Business Executives in Innovative Organizations;
HR Professionals

Board Members;
CEOs;
Chief Talent Officers;
C-Level Executives;
Managers;
Professionals

Executives;
Professional Recruiters;
HR Recruiters

Executives and Managers;
Recruiting professionals;
Individuals looking for new career opportunities

Board Members;
CEOs;
Chief Talent Officers;
Chief Human Resource Officers;
other C-Level Executives;
Managers;
Professionals

Board Members;
CEOs;
Chief Talent Officers;
Chief Human Resource Officers;
other C-Level Executives

HR professionals;
Talent Management Professionals;
Business Managers / Executives

An e-learning program that uses short animated video clips and structured active exercises to allow working individuals to acquire the skills necessary to give others behavioral feedback.

The ability to give effective behavioral feedback is a core interpersonal competency needed for personal professional development and the coaching of direct reports. Few training programs exist which break this competency down into a series of manageable component skills. Everyone seems to assume that this competency just comes naturally with the movement up the career ladder to the "manager" level.

When professional professional programs do address feedback, they usually present it as a simple skill, which individuals can acquire through reading or attendance at a largely lecture based program. Few of these programs deliver more to individuals more than facts (know that) about giving behavioral feedback. As a result, feedback behavior back-on-the-job seldom changes as a result of attendance at such programs.

Giving behavioral feedback under all conditions, including ones involving stress between the two interacting individuals, is a complex competency that integrates 5 component skills. This program breaks giving behavioral feedback down into these 5 skills. It guides individuals through the steps needed to acquire each one. It concludes with a number of practice scenarios that integrate these component skills into a single competency.

The program uses short animated video clips to:

1. show e-learners models of effective and ineffective feedback behaviors,
   
   
2. set problem cases and short scenarios to which participants respond in order to develop their personal skills in the component behaviors.

This e-learning program dives into more depth about what it takes for you to be an effective interviewer. After completing it, you will understand:

• what interviewing is,
• what interviewing is not,
• the various business, commercial, journalistic, and investigative contexts in which interviewing is used,
• the 15 component skills used by interviewers;
• which of the 15 competent skills are used in which interviewing contexts,
• and the nature of each of the 15 component skills.

These "know that" introduction is followed by 10 "know how" e-learning sessions. Each one focuses on one of the ten component skills that are used in all interviewing situations. These ten units all use short video clips to model skilled and unskilled versions of the skills. Video clips are also used to provide learning game questions and skill development drills.

The Making Decisions work book provides you with insight into how you behave when you make decisions by yourself and with others. After you have completed the workbook, you will have insight into your own behavior patterns, the patterns of others, and the way you interact with them in the following five behavior areas.

1. The criteria you use to make a decision when you make a decision by yourself,
2. The standards you follow when working with others to make a decision,
3. The way in which you deal with differences of opinions when making decisions with others,
4. What you do after a decision has been made in a group,
5. The way you behave personally after a decision has been finalized.

1. The way you initiate contact and communicate with others,
2. The kind and level of energy you bring to your interactions with others,
3. How you express your ideas, emotions, interests, and feelings to others,
4. How you interact with others when in group situations,
5. The number of people with whom you maintain contact and stay involved.

Organizations use a wide variety of computer business applications to do their day to day business. Automated business work flow capture and "hide" reasons for the sequence of events and reasons for decisions at particular points in this sequence in computer code. Automated business work flows are a "knowledge sink". When changes are made to the automated work flow, management and staff need to be "reminded" of the underlying business rules which have been captured in the automation code, and the reasons for change.

As a result, there is a need for a careful integration between what the IT professionals and the Talent Development / Learning Professionals in the organization are doing. Changes to business work flows need to be tightly coupled to the roll out of organizational change related learning. But this need is not well recognized, resulting in a loss of money, de-motivation and missed opportunity in most modern organizations.

A framework which can be used to assess the risk factors in individual projects. As well, it can be used to look at the comparative risk versus the business benefits profile of all of the current projects that are underway in an enterprise.

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IT Professionals;
Business Professionals involved in Projects

C-Level Executives;
IT Professionals;
Business Professionals

IT Pilot Projects tend to become forever projects. That does not need to be the case. The management and decision making framework that will keep IT pilot project as "pilots" is not hard to implement.

• "Why is it so hard to listen in business?" Every one always tell you to listen, and your effectiveness will improve. So why does it not come naturally?

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