|
CONSULTING
SKILLS FOR HR PROFESSIONALS
Overview:
Often, managers and other professionals in “staff”
roles (i.e. involving the provision of advice and guidance
based on functional expertise) get stereotyped and/or
locked into certain ways of operating with internal
clients. Most of the time, HR professionals and other
internal consultants/advisors, can request but rarely
enforce compliance based on direct reporting relationships.
As a result, they may get frustrated in how to achieve
their work objectives while at the same time, help their
clients achieve theirs. Equally important, HR struggles
with being viewed as a business partner that needs to
be consulted early and often.
This workshop builds on the work of Peter Block (Flawless
Consulting) and David Ulrich (HR Champions) and is supplemented
from our practical consulting experience in HR roles.
The course focuses on helping participants make the
transition from the functional “expert”
to the business partner role. Participants are recommended
to bring real life situations they want to work on
Although this course can be modified into a one-day
format, ideally, 2 days can be dedicated to the program.
A Consulting Style Inventory (Strength Deployment Inventory
/ SDI) is optional; however we have found this provides
participants with valuable insights into consulting
strengths and areas for development.
Methodology for Delivery: Highly interactive
and experiential using adult learning techniques. Cases,
role plays, group discussions, exercises, dialogue.
Practice sessions applying learnings to workplace situations.
Learning Goals and Objectives:
|
| • |
Define consulting, consulting roles, and how
to move from a “pair of hands” or
compliance mode to one of collaboration |
| • |
Provide an overview of the consulting process,
what happens at each phase: process, risks, tools
and techniques, skills |
| • |
Apply the process with case studies and real
life situations, with a focus on HR consulting
challenges |
| • |
Gain insight into one’s consulting style
and how to leverage for better results. |
| |
Identify and practice the phases of the consulting
process |
| • |
Gain confidence in moving into a more consultative
role |
| |
|
Content and Expected Results:
On completion of the course, participants will: |
| • |
Clearly understand the challenges and skills
needed for internal consulting |
| • |
Gain insight into the unique consulting challenges
for HR professionals |
| • |
Be able to apply the 5 phases of the consulting
process |
| • |
Know how to overcome resistance to change,
new projects and initiatives |
| • |
Have tools for getting buy-in and consensus
to important workplace goals |
| • |
Apply the Strategic Influencing model to actual
HR workplace challenges and issues |
Back to Top
TRAIN
THE TRAINER
Intended Audience:
Employees who are required to provide training as part
of their job descriptions, or wish to improve their
training skills, or are required to facilitate meetings
and group presentations
Methodology for Delivery:
We use an androgogical (adult-focused) learning process
in the design and delivery of project management workshops
to address the different learning styles and to meet
the participants’ needs for relevancy, motivation
and association with what they already know. This interactive
learning process includes the following steps:
Learning Goals and Objectives:
On completion of the course, participants
will be able to:
|
| • |
Compare pedagogical and androgogical learning
processes |
| • |
List the steps in an adult learning process |
| • |
Understand the training cycle (needs assessment,
workshop design, materials development, training
delivery, evaluation and measurement) |
| •
|
Prepare training modules based on adult learning
principles |
| •
|
Understand the role of a trainer in transferring
learning and developing skills |
| • |
Train others using experiential and interactive
learning techniques |
| • |
Understand the impact of various learning methodologies
and know when and where to apply them |
| • |
Present concepts and techniques effectively
to others |
| • |
Understand and apply facilitation techniques
to successfully resolve on-job problems |
| • |
Motivate participants to learn new concepts
and skills |
| |
|
Expected Results: |
| • |
More effective training workshops as measured
on the four Kirkpatrick levels |
| • |
Appropriate use of a variety of training methodologies
within workshops |
| • |
More motivated participants |
| • |
Skills in dealing with difficult learning participants |
| • |
Tools and techniques to better plan and present
learning modules |
| • |
Applications to real workplace training needs |
Back to Top
GROUP
FACILITATION SKILLS
Intended Audience: |
| • |
Managers and employees who need to facilitate
a meeting that achieves specific departmental
and corporate results (team building, conflict
resolution, problem solving, decision making,
action planning, SWOT analysis, risk management,
etc.)
Methodology for Delivery |
| • |
We use an androgogical (adult-focused) learning
process in the design and delivery of project
management workshops to address the different
learning styles and to meet the participants’
needs for relevancy, motivation and association
with what they already know. |
| |
|
Learning Goals and Objectives:
On completion of the course, participants
will be able to: |
| • |
Describe the differences between effective
facilitators and ineffective facilitators |
| • |
Understand and utilize the group development
model (task and team aspects) |
| • |
Understand the key requirements for effective
facilitation, examining the role of the facilitator,
in terms of “do’s and don’ts”
|
| •
|
Examine the need of stakeholders within any
group |
| •
|
Understand how to facilitate effective discussion
and problem-solving |
| • |
Learn how to identify and respond to difficult
or challenging behaviours within a group |
| • |
Understand how to come to consensus and how
to test for consensus |
| |
Understand the different people who may attend
and how to utilize each more effectively |
| |
|
Expected Results: |
| • |
Increased confidence in being able to facilitate
groups, teams, meetings, etc. |
| • |
New skills in how to facilitate versus present
one-way |
| • |
Tools and techniques to ensure effective group
participation |
| • |
Application to workplace facilitation needs |
Back to Top
COACHING
STAFF FOR IMPROVED CUSTOMER SERVICE
Intended Audience: Managers and Supervisors
Duration: One Day
Methodology for Delivery: Highly interactive
and experiential using adult learning techniques. Cases,
role plays, group discussions, exercises, dialogue.
Practice sessions applying learnings to workplace situations.
Learning Goals and Objectives: |
| • |
Defining customer orientation |
| • |
Evaluating and developing employees’
customer orientation skills |
| • |
Understanding the importance to their department
and the organization of coaching staff to provide
exceptional customer service |
| •
|
Knowing the key behaviours associated with
developing and maintaining a culture that supports
positive customer orientation/service attitudes |
| •
|
Differentiating outstanding customer service
by developing a service strategy |
| • |
Understanding individual coaching style for
dealing with challenging staff situations |
| |
|
Key Content/Expected Results: |
| • |
Enhanced understanding of coaching skills related
to fostering a customer orientation of outstanding
service |
| • |
A range of effective coaching techniques for
coaching related to different customer service
situations |
| • |
Understanding of an evaluative process related
to customer orientation, including understanding
of own strengths and weaknesses |
| • |
A strategy for developing customer service
program implementation plans |
| • |
Increased confidence and competency in coaching
others on challenging service situations |
Back to Top
TEAM
BUILDING – DEVELOPING INDIVIDUAL AND GROUP LEARNING
Purpose: This program can be done
as a ½ day, full day or mini-workshop (2hours)
to help individual and teams develop insights that can
be help with everyday effectiveness. Using a tool (typically
the Strengths Deployment Inventory, SDI) which can be
done prior to the workshop either manually or on-line,
we engage participants in a variety of fun yet insightful
exercises and learnings.
Intended audience: All audiences and
Levels
Duration: Can be customized to client
needs
Overview: This course gives insight
into individual style differences which can impact overall
group or team effectiveness. Using as style indicator
such as the Myers-Briggs Type Indicator (MBTI) or the
Strengths Deployment Inventory (SDI), the course first
focuses on personal style preferences and implications
to team dynamics. The course then examines how team
members can leverage their strengths, and accommodate
style differences in a way that improves overall communication,
motivation and productivity.
This course is delivered in a way that is non-threatening
and highly insightful. Typically individuals and team
members can commit to new ways of operating in a shared
and committed way.
Methodology for Delivery: Mini group
work in a learning environment based on adult learning
principles. The style in which this workshop is conducted
is insightful, educational, and very interactive with
lots of moving around, sharing and learning.
Learning Objectives:
Participants gain the opportunity to:
|
| • |
Learn more about themselves and their personality
preference |
| • |
Become aware of individual differences |
| • |
Appreciate the contribution of different approach
to problem solving and overall effectiveness |
| •
|
Learn our underlying motivators and how these
can be accessed for greater results |
| •
|
Learn a 3-prong approach to conflict resolution
and how to use more effectively |
| • |
Learn to recognize their own unique blend of
strengths, qualities and preferences, and how
these can be leveraged for better results |
Back to Top
INTERVIEW
AND SELECTION SKILLS FOR MANAGERS
Overview: This course is focused on helping managers
become more comfortable and confident when interviewing
others as well as in making selection (hiring, promoting)
decisions. Today, more than ever, managers must ensure
they are following appropriate, legal, and ethical practices
when interviewing and/or hiring others. This requires
a knowledge of what can, or cannot, be done before,
during and after the interview.
Learning Objectives:
This course focuses on: |
1. |
Providing an effective framework to assist
managers in preparing and conducting interviews
|
2. |
Examining the process briefly from the perspective
of the Interviewee |
3. |
Providing learners with expertise in developing
job relevant questions |
4. |
Examining ways to find a balance that ensures
a fair and equitable process and an interviewing
climate that is conducive to selecting the most
capable candidate, not the “smoothest”
interviewee |
5. |
Providing practice in preparing and conducting
“performance-based” interviews, thereby
increasing confidence and comfort level with the
process |
Methodology for Delivery: Highly interactive
and experiential using adult learning techniques. Cases,
role plays, group discussions, exercises, dialogue.
Duration: One Day
Expected Results:
At the completion of the course, participants
will have learned: |
| • |
How to plan the interview process effectively
(identify competencies, develop effective questions,
etc.) |
| • |
How to start the interview effectively / how
to develop rapport with and meet the needs of
the interviewee |
| • |
When and how to use different types of questions
(e.g. behavioural, situational, motivational,
“warm-up”, open, closed, etc.) |
| •
|
How to avoid common interviewer “traps”
|
| •
|
How to best evaluate answers and other interviewee
data |
Back to Top
DEALING
WITH PUBLIC COMPLAINTS
Intended Audience: All Staff
Methodology for Delivery: Highly interactive
and experiential using adult learning techniques. Cases,
role plays, group discussions, exercises, dialogue.
Duration: One Day
Learning Objectives:
At the end of this module, participants will be
able to: |
| • |
Understand the 3 elements of how others derive
meaning |
| • |
Differentiate between what the public wants
and what they need |
| • |
Examine a template for not meeting/meeting/exceeding
customer expectations |
| •
|
Follow a structured process – the 8 steps
to effective customer (public) interaction |
| •
|
Utilize effective communication skills key
to dealing with public complaints including Level
III listening, showing empathy, paraphrasing and
reframing |
| •
|
Diffuse difficult situation |
| •
|
Deal with a variety of difficult public behaviours
and situations, including knowing when to involve
3rd parties |
| •
|
Maintain professional decorum and respond appropriately |
| •
|
Apply skills to their daily activities and
challenges in dealing with others |
| |
|
Expected Results: |
| •
|
Enhanced confidence and competence in recognizing
and dealing appropriately with different types
of public issues and complaints |
| •
|
An increased “toolkit” in terms
of actions and strategies for responding to and
resolving public complaints |
| •
|
A proven 8 step approach to dealing effectively
with customer complaints |
| •
|
Greater awareness of when to diffuse and when
to escalate the issue to higher authorities |
| •
|
Individual action plans |
Back to Top
EFFECTIVE
PRESENTATION SKILLS
Who Should Attend:
The Effective Presentations Skills workshop will be
of interest to every manager and professional who is
required to prepare and deliver presentations of any
kind - to internal or external audiences.
Background:
The powerful techniques demonstrated in this workshop
have a proven track record in some of North America’s
most successful corporations. The EPS workshop provides
participants with a proven model for understanding audience
needs and developing a clear, concise presentation based
on these needs - using effective benefit statements
and appropriate strategies for overcoming obstacles
and objections. Each participant will receive a comprehensive
EPS Participant Manual and a Skill Guide and Application
Tool for on the job reference.
Objectives:
At the end of the workshop, participants
will be able to: |
| • |
Identify and follow the key steps of a presentation
in preparation and delivery |
| • |
Develop organized and logical content for any
presentation |
| • |
Link the presentation content to the audience’s
specific needs |
| •
|
Select and effectively use the most appropriate
visual aids |
| •
|
Deliver a polished, professional presentation |
| • |
Effectively communicate through the use of
voice and body language |
| • |
Manage nervousness before and during the presentation |
| • |
Successfully handle questions and objections
from any audience |
| • |
Identify and address further opportunities
for personal improvement |
Duration: 2 Days
Content: |
| • |
How to determine the needs of your audience |
| • |
How to identify the influencing factors which
may impact your audience’s attitude
or receptiveness |
| • |
How to develop the Opening, Body, Summary and
Close of a presentation |
| •
|
How to adjust the content during the delivery |
| •
|
How to effectively use overhead transparencies,
flipcharts, other visuals |
| • |
How to use presentation notes and a presentation
checklist |
| • |
How to use your voice to effectively communicate
your message |
| • |
How to ensure that your language is appropriate
to your audience |
| • |
How to use body language effectively |
| • |
How to manage your nerves and stay calm |
| • |
How to maintain communication with your audience |
| • |
How to successfully manage questions and overcome
objections |
| • |
How to practice and continue developing your
presentation skills |
Back to Top
COACHING
FOR PERFORMANCE
Coaching is a process of communicating with others to
produce an improvement in skill, performance, behaviour
or attitude. It involves using specific behaviours to
communicate openly and honestly about performance issues.
Coaching is a critical competency for leaders, managers
and supervisors. It helps establish a manager/employee
partnership and contributes to increased productivity
and enhanced morale.
Intended Audience: Managers and supervisors.
Duration: One Day
Methodology for Delivery: Case studies,
group discussion, individual and team exercises, and
a Personal Application Plan.
Learning Objectives:
At the end of the Coaching Skills workshop,
participants will be able to: |
| • |
Define their coaching role (as distinct from
other management roles) |
| • |
Know when to coach/when not to coach |
| • |
Use a coaching model to improve performance |
| •
|
Focus coaching activity on specific skills
and behaviours |
| •
|
Correctly diagnose and effectively resolve
performance problems |
| • |
Implement Personal Application Plans on the
job |
| |
|
Expected Results: |
| • |
Enhanced understanding of what it means to
be a coach and how this is different from leading
and managing |
| • |
Ability to recognize coaching opportunities
in day-to-day situations |
| • |
Effectively engage in six high return coaching
activities with their staff |
Back to Top
|
|
