ½ to 2 days)
o Diagnosis of my organization (the face of human performance)
o Major causes of the current situation
o Upcoming events that will affect individuals
o The fragile factor
o Potential Actions / Action Plan
Section
4
UP
74
MANAGEMENT/SUPERVISORY
Leading Through Change – MNT/SU113
Language English or French
Course Length 1 Day
Maximum Students 15
Target Audience Managers/Supervisors/Team Leads
Learning Objectives:
This workshop will increase your personal and social competencies as a leader. It will provide
managers and supervisors with a number of experiences and concrete tools that they could use as
they lead others through change. This workshop is meant as a complement to any organizational
change process undertaken in the workplace in that it provides basic managerial skills to
effectively lead others by focusing on the personal and social competencies required of a manager
as they guide others through a change.
Course Content:
o Identify personal and social competencies that facilitate my capacity to lead through change.
o Enhance my personal and social competencies through exercises and tools so that I could respond to
changes more constructively
o Create an individual possibility statement that will act as a guidepost for leading others through change.
Section
4
UP
75
MANAGEMENT/SUPERVISORY
Leading Through Resistance– MNT/SU116
Language English or French
Course Length 1 Day
Maximum Students 15
Target Audience Managers/Supervisors/Team Leads
Learning Objectives:
This workshop is designed for people interested in learning how to become an effective facilitator
in order to facilitate small and large group meetings and events effectively. The goal of this
workshop is to develop the necessary skills and techniques to be an effective facilitator. Topics
include how people learn, the role of the facilitator, and tools and techniques for designing and
facilitating participatory lessons. Additional topics such as assessment and evaluation, cross-
cultural facilitation, conflict resolution, and working with a facilitation team will also be explored.
The workshop will incorporate various training materials and resources of the International
Association of Facilitator’s into the training sessions.
Course Content:
o To distinguish between a reaction to change and a resistance to change
o To develop effective managerial skills in front of resistance
o To use resistance as a building block for employee engagement
Section
4
UP
76
MANAGEMENT/SUPERVISORY
Strategic Thinking and Planning – MNT/SU109
Language English or French
Course Length 1 Day
Maximum Students 15
Target Audience General
Learning Objectives:
To develop, strengthen and encourage strategic thinking and understand factors that build strategic
alliances and partnerships:
─ Know why a Strategic Plan is necessary.
─ Learn the key steps in leading a strategic plan preparation.
─ Understand how and why to use expert resource (internal and external).
─ Understand the importance of individual and team effort in strategic planning
─ Learn how to set realistic, achievable goals in building a strategic plan.
─ Develop performance indicators.
─ Apply Results Based Management (RBM) in monitoring performance.
Course Content:
Develop vision, mission, strategic objectives
Conduct SWOT Analysis: Strength, Weaknesses, Opportunities and Threats
Conduct Stakeholder Analysis (internal, external)
Identify strategic issues and strategies
Determine current objectives
Understand Results Based Management (RBM) concept and apply performance measurements
Section
4
UP
77
MANAGEMENT/SUPERVISORY
Strategies to Help People During Transition and Change – MNT/SU115
Language English or French
Course Length 1 Day
Maximum Students 15
Target Audience General
Learning Objectives:
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.
Section
4
UP
78
MANAGEMENT/SUPERVISORY
Team Building – MNT/SU103
Language English or French
Course Length 2 Days
Maximum Students 15
Target Audience General
Learning Objectives:
Use the social styles model Trima and lay a foundation for a better team by allowing them to:
─ Understanding and dealing with the diversity within their team
─ Better interact and get along with their team members
─ Develop trust and collaboration among team members
─ Better perform individually and collectively
Course Content:
1. The team and its members
o The social styles
─ Diversity sources of complementarities
─ The five social styles
─ Main differences between styles / each person is unique
─ Get to know your teammates to better understanding them
o The successful team
─ Video: "Building a Team"
─ The four dimensions of successful teams
─ The profile of the team: challenges and sources of opportunity
─ The influence of social styles in the work of the team
─ Accountability
─ The development team
o The normal stages of evolution of a team
o Accelerate the development team / become a real team
2. The team at work
o Decision-making
─ The impact of the decision making style
─ Consensus building
─ Useful to achieve consensus behaviors
─ The decision-making process
o The team’s roles
─ Various approaches to work / problems
─ Roles relevant to task
─ Relational Roles
─ The complementary roles
o Performer
─ My role / contribution in my team
─ Plan and execute tasks cohesively
─ Optimizing Outcomes
Section
4
UP
79
Team Building – MNT/SU103 (Continued)
o The team’s communication
─ Communicate intelligently
• language differences
• Communicate to understand
• Giving and receiving feedback
─ Listening
• The reality of listening
• The dimensions of active listening
• My listening skills
o The Leadership Team
─ Different forms of leadership
─ Sharing leadership
─ The exercise of my leadership
3. Relationships in the team
o Getting along
─ Respecting Differences
• Understanding different ways of acting and the needs of others
• Dealing with different ways of seeing / different priorities
─ Establish a positive climate
• Collaboration
• The impact of trust
• Establish a climate of trust and collaboration
o Conflict
─ The basis for improved relations
─ Attitudes in conflict resolution
─ Benefits / adverse effects
─ Differences in perception
─ Prevent / resolve conflicts through collaboration
─ Matrix diagnosis/finding solutions to real causes
Section
4
UP
80
PRE-RETIREMENT SEMINARS – SECTION 5
PLANNING RETIREMENT EARLY – PR 101
Language English or French
Course Length 2 Days
Maximum Students 15
Target Audience Individuals 40 years and younger who want to plan for their retirement
and achieve a balanced lifestyle.
Learning Objectives:
This highly participative instructor-led program offers basic principles and practical tools to
achieve financial security and a balanced life style.
The emphasis is placed on developing financial and life goals and an action plan.
Course Content:
Identify and address challenges they face in achieving financial security
Plan their financial futures
Examine their present lifestyle
Develop goals and an Action Plan
Fundamentals of Financial Planning
Basic Tax Planning
Fundamentals of Investing
Estate Planning
Perspectives on Retirement
Section
5
81
PRE-RETIREMENT SEMINARS – SECTION 5
Pre- Retirement Planning – PR 102
Language English or French
Course Length 2 Days
Maximum Students 15
Target Audience General – People that have 10 years or less before retiring.
Learning Objectives:
Participants gain understanding of the implications of retirement on personal life, social life,
recreation, work, estate and finances as a basis for retirement decision making.
Assessments of each participants’ preparedness for retirement.
Retirement goals and action plan of each participant for a successful retirement.
Course Content:
Retirement goals
Financial planning
Pension plans: understanding, benefits, when to retire, etc.
Lifestyle changes: activities in retirement, meeting needs currently satisfied by work communications
between partners and other social needs
Legal estate planning
Health, ageing and well-being in retirement
Accommodation Planning
Section
5
UP
82
PROFESSIONAL AND PERSONAL DEVELOPMENT – SECTION 6
Adapting to Change – Change Management - PPD104
Language English or French
Course Length 1 or 2 Days
Maximum Students 15
Target Audience General
Learning Objectives:
To understand and apply key change principles to the workplace. Understanding the three phases
of transition and how to move forward in each.
Course Content:
o Understanding the stages, impact, personality differences, common reactions and emotions in situation of
change and transition.
o Gaining a better understanding of personality differences and integrating this into the change management
process.
o Identifying and discussing employees personal reactions related to change and turning it into a positive
experience.
o Learning strategies for coping with change and developing “change hardiness”
o Identifying self-management and personal leadership strategies for working in uncertain and constantly
changing environments.
o Understanding the need and process for receiving management support during change and transition
o Dealing with change cheers, fears and unclear.
o Developing a change action plan.
This is a highly interactive and participative workshop. Several self-evaluation tools will be used to assist in the
learning process. Participants will also work in teams and groups on several change management exercises and then
come together in plenary for group discussion, sharing and learning.
Section
6
UP
83
PROFESSIONAL AND PERSONAL DEVELOPMENT
Advanced Facilitation – PPD101
Language English or French
Course Length 2 Days
Maximum Students 15
Target Audience General
Learning Objectives:
Gain skills in facilitating teams and work groups to achieve their objectives based on a foundation
of basic facilitation skills including: understanding the role of the facilitator; questioning
techniques; use of flip chart; sorting, organizing and summarizing and seeking consensus and
closure.
Course Content:
Refresher of basic facilitation skills
Understanding team and group development
Active listening and mirroring
Giving feedback
Dealing with conflict and interpersonal differences
Defining the problem
The problem solving process
Win-win, win-lose, lose-lose
Building an action plan
Mini-lectures, reading, videos, problem-solving tools, conflict styles, FIRO-B or other self-evaluation
instruments, all participants will practice facilitating, will be taped and provided with immediate feedback
This workshop incorporates problem solving; conflict resolution, consensus building and advanced facilitation
practice depending on length of course and background of participants.
Section
6
UP
84
PROFESSIONAL AND PERSONAL DEVELOPMENT
Animation of Meetings – PPD102
Language English or French
Course Length 1 Days
Maximum Students 15
Target Audience General
Learning Objectives:
─ To enable participants to identify and tame the anticipated difficulties in conducting an assembly
─ Develop communication skills
─ Know how to prepare and organize a meeting
─ Reacting to events and disruptive behavior
Course Content:
o Meetings
─ Anticipated difficulties and problems encountered
─ Meeting Types - Particulars and conditions for success
─ The overall role of the facilitator
o The preparation of the meeting
─ Basic questions
─ The need for the meeting - Alternatives
─ Selection of participants – How to recognize them!
─ Develop an agenda
─ To do list
o Animating a meeting
─ The behavior of the facilitator
The different roles of the facilitator
Types of facilitator to not imitate
Common behavioral errors Facilitator
─ Manage disruptive behavior and events
─ Communication during the meeting
Disturbances
Vocabulary to ban
Handle objections
Stimulate discussion / encourage participation
o The follow-up of a meeting
─ The minutes / log execution
─ Monitoring actions
─ Evaluation of the meeting
Section
6
UP
85
PROFESSIONAL AND PERSONAL DEVELOPMENT
Bringing Balance to Life – PPD105
Language English or French
Course Length 1 Day
Maximum Students 15
Target Audience General
Learning Objectives:
As life becomes more complicated, with new demands added daily, employees have to learn to be as
creative and flexible as possible, to better manage themselves and bring balance to life.
Course Content:
o This seminar helps participants examine:
─ Old patterns that don’t work
─ Find new alternatives that will work
─ Making “choices” out of “have to’s”
─ Proposed method to prioritize demands
─ Manage your time
─ What is important
Throughout the seminar, the facilitator and participants will share tips and ideas.
Section
6
UP
86
PROFESSIONAL AND PERSONAL DEVELOPMENT
Developing Your Capacity to Anticipate – PPD121
Language English or French
Course Length 1 Day
Maximum Students 15
Target Audience General
Learning Objectives:
o Learn to act rather than react
o Learn to read and understand its environment
o Learn to better anticipate the market and events
o Ability to use its distinctive strengths to meet the trends
Course Content:
o Introduction
─ Agility; The basis for success
─ Anticipate and "timing"
─ Intuition and anticipation
o Understanding the Context
─ Customers and markets
─ What the customer really buys
─ The concept of tasks
─ The universal needs
─ Our organization
─ Our distinctive strengths / our vulnerabilities
─ The problems experienced / issues
─ Information sources
─ The environment
─ Stakeholders
─ The current and potential competition
─ The effect of the balance
o Strategies and tools to advance
─ Behaviors to better "see"
─ Challenging / think in terms of possibilities
─ Understanding the warning signs / evolving signals
─ Collect / information segments
─ Use stakeholders
─ Evaluate opportunities / develop scenarios
─ Some tools
o Stand out
─ Targeting the right customers with the right products
─ See the usefulness of technology to better meet the needs
─ Develop an agile organization to adapt quickly
─ Anticipate problems before they occur
─ Decisions and accept errors / learn from experience
Section
6
UP
87
PROFESSIONAL AND PERSONAL DEVELOPMENT
Developing Your Creativity: Wake Up the Creative Genius In You- PPD122
Language
English or French
Course Length 2 Days
Maximum Students 15
Target Audience General
Goal:
An extensive IBM study published in 2012 puts creativity at the top qualities of the leader today and
concludes with the need to innovate to survive in an economy increasingly competitive, hence the
importance of developing this skill throughout our organizations. During the last twenty years, the
facilitator has studied and worked with international experts to better understand the development of
creativity. He will share his thoughts with the participants of this workshop to help them maximize their
creative potential and thus ensure their place in a labor market increasingly demanding. A practical
workshop, interactive and dynamic, where everyone will come out with ready to use tools.
Learning Objectives:
─ Learn to look and think differently;
─ Explore the behavior of creative people;
─ Discover the secrets of creative genius;
─ Understanding and experience some creativity tools;
─ Develop your personal creativity.
Course Content:
Creativity and Development
o Creativity and creative person
─ Define imagination, creativity and innovation
─ Different forms of creative intelligence and how to develop them
─ Personal qualities of creative people
o Optimize your creative potential
─ The mental process of creativity
─ The blockages to creativity and how to get around
─ The secrets of creative geniuses
The creative genius: innate or supported by techniques?
Some techniques from creative geniuses
Make new combinations: The essence of creativity
See differently
─ The behaviors that foster creativity
Section
6
UP
88
Developing Your Creativity: Wake Up the Creative Genius In You – PPD122 (continued)
Creativity and Tools
o The creative process of problem solving
─ Ask the right questions / identifying issues
─ Divergence and Convergence: two distinct needs for innovation
─ The rules of divergence
─ The conditions for successful ideation sessions
o Tools / Techniques
─ Brainstorming and brain writing
─ Visual techniques
─ Multiple perspectives
─ Fantasy
─ Analogies and Metaphors
─ Technical Association
─ Provocative techniques
─ Convergent techniques
Conclusion
o Several reasons to cultivate creative abilities
o Additional exercises to develop and take advantage of your creativity
o Personal Action Plan
Section
6
UP
89
PROFESSIONAL AND PERSONAL DEVELOPMENT
Effective Team Development – PPD106
Language English or French
Course Length 1 Day
Maximum Students 12
Target Audience General
Learning Objectives:
Examining how to use the team concept toward achieving personal and organizational success.
Using teamwork toward developing a sense of ownership, empowerment, personal pride,
camaraderie, belonging, challenges and job satisfaction.
Course Content:
o Using organizational values as team building blocks
o Examining the key elements of teams
o Building relationships through understanding personality differences
o Emotional intelligence and the role it plays in building relationships
o The role of attitude
o Understanding the value of competencies and behavioral descriptors
o The five dysfunctions of a team (Lencioni)
o Developing an action plan for success
o Building fun into the process a team activity
This is a highly interactive and participative workshop. Participants will work in groups and teams on several
exercises and then come together in plenary for group discussion, sharing, input and learning. Several assessment
instruments are used to enhance the understanding and learning process.
Section
6
UP
90
PROFESSIONAL AND PERSONAL DEVELOPMENT
Evaluating Performance – PPD120
Language English or French
Course Length 2 Days
Maximum Students 10 (varies with specific audiences)
Target Audience Managers/Supervisors in leadership positions
Learning Objectives:
Provide participants with a systematic step-by-step process for conducting appraisals that reduce
defensiveness and conflict while increasing quality and productivity.
Course Content:
Identify why managers and employees dread performance appraisals
Demystify the process for employees and make the process power tools for managers
Review performance appraisal options
Discuss universal techniques and principles for effective management
Define performance factors and standards using actual case studies
Create an “Employee Development Plan” through the appraisal process
Write an appraisal
Prepare for an appraisal meeting
Building a productive atmosphere
A performance appraisal plan with ongoing coaching and counselling throughout the year
Techniques on productive communication and defusing defensiveness
Section
6
UP
91
PROFESSIONAL AND PERSONAL DEVELOPMENT
Group Consensus Building – PPD109
Language English or French
Course Length 1 Day
Maximum Students 15
Target Audience General
Learning Objectives:
Gain skills in facilitating and participating in teams and groups to reach consensus within
work units and across work units.
Course Content:
Definition of consensus
Establishing norms
Using “I” and DESC language
Facilitator role/differences in facilitating own work group or crossing work groups
Identify current situation/issues
Finding common ground
Move to win-win
Debriefing
Section
6
UP
92
PROFESSIONAL AND PERSONAL DEVELOPMENT
Innovating In The Public Service: Fiction or Reality – PPD123
Language English or French
Course Length 1 Day
Maximum Students 15
Target Audience General
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.
Learning Objectives:
─ To understand individuals’ creativity
─ Discover the secrets of innovative organizations
─ Consider innovation in the context of the public service
─ Explore management practices that foster innovation
─ Understanding the use and application of tools for creativity in the pursuit of innovation
─ Know how to use the internal skills and structure its organization to innovate
Course Content:
o Innovation in the Public Service: Possibility or Necessity?
─ The reality of public service
─ The features, myths and challenges of public service
─ Organizational culture: The benefits and misfortunes
─ The opportunity to become a model of public management
o The Innovative Organization
─ What is creativity and where does it come from?
─ Difference between creativity and innovation
─ The need and applications of innovation in the public service
─ The strategies of the past and the future
─ Examples of success
─ Three components to transform creativity into innovation
o Developing Creative Skills
─ Creativity accessible to all
─ The characteristics of a creative person
─ Creativity and intelligence
─ 2 types of thinking / 2 types of jurisdiction
─ The secrets of creative geniuses
─ DNA Innovator: The behaviors that lead to creativity
─ The personal qualities of the innovator
─ Support the development of innovation skills
Section
6
UP
93
Innovating In The Public Service: Fiction or Reality – PPD123 (Continued)
o Transforming the creativity to innovation
─ Create winning conditions
• Where and how to innovate?
• Different stimulants
• Potential actors
• Clients and Innovation
• The ability to innovate: Five essential conditions
• A culture of innovation
─ The three pillars of an innovative organization
• Individuals
The creative skills
Expertise and knowledge
The motivation for the task
• The work environment
Resource
The team
Management practices
• The leadership of innovation
A shared vision
The strategy of innovation
Structure and Process
o Develop a strategy for innovation
─ Implement pillars: Four large blocks of decision and action
• The guidelines
• Roles and responsibilities
• Support mechanisms
• Monitoring mechanisms
─ Some considerations in the innovation strategy
• Governance
• Principles of Management
• Adaptation of existing processes
• Allocation of resources
• The stimulation activities and exchange
• Talent Management: Attracting, developing and retaining talent
• The management ideas
• Communication / mobilization
• Understand our organizational barriers to innovation and eliminate
o Tools of creativity
─ Meeting the challenges with a creative process
─ Measuring out divergence and convergence
─ Ask the right questions / identifying issues
─ The role and deployment of creative tools
─ The conditions for successful ideation sessions
─ Must-tools
o Conclusion
─ The coming decades
─ The challenges of innovation in our public organizations
Section
6
UP
94
PROFESSIONAL AND PERSONAL DEVELOPMENT
Managing Priorities (with In-Basket-Exercises) – PPD103
Language English or French
Course Length 1 Day
Maximum Students 15
Target Audience General
Goal:
Imagine that when you arrive at the office the president asks you to replace the victim of a heart attack vice-
president. Her basket of mail overflows. But you have a plane to catch, leaving you little time to perform
these various tasks. Will you succeed?
The one-day workshop includes an exercise of about 2 ½ hours “basket correspondence "(In-Basket). The
second part of the workshop includes a return to the exercise to deepened management of priorities.
Learning Objectives
─ Master the art of managing priorities
─ Learn to work under pressure
─ Improve your ability to make decisions
─ Develop your ability to analyze, assess and resolve problems quickly
─ Know how to delegate properly
Course Content:
o Exercise of correspondence (In-basket)
o Manage priorities
─ Assessing priorities
─ Urgency and importance
─ The organizational priorities: The Strategic Framework
─ Plan
o The delegation for managers
─ The role and importance
─ When, how and why
─ The steps
─ Empower: A RICH model
o Decision making
─ Types and Characteristics
─ The decision process
─ Professional Trends
Section
6
UP
95
PROFESSIONAL AND PERSONAL DEVELOPMENT
Performance Management – PPD111
Language English or French
Course Length 2 days
Maximum Students 15
Target Audience General (Participants should have some supervisory or mid-
management experience.)
Learning Objectives:
How to develop a systematic, data oriented approach to managing people at work that relies on
positive reinforcement as the major way to maximizing performance.
Identifying essential job functions relevant to the mission, vision and values of the organization
and developing realistic and appropriate performance standards.
Course Content:
o What is performance management
o Organizational/Employee value of performance management
o Adding value to the organization
o Behavior versus results
o The ABD model of behavior change
o The basic reasons why people do not do what we want them to do
o Increasing the frequency of positive behavior through positive reinforcement
o Developing ongoing and key commitments
o Guidelines for giving constructive feedback
o Preparing the performance planning and reporting document
o Delivering the performance evaluation
o Opening the lines of communication
o Guidelines for correcting unwanted behavior
o This is a highly interactive workshop. Participants will work in teams and groups on several activities and
then meet in plenary for group discussion, sharing and learning
This is a highly interactive workshop. Participants will work in teams and groups on several activities and then
meet in plenary for group discussion, sharing and learning
Section
6
UP
96
PROFESSIONAL AND PERSONAL DEVELOPMENT
Preparing for an Appointment Process – PPD112
Language English or French
Course Length 1
Maximum Students 15
Target Audience General (Participants should have some supervisory or mid-
management experience.)
Learning Objectives:
Provides participants with tips, tools and techniques essential to effectively prepare for the
appointment process, in particular within the Federal Government. The workshop will address
key areas to focus on when applying to an appointment process and preparing for the interview.
Course Content:
o Overview of the Public Service Employment Act (PSEA)
o Overview of the Statement of Merit (S of M)
Key Elements:
o Knowing Yourself
o Knowing the Organization
o Letter of Introduction
o The Resume
o Follow-up
o Preparing for the Interview
The workshop can be customized to meet specific client needs.
Section
6
UP
97
PROFESSIONAL AND PERSONAL DEVELOPMENT
Problem Solving & Solution Building – PPD113
Language English or French
Course Length 2 Days
Maximum Students 15
Target Audience General
Learning Objectives:
To understand and apply the problem solving process to any workplace problem and to build
solution.
Course Content:
Basic facilitation skills or refresher depending on background of participants
Multi-voting technique
Nominal group technique
Common problem solving pitfalls
Defining the problem
Analyzing potential causes – the why technique/ fishbone diagram
Identifying solutions
Selecting the best solution
Developing an Action Plan
Implementing solutions and evaluating progress
Debriefing
Mini-lectures, reading, problem solving tools including; brainstorming, cause and effect diagram, SWOT
All participants will practice using different problem solving tools, facilitating a group to solve a problem,
and receive feedback
Note: More advanced workshops would include more problem solving tools such as: force-field analysis, matrix
diagram, criteria rating form instruments.
Section
6
UP
98
PROFESSIONAL AND PERSONAL DEVELOPMENT
Process Improvements – PPD124
Language English or French
Course Length 1 day
Maximum Students 15
Target Audience General - Staff responsible for improving a process (es)
Learning Objectives:
─ Experience the concept of process improvement
─ Learn a structured process improvement approach
─ Understand the methodology and conditions for success
─ Know and understand the tools available to optimize a process
─ While identifying the roles and responsibilities of such a move
Course Content:
o Introduction
─ Objectives / Content
─ Exercise icebreaker "improve"
o The concept of process
─ What is a process?
─ Process improvement
─ Why improve processes
─ The objectives of process improvement
o The strategy process improvement
─ Prioritize (criteria)
─ Roles & Responsibilities
─ Improvement plan
─ The conditions for success
─ Process improvement and continuous improvement
─ Manufacturing golf balls (simulation of the improvement of a process)
o A structured improvement of a process approach
─ Planning
─ Define process (diagram)
─ Customers Process
─ Analyze business process
─ Improvements
Recommendations
Applications
Update Process
─ Initiate an effort for continuous process improvement
Section
6
UP
99
PROFESSIONAL AND PERSONAL DEVELOPMENT
Profitable Innovation: Focus on the Innovation Effort - PPD125
Language English or French
Course Length 1 Day
Maximum Students 15
Target Audience General
Learning Objectives:
Understanding the phenomenon of market innovation
Know innovate in response to a need
Understand the basics to target a market for an innovative product
Organizing to achieve a breakthrough in a market
Course Content:
o Introduction
─ Why good companies stumble
─ The challenges of innovation
o Clients and markets
─ What the customer really buys
─ The concept of tasks
3 types of tasks
The universal needs
The context of use
The product function: Support the tasks
─ The purchasing criteria and their evolution
o Disruptive Innovation or building
─ Differences and features
─ Disruptive Innovation
Myths about disruptive innovation
Theories Christensen
Technological challenge or marketing
The potential for new products
Priority product attributes for different markets
5 revealing principles
o Harnessing markets
─ Different starting points of innovation
─ Innovation and competition
─ Existing Vs Emerging Markets
─ Dominant / small market
o Strategic Innovation
─ The innovative organization
The 3 pillars
Organizational Competence and Innovation
─ The innovation strategy
Leader or Follower?
Target efforts
Use distinctive competencies / technology
Sales Cannibalization
Keep his place while taking a new place
Learning Plan Vs implementation plan
Section
6
100
PROFESSIONAL AND PERSONAL DEVELOPMENT
Self as an Instrument of Change – PPD108
Language English or French
Course Length ½ Day
Maximum Students 15
Target Audience General
Learning Objectives:
The objective of this session is to help us understand that the most powerful instrument we have in
helping others navigate change is ourselves. Our ability to use ourselves potently relies in large
part on the level of awareness we have about the impact we have on others, and our ability to
make choices to direct and modify that impact.
Course Content:
Customized to clients requirements.
Section
6
UP
101
PROFESSIONAL AND PERSONAL DEVELOPMENT
Stress Management – PPD114
Language English or French
Course Length 1 Day
Maximum Students 15
Target Audience General
Learning Objectives:
To help participants identify stress in the workplace or in their own personal experiences.
To understand the impact that it has on one’s health and effective steps for reducing it.
Course Content:
o What is stress
o Understanding personality differences
o Knowing yourself
o Steps for effectively reducing stress
o Conducting a stress analysis
o Asserting your rights
o Learning to say “no”
o Looking after your health
o Turning your day into laughter, fun and play o Moving forward
This is a highly participative workshop. Several assessment tools will be use to help participants better understand
stress and how to measure stress within the workplace. There will be group and team activity followed by plenary
sessions for group discussion, sharing and learning.
Section
6
UP
102
PROFESSIONAL AND PERSONAL DEVELOPMENT
Time/Stress Management for Professionals – PPD116
Language English or French
Course Length 1 Day
Maximum Students 15
Target Audience Management
Learning Objectives:
Provide participants with: an understanding of stress, its physiological and psychological aspects;
ways to identify the sources of stress; basis for better managing stress and fundamentals of priority
setting & workload planning and use of various techniques.
Course Content:
Develop a plan of action
To better manage stress in their lives
Apply time management principles
Use delegation techniques
Section
6
UP
103
PROFESSIONAL AND PERSONAL DEVELOPMENT
Time Management - Working Smarter Not Harder– PPD117
Language English or French
Course Length 1 Day
Maximum Students 15
Target Audience General
Learning Objectives:
Examining the key factors that influence workload management and steps toward improving
productivity. Examining a work-life balance.
Course Content:
o What is the “psychology” of workload management
o Examining what motivates us
o Ten strategies in dealing with procrastination
o Examining the key elements of effectiveness and efficiency
o Understanding the time management matrix
o Applying the 80/20 rule
o Tips for improving productivity (Jan Jasper)
o Factors that negatively impact on workload management
o Techniques for working smarter
o Setting and managing priorities
o Managing stress
o The four “A’s” in dealing with stressful situations
o Examining work-life balance
o The role of “what I value”
o Developing a personal goal
This is a highly interactive and participative workshop. A number of instruments are used to assist in understanding
and learning. Participants will work on several exercises individually, and in teams and groups and then come
together in plenary for group discussion, sharing and learning.
Section
6
UP
104
PROFESSIONAL AND PERSONAL DEVELOPMENT
Time Management and Priorities – PPD126
Language English or French
Course Length 1 Days
Maximum Students 15
Target Audience General
Learning Objectives:
o Review work habits to best use his time
─ Learn to master time management
─ Learn to work according to priorities
Course Content:
o My personal choice
─ My motives and my preferences
─ The balance in my life
─ The laws of time
o Analyze the use of my time
─ My work habits
─ My productive periods
─ Mail and meetings
─ Know your business (Role, challenges, threats and opportunities)
─ Urgent and important Unsharing
─ Time management and my preferences
─ My relationship with time and priorities
─ The vicious circle of time
o Control Over Time
─ Save time and make sense of his time
─ Take advantage of productive hours
─ Organize your time / plan / manage his agenda
─ The time deterrent / strategies time savers
─ Manage Information
• Access
• Filtering
• Treatment
o Maintain control / manage priorities
─ Identify priority activities
─ Make choices / say no
─ Avoid disruptions
─ Manage emergencies
─ Habits to expand / develop effective strategies
─ Avoid procrastination
o Personal Action Plan
Section
6
UP
105
PROFESSIONAL AND PERSONAL DEVELOPMENT
Work Planning for Better Life Balance – PPD118
Language English or French
Course Length 1 Day
Maximum Students 15
Target Audience Employees who aspire to or who may be required to be team leaders or
team members
Learning Objectives:
This highly interactive workshop will provide participants with an opportunity to explore their
work-life balance, what it means to them, how they would plan to achieve their “personal
balance”, strategies to remove barriers, change response, and to move towards the desired
“personal balance”.
Course Content:
o Discuss work/life balance and what it means to us.
o Talk about our roles, responsibilities and choices.
o How do we respond to change?
o Identify barriers and obstacles:
─ Problems/challenges and difficulties
─ Social pressure and expectations
─ Adapting to life.
o Develop strategies to achieve personal work/life balance.
o Set goals, determine where you want to go and what you need to do, stay on track and achieve a balanced
lifestyle.
o Personal commitment, support system and action plan.
Section
6
UP
106
PROFESSIONAL AND PERSONAL DEVELOPMENT
Working in Teams – PPD119
Language English or French
Course Length 1 Day
Maximum Students 15
Target Audience Employees who aspire to or who may be required to be team leaders or
team members
Learning Objectives:
Prepare participants to take effective roles in teams, as leaders or members.
Create effective teams to enhance individual effectiveness and development.
Develop attitudes and behaviours that support teams.
Course Content:
Team characteristics and behaviours
Teams as learning environments
Needs of individuals on teams
Interpersonal relations and communications in teams
Team leader / member roles and responsibilities
Team dynamics - readiness
Organizational context
Functional roles
Power and Influence
Models of teams in action
Feedback and communication
Impact of real situations on leadership style in teams
Existing team diagnosis, process and difficulties, as well as conflict reduction / consensus building
techniques
Models and simulations of teams at work in organizing and achieving project objectives
Section
6
UP
107
PROJECT MANAGEMENT – SECTION 7
BEVA Global Management is a Registered Education Provider recognized by the Project
Management Institute.
Participants will accumulate Professional Development Units (PDUs) when attending BEVA
courses that are identified in the Project Management Institute R.E.P. Directory (CCRS).
UP
108
PROJECT MANAGEMENT
Project Management – Advanced – PM103
Language English or French
Course Length 2 Days
Maximum Students 15
Target Audience Managers/Supervisors/Team Leads/Team Members
PDUs
Goal:
To teach participants various project management elements and to increase their efficiency in the
implementation / monitoring and controlling and project closure phases.
Learning Objectives:
The objectives of this course are to show participants the processes, tools and techniques, and best
practices of Project Management throughout the project life-cycle.
Course Content:
o Process Groups according to the Project Life Cycle
─ Initiating
─ Planning
─ Executing
─ Monitoring and Controlling
─ Closing
o Knowledge Areas
─ Ten knowledge areas identified by the Project Management Book of Knowledge (PMBOK)
o Project Initiating (Identification)
─ Identify a problem or requirement
─ Identify Stakeholders
─ Identify and analyze options and solutions
─ Recommend a project
─ Create a project brief (project charter)
o Project Planning
─ Work Breakdown Structure (WBS)
─ WBS Dictionary
─ Task Sequencing
─ Critical Path – Network Analysis, Gantt Chart
─ Resources – Technical Knowledge, Availability, Allocation
─ Duration – Productivity / Lost Productivity
─ Estimating and Costing
─ Risk Management / Quality
─ Project Approval
Section
7
UP
109
PROJECT MANAGEMENT
Project Management – Fundamentals – PM101
Language English
Course Length 2 Days
Maximum Students 25
Target Audience
PDUs
Managers/Supervisors/Team Leads/Team Members/Operations
12
Learning Objectives:
Given an assigned case study, or working on an existing project, the learner whether in management, administrative
or operations will create a project charter, a WBS, RACI chart and, communications plan to allow a project team to
accomplish project objectives.
Expected Outcomes:
Performed-Based activities will be used as the type of assessment to measure the student achievement of those
outcomes. The learner will be part of a group (project team) for which they will participate in workshops to
complete various project documentations (objectives).
As an example the group will have a template and create a project charter (WBS, RACI chart and communications
plan) based on the assigned case study or a real project that one of the learners is working on. The instructor will go
around ensuring they understand the work to be done as well to answer questions.
The course duration is two days.
Methodology:
The methodology used in this two day training rests on an interactive approach where the instructor incites
participants to collaborate with him. The instructor will guide and help the participants to increase their knowledge
and experience in order to integrate this new material into their working environment.
This approach will cover:
Process Groups according to the Project Life Cycle
Initiating
Planning
Executing
Monitoring and Controlling
Closing
Knowledge Areas
Ten knowledge areas identified by “A Guide to the Project Management Body of Knowledge (PMBOK®
Guide) Fifth Edition will be covered.
The Organization and the Projects
Vision, Mission and Strategic Plan
Section
7
UP
110
Project Initiating (Identification)
Create a project charter (project brief)
Identify Stakeholders
Project Planning
Work Breakdown Structure (WBS)
Sequence Activities
Effort / Duration
Develop a Network Diagram
Critical Path – Network Analysis
Schedule a Project - Gantt Chart
Schedule Compression
Estimate Costs
Quality
RACI Chart
Communication
Risk Management
Procurement
Project Execution/Control
Executing a Project
Monitoring and Controlling a Project
Project Closure
Lessons Learned
Deliver the Product
Project Closure Report
Course Evaluation
A course evaluation will be completed by the learners once the course is finished.
Supplement Material
A student manual is available for the learner to follow during the instructor’s presentation as well as a case study.
Benefits to the participants
Throughout the activities, the learners will be able to examine their current practices in project management and
will be able to apply new methods which will enhance their work performance.
UP
111
PROJECT MANAGEMENT
Course to be Determined
Language
Course Length
Maximum Students
Target Audience
THIS PAGE HAS BEEN INTENTIONALLY LEFT BLANK.
Section
7
UP
112
PROJECT MANAGEMENT
Course to be determined
Language
Course Length
Maximum Students
Target Audience
THIS PAGE HAS BEEN INTENTIONALLY LEFT BLANK..
Section
7
UP
113
PROJECT MANAGEMENT
Financial Management for Project Management Professionals – PM106
Language English or French
Course Length 3 Days
Maximum Students 15
Target Audience Managers/Supervisors/Team Leads/Team Members
PDUs
Learning Objectives:
This course offers a comprehensive approach to understanding the importance of Financial
Management in managing projects and programs. Corporations invest large amount of money in
capacity creation based on certain financial assumptions that protects the asset of organizations.
Project managers thus have the obligations and responsibility to ensure proper use of capital
assigned to them and meet all project objectives. Time is money and project managers need to
appreciate, in their execution of projects and programs, the relevance and importance of financial
management in the following areas to make effective project decisions: Financial Accounting,
Managerial Accounting and Corporate Finance.
Section
7
UP
114
PROJECT MANAGEMENT
How to Use Collaboration Tools To Manage Projects – PM107
Language English or French
Course Length 1 Day
Maximum Students 15
Target Audience Managers/Supervisors/Team Leads/Team Members
Learning Objectives:
The participant will learn the various tools to collaborate with local, national and international
project team members.
Course Content:
o The participant will look at various collaboration tools to manage projects:
─ Skype
─ Join - Me
─ Net Meeting
─ WEBEX
─ Illuminate
─ Others
Section
7
UP
115
PROJECT MANAGEMENT
How to Write a Project Management Plan– PM108
Language English or French
Course Length 1 Day
Maximum Students 15
Target Audience Managers/Supervisors/Team Leads/Team Members
PDUs
Learning Objectives:
This course focuses in the development of a project management plan.
Course Content:
o Learn how to develop a project management plan including subsidiary plans.
─ Stakeholder Management Plan
─ Scope Management Plan
─ Schedule Management Plan
─ Cost Management Plan
─ Quality Management Plan
─ Human Resources Plan
─ Communication Management Plan
─ Risk Management Plan
─ Procurement Management Plan
Section
7
UP
116
Managing Stakeholders and Requirements – PM 110
Language English or French
Course Length 1 Day
Maximum Students 15
Target Audience Managers/Supervisors/Team Leads/Team Members
PDUs
Learning Objectives:
The participant will be able to identify a stakeholder, the importance of buy-in from the stakeholders,
stakeholder register, stakeholder matrix, stakeholder management and strategy.
The participant will also learn how to identify requirements and develop a document to trace
deliverables back to requirements.
Methodology:
The methodology used in this one day training rests on an interactive approach where the instructor incites
participants to collaborate with him. The instructor will guide and help the participants to increase their knowledge
and experience in order to integrate this new material.
Course Content:
Process Groups according to the Project Life Cycle
Initiating
Planning
Executing / Monitoring and Controlling
Knowledge Areas identified by the Project Management Book of Knowledge (PMBOK)
Project Integration Management
Project Scope Management
Project Stakeholder Management
Project Initiating (Identification)
Review Project Charter
Define Stakeholder
Identify Stakeholders
Understand the Stakeholder Register
Understand the Stakeholder Matrix
Exercise – Identify the Stakeholders
Understand the Stakeholder Management Strategy
Exercise – Complete a Stakeholder Register and Stakeholder Management Strategy
Section
7
UP
117
Project Planning
Define Requirements
Identify the Source of Requirements
Identify the Types of Requirements
Requirement Process
Show a Requirement Traceability Matrix
Exercise – Identify, gather and monitor requirements
Project Implementation/Monitoring and Controlling
Manage Stakeholders Expectations
Manage Stakeholder Engagement
Control Stakeholder Engagement
Supplement Material
A participant’s manual is available for the participant to follow during the instructor’s presentation as well as
exercises.
Benefits to the participants
Throughout the activities, the participants will be able to examine their current practices in project management and
will be able to apply new methods which will enhance their performance.
UP
118
MS Project Application - Advanced – PM111
Language English or French
Course Length 2 Days
Maximum Students 15
Target Audience Managers/Supervisors/Team Leads/Team Members
PDUs
Learning Objectives:
This hands-on lab allows users of Microsoft Project who already understand the basics of building
a project schedule to learn more of the advanced features to plan, track and communicate
effectively for any type of project.
Course Content:
o This lab includes the following topics:
─ Getting started: start dates, project options, project templates, import/export, change work time
─ Plan: work break down structure, manage multiple projects, critical plan
─ Communicate: customizing
─ Track and analyze: update tasks, baseline data, adjust dates, combine projects.
o Project Implementation/Control
─ Project Management Tool
─ Monitoring
─ Tracking
─ Control
o Project Closure
─ Lessons Learned
─ Delivering the Product
─ Project Closure Report
Section
7
UP
119
PROJECT MANAGEMENT
MS Project Application - Basic – PM112
Language English or French
Course Length 2 Days
Maximum Students 15
Target Audience Managers/Supervisors/Team Leads/Team Members
PDUs
Learning Objectives:
This is a hands-on, practical approach to the concepts and application of project management
using Microsoft Project 2007 as the scheduling software. In t his lab participants will learn how to
set up project plans, use Microsoft Project communication tools, and manage their projects.
Course Content:
o This lab includes the following topics:
─ Understanding the Microsoft Project environment
─ Creating a project plan
─ Task relationships
─ Resource assignments
─ Communicating the plan
─ Updating and tracking
─ Closing a project
─ Customizing Microsoft Project for your environment.
Section
7
UP
120
PROJECT MANAGEMENT
MS Project Server/Client – PM123
Language English or French
Course Length 1 Day
Maximum Students 15
Target Audience Manager/Supervisor/Team Leads
PDUs
Learning Objectives:
The participant will learn the advantages of using the MS Project /Client in an enterprise
environment.
Course Content:
o Learn the advantages of using server/client platform to manage projects
o Simulate an enterprise environment with various projects
o Look at the schedules, resource allocation, costs, and risks
o Control and monitor the projects
o Look at various reports that will assist upper management to make decisions based on data
Section
7
UP
121
PROJECT MANAGEMENT
Performance Management – PM113
Language English or French
Course Length 3 Days
Maximum Students 15
Target Audience Manager/Supervisor/Team Leads
PDUs
Learning Objectives:
o Understanding the process of performance management, its implications and conditions for success
o Understanding the sharing of responsibilities in the process
o Establish challenging and realistic goals
o Prepare a performance assessment reflecting the performance of the employee
o Communicate performance in a positive way
Course Content:
o Basics Principles
─ Apprehended difficulties
─ Why manage performance
─ Requirements to be effective
─ The approach
o Plan Performance
─ Responsibilities
─ The specified expectations
o Useful questions
o Establish / develop goals
o The "SMART" objectives
o Two types of objectives
o The expected behaviors
Clear and meaningful expectations
Behaviors in keeping with the values of the organization
─ Individual performance and team performance
o Manage the daily performance
─ Responsibilities
─ Regular Feedback
─ Follow-up meetings
─ Data collection
o The assessment interview
─ Planning and Preparation
─ The favorable atmosphere
─ Promote respectful and honest discussion
─ Dealing with good and bad results
─ Communication: the key to success
─ Developing the potential of the employee
o Performance problems
o Interests and ambitions
o Development plan
o The means of improvement
o Monitoring / coaching
Section
7
UP
122
Performance Management– PM113 (Continued)
o The approach
─ Different approaches to performance management
─ The elements of an effective approach
─ A good policy on performance management
o Conclusion
─ What to do and what to avoid
─ Benefits of managing performance well
─ The importance of applying yourself
Section
7
UP
123
PROJECT MANAGEMENT
Portfolio Management – PM115
Language English or French
Course Length 4 Days
Maximum Students 15
Target Audience
PDUs
Manager/Supervisor/Team Leads
Learning Objectives:
To learn how to develop a Project Management Portfolio (PPM)
Course Content:
o Ensure Project Success
o Project Portfolio Management
o Portfolio Management Strategy
o Project Selection
o Project Prioritization
o Best Practices for PPM
Section
7
UP
124
PROJECT MANAGEMENT
Problem Solving and Solution Building – PM116
Language English or French
Course Length 3 Days
Maximum Students 15
Target Audience
PDUs
Manager/Supervisor/Team Leads
Learning Objectives:
This course includes the basic facilitation skills or refresher depending on background of
participants.
Course Content:
o Multi-voting technique and nominal group technique.
o Defining the problem and common problem solving pitfalls.
o Analyzing potential causes - the why technique/fishbone diagram.
o Identifying solutions and selecting the best solution.
o Developing an Action Plan.
o Implementing solutions and evaluating progress.
o Debriefing.
o Mini-lectures, reading, problem solving tools including; brainstorming,
cause and effect diagram and SWOT.
o All participants will practice using different problem solving tools,
facilitating a group to solve a problem, and receive feedback.
Section
7
UP
125
PROJECT MANAGEMENT
Procurement Management – PM105
Language English or French
Course Length 3 Days
Maximum Students 15
Target Audience Managers/Supervisors/Team Leads/Team Members
PDUs
Learning Objectives:
This course focuses on training the participant in Project Procurement Management . The
participant with the help of examples and practical exercises will acquire knowledge to plan
purchases and acquisitions, plan contracting, request seller responses, select sellers, administer
contracts and close contracts.
Course Content:
In this course, you will learn:
o How to manage all aspects of project procurement effectively.
o The logic behind contracting principles and practices.
o The terms, techniques, and tools of converting project needs into outsourced goods and services.
o To ensure successful procurements by gaining an understanding of the roles, responsibilities, and
expectations of the internal and external stakeholders involved in the procurement chain. In this skills-
building course,
o Spend 70% of class time working on contracting activities, from requirements documentation through to
contract closure.
o Exercises will include the development of a procurement strategy, contract selection, revising and updating
SOWs, risk management, negotiating claims settlement, and collection of lessons learned.
Section
7
UP
126
PROJECT MANAGEMENT
Program Management – PM129
Language English or French
Course Length 3 Days
Maximum Students 15
Target Audience Manager/Supervisor/Team Leads
PDUs
Learning Objectives:
Learn how to manage programs using tools and techniques and apply best practices.
Course Content:
This course will teach you:
o Effectively manage a program.
o The program framework and discover what it takes to ensure program success.
o In this skills-building course, you'll focus on practical tools and techniques as you spend 75% of the course
working on a program.
o Practice using estimating techniques, dependency analysis, and network diagramming.
o Leave class with the knowledge and tools to immediately manage a program.
Section
7
UP
127
PROJECT MANAGEMENT
Project Change Management – PM117
Language English or French
Course Length 2 Days
Maximum Students 15
Target Audience Manager/Supervisor/Team Leads
PDUs
Learning Objectives:
The course is designed as a review of the major influences and processes to be considered in the
development of effective Change Management Tools and Techniques. The Focus of the Training is
to identify change management tactics and methodologies, which contribute to the overall project
objective and ultimate client satisfaction.
Course Content:
o The course addresses a strategic as well as a tactical approach to Project Change Management.
Section
7
UP
128
PROJECT MANAGEMENT
Project Communications Management – PM104
Language English or French
Course Length 2 Days
Maximum Students 15
Target Audience Managers/Supervisors/Team Leads/Team Members
PDUs 12
Learning Objectives:
This course focuses on training the participant in Project Communications Management.
The participant will learn the various project communications management processes including their
inputs, tools and techniques and outputs based on the Project management Body of Knowledge
(PMBOK®);
The participants with the help of examples and practical exercises will acquire knowledge to plan
communications, manage communications and control communications; and
The participant will also learn how to distribute information, and report
performance to stakeholders.
Course Content:
This is an active and highly interactive course which addresses the following and more through structured
exercises, group discussion and positive feedback.
o Plan Communication Management Process
1. Project management plan
2. Stakeholder register
3. Communication technology
4. Communications models
5. Communications methods
6. Meetings
7. Communication management plan
o Manage Communications Process
1. Work performance reports
2. Information management systems
3. Performance reporting
4. Project communications
Section
7
UP
129
5. Organizational process assets
o Control Communications Process
1. Issue log
2. Work performance data
3. Expert judgment
4. Work performance information
5. Change requests
UP
130
PROJECT MANAGEMENT
Project Management for Government of Canada – PM130
Language English or French
Course Length 3 Days
Maximum Students 25
Target Audience Manager/Supervisor/Team Leads/Team Members/Administrative
PDUs
Learning Objectives:
The objectives of this course are to show participants working for the government of Canada,
the Treasury Board New Policy on the Management of Projects, the Government Project
Management Guidelines, the Treasury Board Project Management Framework, various processes,
inputs/outputs, tools and techniques, and best practices of Project Management throughout the
project life-cycle.
Methodology:
The methodology used in this two day training rests on an interactive approach where the instructor incites
participants to collaborate with him or her. The instructor will guide and help the participants to increase their
knowledge and experience in order to integrate this new material in the Government context.
The course is aligned with the Guide to the Project Management Body of Knowledge (PMBOK®) fifth edition.
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
Ten knowledge areas identified by the Project Management Book of Knowledge (PMBOK)
The organization and the projects – Vision, mission and strategic plan
Section
7
UP
131
Project Initiating (Identification)
Identify a problem or requirement
Identify Stakeholders
Identify and analyze options and solutions
Recommend a project
Create a project brief (project charter)
Project Planning
Work Breakdown Structure (WBS)
WBS Dictionary
Task Sequencing
Critical Path – Network Analysis, Gantt Chart
Resources – Technical Knowledge, Availability, Allocation
Duration – Productivity / Lost Productivity
Estimating and Costing
Risk Management / Quality
Project Approval
Project Executing
Direct and Manage Project
Perform Quality Assurance
Acquire Project Team
Develop Project Team
Manage Project Team
Manage Communications
Conduct Procurement
Manage Stakeholder Engagement
Project Monitoring and Controlling
Project Management Tool
Monitoring
Tracking
Control
Project Closure
Lessons Learned
Delivering the Product
Project Closure Report
UP
132
Supplement Material
A participant’s manual is available for the participant to follow during the instructor’s presentation as well as case
studies.
Benefits to the participants
Throughout the activities, the participants will be able to examine their current practices in project management in
the government context and will be able to apply new methods which will enhance their performance.
Note: The course outline may be subjected to changes.
UP
133
Project Management -Leadership and Communication – PM121
Language English or French
Course Length 3 Days
Maximum Students 15
Target Audience
PDUs
Managers/Supervisors/Team Leads/Team Members
The discipline of project management has traditionally focused on the more technical aspects of planning,
scheduling and control. That is now changing. People often find themselves at the center of every project, without
the effective management of a project's human resources; effectively, the best plan in the world will not ensure
project success. The challenge that many project managers face is to inspire initial commitment and sustain it over
the life of the project and then, if necessary, to address performance problems.
Training Objectives:
Examine the difference between management and leadership
Examine the key elements of leadership
To utilise leadership competencies to achieve the organization objectives
To examine the notion of situational leadership
To understand the Tuckman Ladder
To better plan for communications management
To better manage communications
To better control communications
Methodology: The methodology used in this three-day training session rests on an interactive approach where the instructor incites
participants to collaborate with him/her. The instructor will guide and help the participants to increase their
knowledge (theoretical aspects) and gain experience (practical aspects) from case studies and group discussions, in
order to integrate this new material into their work habits.
Description:
The course targets the center of every project manager's people management challenges.
The course looks at methods that help inspire team members to want to work in a dedicated fashion on the
project and, above that, how to aim for excellence in team performance.
The course includes: A combination of lectures, small group discussions, and individual analysis and
reflection, centered on the challenge of cultivating team member commitment and sustaining it for the
duration of the project. Examination of practical performance problems and their impact on team
motivation is covered through the use of situational case review and role playing exercises.
Section
7
134
COURSE OUTLINE:
Organizational Structure - Look at one example of a structure to see how projects are “born”.
MANAGEMENT
Definition
Personality styles
Facts
LEADERSHIP
Definition
Personality styles
Facts
Leadership competencies and discussion
Key elements of Leadership
Group discussions
Important characteristics of a Leader
Management and Leadership - a comparison
Leadership – Making the difference
Signs of impending deterioration of leadership
Leadership styles
Situational leadership
Tuckman Ladder – 5 stages of development that a team will experience
o Forming
o Storming
o Norming
o Performing
o Adjourning
- How to navigate through the five development stages?
- How to motivate your team and keep them motivated throughout the project lifecycle?
Seven (7) habits of effective people (leaders) (Steven Covey)
Habits of distinguished leaders
What is charisma, and is it necessary?
Are you a manager or a leader?
COMMUNICATIONS
Definition
Corporate Communications
Project Communications Management
Interpersonal Communication
Communication styles
o Assertive
135
o Agressive
o Passive-Aggressive
o Passive
Communication Channels
o Verbal
o Non-verbal
o Written
Facts
Project Roles - Communication
Project Communications Management Overview - Processes
o Plan Communications Management
Inputs/Tools & Techniques /Outputs
Case study or your own project
Group exercise - Develop a Communications Management Plan
o Manage Communications
Inputs/Tools & Techniques /Outputs
Create, collect, distribute, store and retrieve project information based on the
Communications Management Plan
Audit and Archive
Lessons Learned
o Control Communications
Inputs/Tools & Techniques /Outputs
Ensure that the information needs of the stakeholders are met
Group discussion
Managing Conflicts in Projects
o Common cause of conflict
o Mitigation strategies
o General techniques for resolving conflict
o Group discussion
PERFORMANCE
PROJECT PERFORMANCE
Scope
Schedule
Cost
Quality - Assurance and Control
Risks
Constraints
PROJECT MANAGEMENT PROCESSES
Policies and Procedures
Interface Management
Project Management Framework
Integrated Change Management and Control
136
Performance tracking
Reporting and Documentation
Project Team
Aspects associated with attaining project results
Project Team member
Aspects associated with team member benefits
This approach will cover:
Review of PMBOK Process Groups according to the Project Life Cycle
Executing
Monitoring and Controlling
Review of PMBOK Knowledge Areas
Two knowledge area identified by the Project Management Book of Knowledge (PMBOK)
Executing process group
Human Resources knowledge area
o Acquire Project Team
o Develop Project Team
o Manage Project Team
Communications Knowledge Area
o Manage Communications
Monitoring and Controlling process group
Project Communications Management knowledge area
o Control Communications
Supplement Material
A participant’s manual will be provided to participants which includes presentation material as well as a case study.
Benefits to the participants
Throughout the activities, the participants will be able to examine their current practices in project management and
will be able to apply newly acquired tools and methods which will help enhance their productivity as well as that
of their teams.
UP
137
PROJECT MANAGEMENT
Project Management Terminology – PM120
Language English or French
Course Length 1 Day
Maximum Students 15
Target Audience Manager/Supervisor/Team Leads/Operations
Learning Objectives:
Participants will learn the project management terms.
Course Content:
o Exercises will be provided to help participants remember day to day terms used in Project Management.
Section
7
UP
138
PROJECT MANAGEMENT
Project Quality Management – PM125
Language English or French
Course Length 1 Day
Maximum Students 15
Target Audience Manager/Supervisor/Team Leads
PDUs
Learning Objectives:
"Finished" Isn't Enough: Learn the Importance of Quality.
Course Content:
o Learn how to develop or improve the quality programs at your workplace.
o Use systems thinking to plan quality into your project, prioritize requirements to meet customers' quality
needs. Select quality assurance and quality control activities that are tailor-fit to your project, and use
quality management processes, tools, and metrics to increase the likelihood of project success.
o Use a Quality Management Plan to document and structure a thoughtful approach to project quality
management.
o Gain insight into applying quality planning, quality assurance, and quality control to real-world projects.
Section
7
UP
139
PROJECT MANAGEMENT
Project Risk Management – PM122
Language English or French
Course Length 2 Days
Maximum Students 25
Target Audience Manager/Supervisor/Team Leads
PDUs
Learning Objectives:
Avoid project catastrophe by developing expertise in risk management. Why be reactive, when
you can be proactive? If you are tired of having to pull your team off critical path activities to deal
with the crisis of the day, effective risk management is the solution. Risk management, as an
integrated component of successful project management, allows you to understand the uncertainty
that is part of all project work and plan how to effectively manage that uncertainty. Go from
leading your team through crisis after crisis, to effectively planning so you and your team can
easily handle any surprise that might arise. Without risk management, projects are subject to
surprising, sometimes devastating, events.
Course Content:
This course focuses on:
o The concepts and building blocks of creating successful risk management within a project.
o Project managers must be aware of common risk traps and know how to identify, assess, and manage risks
without jeopardizing the project success.
Section
7
UP
140
PROJECT MANAGEMENT
Project Troubleshooting and Recovery – PM124
Language English or French
Course Length 1 Day
Maximum Students 15
Target Audience Manager/Supervisor/Team Leads
PDUs
Learning Objectives:
Regain control when you are behind schedule, over budget, under quality, and beyond the scope.
Learn how to get an out-of-control project back under control through effective project rescue
techniques. This course teaches realistic analysis and control techniques to help you identify the
root cause of your problems, analyze the potential solutions, and select the solution that will rescue
your project.
Course Content:
o Manage the important measures of your project's health, monitor them, and take action to keep the project
on track.
o Project rescue exercise, to master techniques for identifying unrealistic expectations and renegotiating
commitments.
o Practice communicating effectively with stakeholders to ensure that they all understand the problems, the
actions that need to be taken, and the project's progress as you regain control.
o Hands-on exercises: you'll troubleshoot and recover a project during the class. In just three days,
o Learn the process: work with the tools and templates, and practice the techniques that will enable you to
quickly put your own project back on track.
o Leave the course with a proven recovery strategy that can be implemented on all projects, regardless of size
and scope.
Section
7
UP
141
PROJECT MANAGEMENT
Risk Analysis – PM127
Language English or French
Course Length 1 Day
Maximum Students 15
Target Audience Manager/Supervisor/Team Leads
PDUs
Learning Objectives:
This highly experiential workshop provides participants with the tools to identify risk, quantify the
risk by assigning impact and probability values, prioritize the risk, determine risk response,
manage and track the risk, and prepare a Risk Plan.
Course Content:
o Identify risks
o Quantify the risk
o Prioritize the risks
o Determine risk response
o Tracking, reporting, and managing the risk
o Project Risk Plan
Section
7
UP
142
PROJECT MANAGEMENT
Schedule and Cost Control – PM128
Language English or French
Course Length 3 Days
Maximum Students 15
Target Audience Manager/Supervisor/Team Leads
PDUs
Learning Objectives:
Learn the skills you need to effectively establish and manage a realistic schedule and detailed
budget.
Course Content:
Through hands-on exercises, you'll learn:
o To develop a work breakdown schedule, grasp diagramming techniques, identify task relationships,
determine the critical path, employ estimating techniques, and analyze resource utilization. Once the
project schedule is complete, you'll create a budget that includes all direct and indirect costs associated with
the project.
o The importance of base lining project schedules and budgets to make reporting and tracking progress
easier.
o Understand how to use earned value analysis and other reporting techniques to ensure that your project
progress is clearly identified and communicated to stakeholders.
o Create schedule and cost management plans, and control changes through an integrated change
management process.
o To use a variety of tools that will ensure that your project is delivered on time and within budget.
Section
7
UP