Fiq 2020 catalog_v1r4_4202020

TRAINING
EQUIP YOURSELF
TO LEAD IN THE
WORKPLACE
2020 COURSE CATALOG

Innovation in every approach,
Execution with expertise and efficiency,
and Impact that leaves our client organizations
different than when we arrived.
ALIGN STRATEGY
EMPOWER TALENT
OPTIMIZE YOUR ORGANIZATIONS
FRANKLINIQ.COM 3

4 CONTENTS | FRANKLINIQ.COM
Courses by Topic
COMMUNICATION
7 Giving & Receiving Feedback
8 Organizational Communication
9 Communication Skills
10 Communicating with Data
11 Listening
12 Business Writing and Grammar
13 Writing with Clarity by Thinking Critically
14 Writing in Plain Language
15 Technical Writing
16 Presentations and Briefing Techniques
LEADERSHIP
19 Beginning Leadership
20 Advanced Leadership
21 Leadership Cohort
22 Leadership for Non-Supervisors
23 Leadership for Supervisors
24 Leadership: Team Leadership
25 Situational Leadership Theory
26 Coaching
27 Mentoring
28 Decision Making
29 Engaging Your Manager and Others
DIVERSITY & INCLUSION
31 Understanding Generations at Work
32 Cross-Cultural Team Building
33 Unconscious Bias
33 Fostering an Inclusive Climate
CONFLICT MANAGEMENT
35 Dealing with Conflict and/or Difficult People
36 Conflict Management & Problem Solving
37 Conflict Management/Resolution
PROFESSIONAL DEVELOPMENT
39 Administrative Assistant Development
40 Emotional Intelligence
41 Budgeting for Non-Financial Managers
42 Creative Thinking
43 Creative, Critical, and Strategic
44 Critical Thinking
45 Customer Service
46 Customer Service & Emotional Intelligence
47 Managing Multiple Priorities
48 Meeting Management
49 Negotiation: Basic Negotiation
50 Negotiation: Interest-Based Negotiation
51 Performance Measures
52 Creative Problem Solving
53 Being Your Best: Living a Balanced Life
54 Time Management
55 Staff Work
QUANTITATIVE COURSES
57 Data Analysis (Graphical, SPC)
58 Data Analysis (Statistical Methods)
59 Managing with Data
60 Business Math Skills
61 Business Math, Budgeting, and Forecasting
62 Process Improvement/Lean Methods

How to Register for
FranklinIQ Courses
ONLINE
FRANKLINIQ.COM
PHONE
EAST COAST (240) 426-5150
WEST COAST (206) 604-6875
E-MAIL
INFO@FRANKLINIQ.COM
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CONTACT INFO@FRANKLINIQ.COM
©2020 FRANKLIN IQ | ALL RIGHTS RESERVED

FRANKLINIQ.COM | COMMUNICATION 7
LEARNING OBJECTIVES
• Examine the purpose of feedback and its connection
to effective performance management.
• Practice establishing and communicating expectations.
• Distinguish between supportive and formative feedback.
• Recognize the power of words and use an effective
feedback model.
• Receive feedback appropriately by checking assumptions,
managing emotions, and actively listening.
HOW ARE THE OBJECTIVES ACHIEVED?
Learning is hands-on, interactive, and collaborative: participants
learn from and with each other while applying their learning
to real-world workplace situations. Participants gain practical
experience; present their ideas in small-group and whole class
discussions; and receive instructor and peer feedback.
COURSE DELIVERY METHODS/
BLENDED LEARNING TECHNIQUES
FIQ uses participant guides that include content, sources, and
activity instructions; a PowerPoint presentation to present content
and give activity instructions; instruments (e.g., assessments);
other training aids (e.g., answer “paddles” for group quiz), brief
lecture, demonstration/modeling, small/large group discussion,
workplace relevant exercises, video, agency-relevant case studies,
role playing, individual and small/large group coaching, small
group projects, simulations, and back-home problems.
COMMUNICATION
Giving Receiving Feedback | 1/2 DAY
Giving and receiving feedback are
both crucial skills in today’s perfor-
mance- driven workplaces. This course
prepares participants to give feedback
effectively by distinguishing between
supportive and formative feedback,
developing a vocabulary of powerful
words and phrases to use when ad-
dressing performance, and reviewing
the steps of an effective feedback
model. Participants practice delivering
constructive feedback by exploring
some common feedback scenarios
such as progress reviews, performance
problems, and employee development
discussions. This course also examines
the process of receiving feedback and
reviews strategies to lower defensive-
ness, minimize miscommunication, and
respond appropriately to feedback.

8 COMMUNICATION | FRANKLINIQ.COM
COMMUNICATION
Organizational Communication | 3 DAY
LEARNING OBJECTIVES
• Describe the communication process and elements determining
effective communication.
• Analyze internal thought processes impacting and influencing
how messages are sent and how messages are received.
• Examine various communication styles and identify personal
preference.
• Explore conflict management styles and diversity as special
topics of communication.
• Consider the appropriate usage of several approaches,
such as face-to-face, email, and telephone communications.
FIQ uses participant guides that include content, sources,
and activity instructions; a PowerPoint presentation to present
content and give activity instructions; instruments (e.g., assess-
ments); other training aids (e.g., answer “paddles” for group quiz),
brief lecture, demonstration/modeling, small/large group discus-
sion, workplace relevant exercises, video, Agency-relevant case
studies, role playing, individual and small/large group coaching,
small group projects, simulations, and back-home problems.
Organizational Communication is a
three-day course providing partici-
pants with tools and techniques to
become more effective communica-
tors, both personally and within their
organizational context. Following a
thorough review of the communica-
tion process, participants complete a
communication style assessment to
analyze their preferences and discover
how others may have different prefer-
ences. Using this increased awareness
of personal communication styles,
participants determine and shape best
practices for increasing communica-
tion effectiveness in both sending and
receiving messages through various
mediums. Special attention is focused
on current topics such as managing
conflict, considering aspects of diversi-
ty within communication, and account-
ing for organizational culture.

COMMUNICATION
Communication Skills | 1 DAY
Communication Skills is a one-day
course exploring communication,
the communication model (sending
and receiving), and the challenges
of workplace communication. The
course introduces a model for effec-
tively sending messages (manage your
mind, manage your words, manage
your nonverbal) and a model for
effectively receiving messages (man-
age your mind, actively listen to the
words and verify your understanding,
attend to the non-verbals and verify
your understanding). Participants also
learn the different communication
styles, identify their own style (using a
self-insight instrument), and explore
how their own style could impact their
effectiveness. Participants acquire
tools and techniques to communicate
positively and professionally, even
under pressure.
LEARNING OBJECTIVES
• Explain the communication model (sending messages and
receiving messages).
• Apply a model to effectively send messages (manage your mind,
manage your words, manage your nonverbal).
• Apply a model to effectively receive messages (manage your
mind, interpret the words and verify your understanding,
attend to the non-verbals and verify your understanding).
• Demonstrate active listening and explain the importance
of nonverbal cues in communication.
• Identify different communication styles and their strengths
and weaknesses.
• Demonstrate how to communicate in a positive and professional
manner, even under pressure
learn from and with each other while applying their learning to
real-world workplace situations. Participants gain practical expe-
rience; present their ideas in small-group and whole class discus-
sions; and receive instructor and peer feedback.
other training aids (e.g. answer “paddles” for group quiz), brief
workplace relevant exercises, video, Agency-relevant case studies,

COMMUNICATION
Communicating with Data | 1 DAY
LEARNING OBJECTIVES
• Explore the purposes, uses, and limitations of tables and charts
for displaying numerical information.
• Use graphical displays to analyze data, show accountability, and
communicate results.
• Create effective graphical displays and assess a chart’s ability to
achieve results.
• Display and link charts and data in Excel, PowerPoint, and
Word documents.
• Enhance the clarity and credibility of graphical data.
A one-day course, Communicating
with Data, demonstrates a straight-
forward, practical approach to using
graphical displays (simple tables and
charts) for the purpose of analysis,
communication, planning, reporting,
decision-making, and much more. To
achieve these objectives, the course
uses a computer classroom and in-
volves a lot of hands-on work creating
spreadsheets, tables, and charts using
workplace data. A featured benefit of
the full-day course is that each partic-
ipant receives a variety of ready-to-
use chart and presentation templates
– a subset of templates from Quick
Launch Charts. These templates are
not available in Excel’s Chart Wizard
or PowerPoint’s Design Templates and
allow anyone to produce profession-
al-looking charts and presentations
with ease. If you want to inform and
influence people with data, show them
a picture.

COMMUNICATION
Listening | 1 DAY
Effective listening is a core competency
for professional success and, fortunately,
one of the easiest skills to improve. This
one-day course explores the challenges
of listening well in the workplace and
introduces a model for effective listening
(managing your mind, managing your
words, and managing your non-verbals).
Recognizing the important role assuming
positive intent and responding non-defen-
sively plays in improving listening aptitude
serves to further develop this fundamental
communication skill. Participants also learn
tools and techniques to enhance active lis-
tening as well as learn about the factors to
consider in interpreting intent, inferences,
and nonverbal behavior.
LEARNING OBJECTIVES
• Define effective listening and explore why most people are not
good listeners.
• Identify what active listening is and how active listening can
improve work interactions.
• Name obstacles to effective listening and practice managing
the mind, words, and non-verbals to enhance listening.
• Demonstrate how to assume positive intent and respond
non-defensively.
• Develop the ability to interpret nonverbal communication
accurately.

COMMUNICATION
Business Writing Grammar | 1 DAY
LEARNING OBJECTIVES
• Describe the connection between critical thinking and
clear writing.
• Define business writing and its purposes to provide information,
give instructions, persuade the reader, or enact something.
• Name the plain language principles and explain how they apply
to business writing.
• Convert unclear or wordy writing into plain language.
• Use design features (such as tables, lists, graphs, pictures,
and other graphics) appropriately to communicate clearly
and concisely.
• Write clearly by using simple words and phrases, using
parallel structure, writing in the active voice, and avoiding
dangling modifiers.
• Write concisely by eliminating unnecessary language, using
simple words and phrases, identifying and eliminating
camouflaged verbs, and avoiding expletive constructions.
Designed to enhance skills in produc-
ing business documents written in
plain language, participants learn and
apply strategies to make their writing
clear, focused, and concise. Working
through a dynamic five-step writing
process, participants practice the
techniques of strategic planning, mind
mapping, outlining, free writing, and
reviewing to prepare individual writing
products. The course also provides an
overview of plain language guidelines
and standards for technical and lin-
guistic accuracy. Furthering the devel-
opment of strong writing abilities, par-
ticipants explore organizing methods
to gain coherence, readability tests to
evaluate clarity, and helpful strategies
to achieve conciseness. An optional
primer on punctuation provides a
useful review of commas, semicolons,
colons, and parentheses.

COMMUNICATION
Writing with Clarity by Thinking Clearly | 3 DAY
Writing with Clarity by Thinking
Critically is a three-day course provid-
ing writing techniques participants use
to quickly discover and organize ideas,
anticipate questions, draw sound con-
clusions, and produce logically written
messages relevant to work. Through
discussion and completion of exercises
and hands-on activities, participants
efficiently identify an intended audience,
a writing purpose, and a communica-
tion objective. Participants also devel-
op an awareness of the most common
grammar and usage errors. The course
emphasizes “Plain Language” and uses
real-world scenarios in exercises and
activities. Participants also practice ed-
iting at the word, sentence, and para-
graph levels to improve the clarity of
business writing.
LEARNING OBJECTIVES
• Use a document planning technique to accurately identify
the reading audience, the document purpose, and the
communication objectives of writing.
• Discover relevant ideas, organize the ideas, and produce drafts
on work-related topics of choice using an idea management
technique.
• Convert complex language into professionally appropriate
“Plain Language” style using federal writing standards.
• Produce logical descriptions, instructions, and directions.
• Using a quick editing technique and following published
standards, participants edit text following criteria that improve
writing at the word, sentence, and paragraph levels.
• Demonstrate effective proof-reading skills by identifying and
correcting errors in usage, punctuation, and capitalization.
• Complete individual and group writing tasks to achieve
specific goals.
• Develop action plans to apply learning to workplace writing.
learn from and with each other while applying their learning t
o real-world workplace situations. Participants gain practical

COMMUNICATION
Writing in Plain Language | 2 DAY
LEARNING OBJECTIVES
• Define Plain Language and name the Plain Language principles
explaining how they apply to business writing.
• Convert unclear or wordy writing into plain language.
• Explore how to use design features (such as tables, lists, graphs,
pictures, and other graphics) appropriately to communicate
clearly and concisely.
dangling modifiers.
camouflaged verbs, and avoiding expletive constructions.
Starting with a firm grasp of the history
of Plain Language and its guidelines,
participants in this course develop
the skills to convert unclear or wordy
documents into writing highlighting
coherence, clarity and brevity. Working
through an solid step-by-step process,
participants see their writing take shape
and transform. Proper punctuation
and word usage are also emphasized
to provide participants with the con-
fidence to produce well-drafted and
well-received reports, announcements,
recommendations, emails, and other
business documents.

COMMUNICATION
Technical Writing | 1 DAY
LEARNING OBJECTIVES
• Define technical writing and name the stages in the technical
writing process.
• Name the “Plain Language” principles and explain how they
apply to technical writing.
• Use design features (such as tables, lists, graphs, pictures,
and other graphics) appropriately to communicate clearly
and concisely.
• Identify and characterize the target audience.
• Clarify the purpose for writing and identify the central theme
or thesis statement.
dangling modifiers.
camouflaged verbs.
• Review documents for organization and adequacy of ideas.
• Rewrite documents based on analysis and feedback received.
Enhancing participants’ skills in
producing technical documents that
are clear, focused, and concise, this
one-day course hones in on the
essentials of strong technical writing.
After reviewing the special features of
technical writing and standards of plain
language, the course presents modules
on achieving clarity and focus at the
sentence, paragraph, and document
levels. Strategies for achieving brevity
and concision as well as attention to
proper punctuation ensure participants
have the confidence and skills to
consistently produce well-written
technical documents.

COMMUNICATION
Presentation Briefing Techniques | 3 DAY
LEARNING OBJECTIVES
• Establish rapport and credibility with your audiences.
• Use retention techniques to ensure memorable messages.
• Convert stage fright into productive energy to enhance
presentations.
• Deliver presentations and briefings that are interesting,
informative, and engaging.
• Ask various types of audience questions to keep the
audience actively engaged.
• Plan, structure, and design effective presentations that
both inform and motivate.
• Use tools of effective design to create visual aids
to add impact and emphasis to key points.
• Describe the dimensions of effective presentations and
assess current skill level within each dimension.
• Utilize identified communication strengths to add interest,
emphasis, and engagement to presentations and briefings.
Presentation and Briefing Techniques
is a three-day course providing an
overview of public speaking, presen-
tation, and briefing skills and tech-
niques. Participants learn and practice
the elements of effective speaking and
explore the impact of individual styles,
methods for effective preparation and
delivery, and approaches to increase
audience interest and engagement.
Participants create and practice giving
presentations using the tools and tech-
niques learned in the class and receive
instructor and group feedback on how
to optimize strengths and develop
areas of opportunity. Stage fright soon
becomes a thing of the past; replaced
by confidence and effective communi-
cation techniques.

FRANKLINIQ.COM | SECTION LABEL XX

X SECTION LABEL | FRANKLINIQ.COM
EADERSHIP

FRANKLINIQ.COM | LEADERSHIP 19
LEADERSHIP
Beginning Leadership | 1 DAY
Beginning Leadership defines leader-
ship and presents selected leadership
theories and studies. Through a self-
assessment, participants identify their
principal leadership style, its strengths,
and its weaknesses. Participants
practice applying leadership skills in
realistic workplace scenarios. They
also develop a personal philosophy
for their own leadership development
and create a draft plan for future
activities.
LEARNING OBJECTIVES
• Compare and contrast leadership theory and research.
• Identify the attributes and behaviors of successful leaders.
• Identify personal principal leadership style and its strengths
and weaknesses.
• Explain how personal beliefs contribute to personal leadership
styles and behaviors.
• Apply leadership skills to organizational settings.
• Formulate a leadership development philosophy and create
a plan for leadership development.
and give activity instructions; instruments (e.g., leadership
assessment); other training aids (e.g., Fortune cookies with
leadership definitions, answer “paddles” for group quiz), brief
lecture, demonstration/ modeling, small/large group discussion,
workplace relevant exercises, video, Agency-relevant case
studies, role playing, individual and small/large group coaching,
small group projects, simulations, back-home problems, and
self-assessment.

20 LEADERSHIP | FRANKLINIQ.COM
LEADERSHIP
Advanced Leadership | 1 DAY
LEARNING OBJECTIVES
• Define leadership and explain influence as its foundation.
• Discuss the differences among leadership, management, and
supervision.
• Identify and explain the key leadership roles: building relation-
ships, helping others succeed, and aligning with the organization.
• Define emotional intelligence (EI), identify the four EI skills
(self-awareness, self-management, social awareness, and
relationship management), and explain the connection
between EI and leadership.
• Identify key leadership skills (e.g., planning, organizing, team
building, problem solving, decision-making, and sustaining
forward momentum) and explain how to assess themselves in
each of these key leadership skills.
• Explain the differences among assigning, assigning with process
autonomy, and true delegation and how to use delegation as a
means of achieving a focus on results.
• Name ways to gain greater engagement, accountability, and
innovation to achieve better workplace outcomes.
• Explain the leader’s role in conflict management.
• Identify social contracts and generational differences in the
workplace and how to manage successfully in such a diverse
environment.
and give activity instructions; instruments (e.g., leadership as-
sessment); other training aids (e.g., Fortune cookies with leader-
ship definitions, answer “paddles” for group quiz), brief lecture,
demonstration/ modeling, small/large group discussion, work-
place relevant exercises, video, Agency-relevant case studies, role
playing, individual and small/large group coaching, small group
projects, simulations, back-home problems, and self-assessment.
A one-day course, Advanced Leader-
ship defines leadership and explains
the three key leadership roles: building
relationships, helping others succeed,
and aligning with the organization. The
course helps participants understand
influence as the foundation of leader-
ship and apply emotional intelligence
as a leadership competency. Essential
leadership skills such as planning,
organizing, team building, problem
solving, decision making, and sustain-
ing forward momentum are explored.
Participants also learn how to enhance
employee engagement, increase
accountability, encourage innovation,
and improve workplace outcomes
through engaged leadership.

LEADERSHIP
Leadership Cohort | 9 DAY
9-day Leadership Training (3 x 3-days) over several months
COURSE 1 | 3 DAYS
• Leadership at the Individual Level,
Leadership and Building
Relationships
In Leadership and Building
Relationships, participants will focus
on themselves and how they can
effectively play the key leadership
role of building relationships. To
do this, they will learn to develop
the foundational leadership skill of
influencing others. Participants also
learn concepts and begin practicing
skills to strengthen their ability to in-
fluence others in a positive way. The
concepts and skills learned in this
course will further be applied in later
Leadership Cohort courses. For ex-
ample, leadership styles, developing
a reputation, emotional intelligence,
resilience, communication skills, and
conflict management.
COURSE 2 | 3 DAYS
• Leadership at the Team Level
• Leadership
• Helping Others Succeed
In Leadership and Helping Others
Succeed, participants will focus on
how to support others to ensure their
successful performance. More spe-
cifically, participants begin exploring
their future role as a team leader or
supervisor responsible for the perfor-
mance of others. They will discover
that their own success depends on
the success of others. In this course,
they will learn concepts related to
working in teams: what is a team,
stages of team development, deci-
sion-making methods, and optimal
team communication. They will also
be introduced to the performance
management cycle: establishing and
clarifying expectations, monitoring,
giving feedback, supporting perfor-
mance and development, rewarding
and recognizing. They will also learn
how to coach effectively.
COURSE 3 | 3 DAYS
• Leadership at the
Organizational Level
• Leadership
• Aligning with the Organization
In Leadership and Aligning with
the Organization, participants will
examine their future role as a
member of the management team
– responsible for ensuring that all
components of the organization are
aligned to mission, vision, goals,
and priorities. In this course, they
will learn how to run meetings more
effectively, how to ensure effective or-
ganizational communication, how to
develop culture (e.g., customer focus,
trust, etc.), how to use motivation to
improve performance, how to apply
the different leadership styles to
generate higher levels of perfor-
mance from teams that report to
them, and how to be an effective
mentor.

LEADERSHIP
Leadership for Non-Supervisors | 3 DAY
LEARNING OBJECTIVES
• Define leadership and explain the sources of a leader’s influence
and apply the concept of organizational alignment to practical
situations.
• Explain the differences between leading, supervising, and
managing.
• Examine building effective and productive relationships and
develop and strengthen their leadership skills.
• Identify the characteristics and behaviors of an effective leader,
and help employees succeed in their work efforts.
• Apply appropriate leadership approaches for specific
circumstances and environments and increase productivity
through positive example and proper motivation.
• Understand the importance of relationships, performance,
emotional intelligence, and resilience in leadership.
• Make decisions from a leadership position and apply
interpersonal strategies to leadership communication.
• Explain the difference between performance problems and
conduct problems and identify possible causes and ways to
resolve effectively.
• Demonstrate how to communicate and resolve conflicts
more effectively in the workplace.
• Develop a “Memo to Me,” a plan to use the knowledge gained
from this course.
to real-world workplace situations. Participants gain practical experi-
ence; present their ideas in small-group and whole class discus-
and give activity instructions; instruments (e.g., assessments); oth-
er training aids (e.g., answer “paddles” for group quiz),
Leadership for Non-Supervisors pres-
ents proven and effective practices for
strengthening leadership competencies,
building effective and productive rela-
tionships, developing emotional intelli-
gence, increasing communication, gain-
ing conflict resolution skills, and helping
others succeed. Taught through hands
on, interactive, and collaborative meth-
ods, including presentations, individual
and small group exercises, discussions,
feedback, and leadership and emotional
self-assessments, participants become
familiar with potential challenges faced
as managers and leaders. This course
maintains an overall focus on developing
the essential leadership skills needed to
achieve and maintain high performance
in the demanding professional atmo-
sphere of the 21st century workplace.

LEADERSHIP
Leadership for Supervisors | 1 DAY
By defining leadership and explain-
ing the three key leadership roles:
building relationships, helping oth-
ers succeed, and aligning with the
organization, this course helps par-
ticipants understand influence as the
foundation of leadership and align
team performance with organization-
al vision and goals. Participants also
learn how to coach and mentor others
to enhance engagement, increase
accountability, encourage innovation,
and improve workplace outcomes.
Any successful leader today requires
resilience and emotional intelligence
skills in addition to technical abilities
and this course addresses developing
those capabilities as well as effective
conflict management techniques. The
course wraps up with participants
developing a “Memo to Me, “ a plan to
use the knowledge gained for future
success.
LEARNING OBJECTIVES
• Define leadership and explain the sources of a leader’s influence.
• Identify the characteristics and behaviors of an effective leader.
• Understand personal leadership style as a way to establish a
vision for teams.
• Learn to lead by example and delegate responsibility fairly.
• Help employees succeed in their work efforts as a mentor
and coach.
• Explain importance of resilience and emotional intelligence in
today’s workplace.
• Explain the I-D-E-A-L conflict resolution model.
• Set goals for themselves and subordinates that are in line with
organization, work unit, and individual needs.

LEADERSHIP
Team Leadership | 1 DAY
LEARNING OBJECTIVES
• Define teams and identify the characteristics of effective teams.
• Describe the different types of teams and the leader’s role in
each type.
• Name and explain the stages of team development (forming,
storming, norming, performing).
• Explain how to resolve the most common team problems and
avoid unhealthy teams.
• Demonstrate how to deal with discontent constructively to
ensure a high level of productivity.
• Explain how to build an effective team and foster engagement.
• Name ways to maximize communication within your team as well
as with other teams.
• Explain how to achieve clarity, alignment, and accountability
within your team.
• Identify ways to support team performance and help teams be
successful even under pressure.
Team Leadership defines teams, exam-
ines the characteristics of effective teams,
explores the stages of team development,
and identifies common team challenges.
Through practical exercises and other
individual and group activities, participants
learn how to lead successful teams by
guiding teams through the stages of team
development, resolving conflicts, maximiz-
ing communication, setting challenging
but realistic goals, clarifying expectations,
supporting team performance, and holding
team members accountable.

LEADERSHIP
Situational Leadership Theory | 1/2 DAY
As a theory, situational leadership
encourages leaders to assess their
team members, consider the many
variables in the workplace, and select
the leadership style that best fits their
goals and circumstances. In practice,
leaders need to change their behav-
ior according to the situation of their
followers and that requires diagnosing
development levels, identifying
appropriate leadership styles, and
implementing that response. This
course provides participants with an
overview of the development levels of
individuals and teams and strategies
for applying the most appropriate
leadership style to motivate and
lead effectively.
LEARNING OBJECTIVES
• Define situational leadership.
• Identify the indicators of the four development levels.
• Distinguish between the four leadership styles and identify when
to use each.
• Review of the stages of team development and intersection with
situational leadership.
• Apply strategies for using situational leadership in your
workplace.

LEADERSHIP
Coaching | 1 DAY
LEARNING OBJECTIVES
• Define coaching.
• Articulate the difference between coaching and mentoring and
how coaching can support mentoring and training.
• Name the characteristics of effective coaches.
• Describe the basic processes used in coaching.
• Demonstrate communication skills used in coaching, including
discovery listening and asking powerful, open-ended questions.
• Demonstrate the ability to develop and coach to an action plan.
• Practice how to coach subordinates and peers.
role playing, individual and small/large group coaching
This course describes coaching as a
personal or professional development
process of transferring performance to
a learner from someone who is more
skilled in a specific task. Coaching
clarifies the differences among coaching,
mentoring, and training and explains
the connection between coaching and
individual or organizational performance.
The course explains the nature of a
coaching relationship: more task-specific
and shorter-term than mentoring. It also
examines the characteristics of effective
coaches, coaching challenges, best
practices, and overall strategies
for success. Participants will practice
coaching through hands-on experience
using workplace-like scenarios. After
their coaching practice, participants
will evaluate progress and determine
if further coaching is needed.

LEADERSHIP
Mentoring | 1 DAY
Mentoring is a development process
for sharing life and organizational
knowledge and experience to help
less experienced individuals in their
personal and professional develop-
ment. This course clarifies the
differences among mentoring,
coaching, and training and explains
the connection between mentoring
and individual or organizational
performance. Participants learn about
the long-term nature of mentoring
relationships, examine the characteris-
tics of effective mentors, and describe
overall strategies for success. The
course is practical, helping participants
learn how to establish a mentoring
relationship, construct a mentoring
action plan, review progress, set top-
ics for mentoring sessions, and apply
specific techniques to encourage open
dialogue and generate buy-in.
LEARNING OBJECTIVES
• Define mentoring and articulate the difference between
mentoring and other professional development tools such
as training and coaching.
• Explain the long-term benefits of mentoring employees
in terms of individual professional development and
organizational impact.
• Demonstrate an understanding of the relationship between
individual performance and business outcomes.
• List the characteristics of effective mentors and describe
how to establish the framework for a mentoring relationship
to achieve the greatest impact.
• Create a mentoring plan that includes mutually defined personal
and professional development goals and the partnership's
measurements of success.
• Explain when and how to end a mentoring relationship.
• Name ways to evaluate the effectiveness of the mentee’s
development through a behavioral focus.
other training aids (e.g., answer “paddles” for group quizzes),
brief lecture, demonstration/modeling, small/large group
discussion, workplace relevant.

LEADERSHIP
Decision Making | 1 DAY*
LEARNING OBJECTIVES
• How to identify and choose alternatives that have the highest
probability of success.
• Recognize the impact decisions have on resources within the
greater organizational context.
• Integrate accountability in decision-making – managing the
realities of risks and consequences.
• Examine the fundamentals of workplace decision-making—
both individual and group decision-making.
• Explore practical methods for managing the emotions that block
clear thinking in decision-making and how to avoid overreacting
or avoiding the difficult issues altogether.
• Practice techniques for gathering information, getting people
proactively engaged, selecting and managing a decision team,
scrutinizing a decision, and communicating results.
learn from and with each other while applying their EI learning
We make thousands of decisions of
varying importance and in varying
environments every day. So, why a
course on decision-making? How can
it help? Decision Making is a one-day
course that engages participants in
thought-provoking discussions and
small-group activities designed to
reinforce simplified theory and prin-
ciples. Participants learn the deci-
sion-making process (cradle-to-grave),
decision-making roles and responsibil-
ities, the role of strategic thinking and
planning in decision-making, tech-
niques for managing effective work-
place decisions, methods for involving
others and communicating decisions,
the impact decisions have on work-
place resources, and how to align
decisions with organizational values,
goals and objectives.
*NOTE: This course is on FIQ's GSA
Schedule. Varied course lengths (1-day,
2-day) exist.

LEADERSHIP
Engaging Your Manager and Others | 1 DAY
Engaging Your Manager and Others is
a course designed to help participants
effectively engage with their manager
and others who directly affect their work
and the results they achieve. Participants
learn how to interact with multiple peo-
ple with different demands on their time
and attention each day where projects
and priorities can change frequently.
These challenging environment requires
adept problem solving, flexibility,
conflict management, and creativity
while producing the results crucial to
accountable workplaces. Managing up
successfully is possible with the right
tools and attitude.
LEARNING OBJECTIVES
• Engage managers and others and identify the characteristics
of productive working relationships.
• Describe the communication process and elements impacting
effective communication.
• Understand influence in productive relationships and build
effective responses to demands.
• Apply theories of motivation to increase effectiveness and
achievement.
• Learn success strategies and understand the value of
completed work.

FRANKLINIQ.COM | DIVERSITY INCLUSION 31
DIVERSITY INCLUSION
Understanding Generations at Work | 1 DAY
As demographics shift and older
workers retire and younger workers
are hired workplace cultures can be
expected to change dramatically.
This course provides a framework
for understanding the strengths of a
multi-generational workforce and
learning how to effectively negotiate
different values, work expectations,
and priorities. Participants discuss
how to communicate effectively among
generations and promote inclusivity
on their teams for the benefit of the
organization and those who work there.
LEARNING OBJECTIVES
• Provide an overview of the five generations in the workplace.
• Demonstrate strategies for communicating effectively with
members of each group.
• Address common challenges multi-generational workplaces
often face.
• Learn to overcome conflict due to generational differences
in the workplace.
• Improve multi-generational team performance.

32 DIVERSITY INCLUSION | FRANKLINIQ.COM
DIVERSITY INCLUSION
Cross-Cultural Team Building | 1 Day*
LEARNING OBJECTIVES
• Describe identity and how identities influence communication
and group dynamics.
• Explain bias and how it influences perception.
• Explain why it is important for a diverse team to move
beyond the awareness stage.
• Constructively respond when a team experiences the negative
impacts of cultural misunderstandings.
• Use what they’ve learned about culture, identity, and perception
to strengthen teams.
Designed to help participants begin
to build a workplace culture that
integrates cultural diversity as a
strength, Cross-Cultural Team Building
provides an important examination
of the full range of human and
organizational similarities and differ-
ences. Participants explore how culture,
identity, and perception work together
to influence how people communicate
and work together. Inclusion is high-
lighted as a proactive process of mak-
ing each person feel welcome and a
part of the organization. Effective team
building offers an important path to
building the norms and processes
contributing to successful and
respectful workplaces.

FRANKLINIQ.COM | DIVERSITY INCLUSION 33
DIVERSITY INCLUSION
Unconscious Bias | 1 Day
Humans organize their social world
by categorizing—this is innate to us
as a species. This course explains
bias, conscious and unconscious, and
shows its influence on day-to-day work
dynamics and decisions. Participants
discuss the science of System 1 (fast,
automatic, emotional, unconscious)
and System 2 (slow, effortful, logical,
conscious) thinking and learn the im-
portance of evidence-based decisions
in human capital decisions. Uncon-
scious bias is something we must
confront and address so that we do
not allow it to affect our decisions and
behavior towards others.
LEARNING OBJECTIVES
• Define unconscious bias and learn how all humans
categorize innately.
• Distinguish between System 1 and System 2 thinking.
• Understand how unconscious bias influences employees
and workplaces.
• Develop strategies to make evidence-based, better decisions
and overcome bias.
DIVERSITY INCLUSION
Fostering an Inclusive Climate | 1 DAY
LEARNING OBJECTIVES
• Recognize why diversity and inclusion are important to team
and organizational success.
• Analyze how the dimensions of one’s identity shape views,
values, and perceptions in the workplace.
• Identify the strengths and challenges of diversity in the
workplace.
• Manage hidden biases and instead learn to contribute to an
inclusive workplace environment.
• Establish processes to plan and integrate diversity and inclusion
in the organization.
Fostering an Inclusive Climate provides
an opportunity for participants to analyze
how each employee is the product of
multiple unique attributes and experi-
ences that can contribute to a high-
performing team. Participants explore
fostering inclusivity, identifying strengths
of an inclusive climate, and integrating
inclusion in their work behaviors.
Building a trusting environment is a core
attribute of effective teams and begins
with individuals recognizing the power
and potential of inclusion.

ANAGEMENT
ONFLICT

FRANKLINIQ.COM | CONFLICT MANAGEMENT 35
CONFLICT MANAGEMENT
Dealing with Conflict and/or Difficult People | 1 DAY
This course helps participants under-
stand how to deal with “difficult people”
and resolve workplace conflicts. Partic-
ipants identify the sources of conflict,
identify their own conflict resolution
style, describe ways to deal with difficult
people, develop ways to improve flexi-
bility, and apply the I-D- E-A-L resolution
model. Remaining calm and focused
under pressure, responding effectively
to “difficult people,” and resolving work-
place conflicts effectively by focusing
on the parties’ interests rather than their
demands are all strategies taught in this
course to increase the ability to handle
difficult people effectively.
LEARNING OBJECTIVES
• Define and identify the most common sources of conflict.
• Explain the emotional intelligence (EI) model (self-awareness,
self-management, social awareness, and relationship
management).
• Name ways to stay focused in difficult situations and resolve con-
flict.
• Demonstrate how to effectively deal with “difficult people”.
• Demonstrate how to effectively communicate under pressure
during a conflict or an encounter with a difficult personalities.
• Demonstrate how to resolve workplace conflicts by using
EI skills and focusing on the parties’ real interests rather
than their demands.

36 CONFLICT MANAGEMENT | FRANKLINIQ.COM
CONFLICT MANAGEMENT
Conflict Management Problem Solving | 1 DAY
LEARNING OBJECTIVES
• Define conflict and identify the sources of conflict.
• Describe one’s own conflict resolution style and identify ways
to improve style flexibility.
• Explain the I D E A L conflict resolution model.
• Apply conflict resolution strategies to realistic situations through
case studies and role playing exercises.
• Engage in group activities that encourage interactive discussion
of conflict resolution and problem solving.
Conflict is a state of unresolved difference
or unresolved feelings between two or
more people or groups. This interactive
course will help participants understand
how to deal with and resolve workplace
conflicts effectively and respectfully.
Participants learn to identify the sources
of conflict, describe their own conflict
resolution style, identify ways to improve
flexibility, and apply the I-D-E-A-L
resolution model. Included is a Conflict
Management Styles Self-Assessment
for participants to gain greater insight
into their own preferences. Throughout
the course, participants learn and apply
problem-solving processes to real-world
workplace scenarios and evaluate
responsibilities and accountability to
achieve optimum outcomes.

FRANKLINIQ.COM | CONFLICT MANAGEMENT 37
CONFLICT MANAGEMENT
Conflict Management and Resolution | 1 Day
Everyone responds differently to certain
situations. Sometimes one person is
irritated and upset by something —while
others don’t seem upset at all. Con-
flict resolution requires patience and
discipline—along with some basics in
creative and critical thinking, planning,
and accountability. Both can be compli-
cated—getting it right in one area may
cause havoc in another. This interactive
course will help participants understand
how to deal with and resolve workplace
conflicts effectively and respectfully.
Participants learn to identify the sources
of conflict, describe their own conflict
resolution style, identify ways to im-
prove flexibility, apply the I-D-E-A-L
resolution model. A Conflict Manage-
ment Styles Self-Assessment adds to
the course’s relevance and practicality.
LEARNING OBJECTIVES
• Define conflict and identify sources of conflict.
• Examine the role of conflict in an organization and how it
often escalates.
• Gain tools for finding common ground and solving problems
amicably.
• Accept responsibility and accountability for defusing conflict.
• Build motivation and trust through proactive communication.
• Review the importance of conflict resolution and use the
I-D-E-A-L model.
• Engage in group activities encouraging interactive discussions
of conflict resolution and problem solving.

ROFESSIONAL
EVELOPMENT

FRANKLINIQ.COM | PROFESSIONAL DEVELOPMENT 39
Administrative Assistant Development | 1 DAY
Administrative Assistant Development
provides participants with an overview
of what it takes to establish a profes-
sional office environment, provide qual-
ity administrative service, and develop
an effective administrative assistant/
boss working relationship. The course
helps administrative assistants enhance
their “people skills” as they successfully
support their bosses, navigate office
politics, and build internal and exter-
nal relationships. Participants learn the
do’s and don’ts of email and phone
etiquette. They also develop the skills
needed to manage multiple projects,
responsibilities, and bosses; demon-
strate assertiveness with confidence
and respect; be in charge without
having authority; and transition from a
transactional role to a partner role as
they provide stellar service to internal
and external customers.
LEARNING OBJECTIVES
• Explain the requirements for an effective administrative assistant/
boss working relationship.
• Name techniques for managing multiple projects, responsibilities,
and bosses.
• Demonstrate “people skills” as a successful administrative
assistant.
• Demonstrate assertive communication skills with confidence
and respect.
• Name techniques for being in charge even without actually
having authority.
• Name the do’s and don’ts of phone and email etiquette.
• Name the challenges of office politics and how to successfully
navigate them.
• Explain how to maintain the safety and security of official
documents and the office environment.
and give activity instructions; instruments (e.g., assessments); other
training aids (e.g., answer “paddles” for group quiz), brief lecture,
demonstration/modeling, small/large group discussion, workplace
relevant exercises, video, agency-relevant case studies, role playing,
individual and small/large group coaching, small group projects,
simulations, and back-home problems.

40 PROFESSIONAL DEVELOPMENT | FRANKLINIQ.COM
Emotional Intelligence | 1 DAY
LEARNING OBJECTIVES
• Define emotional intelligence (EI).
• Describe the role and impact of EI in the workplace.
• Explain how emotions affect your and others’ behaviors.
• Explain the EI personal and social competencies.
• Apply the EI model to typical interpersonal challenges in
the workplace.
Emotional Intelligence (EI) has
emerged as a differentiating factor in
the development of leaders. What it
entails is an awareness of your own
and other’s emotional responses and
how to manage relationships with
yourself and others. The course pres-
ents proven and effective practices
for strengthening EI competencies,
building effective and productive
relationships, developing EI capacities
to recognize your own emotions and
those of others, and using EI abilities
to better guide your thinking and
behavior in various work (and person-
al) environments to achieve desired
outcomes.

Budgeting for Non-Financial Managers | 1 DAY
Budgeting for Non-Financial Manag-
ers is intended to familiarize staff with
the various facets of basic budgeting.
The course is intended for anyone
wanting a better understanding of the
budgetary process and how it relates
to workplace performance. Presented
from the standpoint that most partic-
ipants will not have budgetary back-
grounds or responsibilities, the focus
of the course will be gaining a working
understanding of the importance of
basic budgeting, understanding key
aspects of the budgetary process, and
understanding the importance of wise
fiscal management oriented towards
achieving objectives.
NOTE: Varied course lengths (1-day,
3-day) exist. An Instructor Guide exists
for this course.
LEARNING OBJECTIVES
• Describe the basic budgetary process.
• Prepare a specific budget for a program or activity.
• Describe the basis of priority setting in addressing the mission
of an organization.
• Explain the importance of measuring outcomes and the concept
of performance measurement.
• Describe the competitive nature of budgeting in an environment
characterized by scarce resources.
• Examine alternatives and selection of the most appropriate
expenditure strategy to accomplish specific objectives.
• Identify the techniques for successfully selling a budget
proposal, including building a consensus and management
of stakeholders.
• Describe the concept of uncertainty in the budgetary
environment including changing demands for the service,
revised priorities, and fiscal cutbacks.

Creative Thinking | 1 DAY
LEARNING OBJECTIVES
• Align creative problem-solving concepts with the organization’s
mission.
• Identify common myths and mental blocks to creative thinking
and learn how to dispel them.
• Develop a systematic approach to problem solving through the
integration of innovative ideas.
• Develop ways to incorporate positive attitudes for creativity
and the benefits of thinking out of the box.
• Discover how to apply different approaches to uncover
possibilities with existing resources – making the ordinary
extraordinary.
• Develop new insights into situations and techniques to foster
innovation and improvement.
• Practice techniques for exploring ideas, generating possibilities,
and selecting the best answer among possibilities.
• Engage in group activities that encourage interactive discussion
of creative thinking and ways of fostering a creative climate.
Participants learn from and with each other while applying their
learning to real-world workplace situations. They gain practical
When it’s no longer possible to solve
today’s problems with current practices,
creative thinking becomes vital for
continued success. Creative Thinking
is a one-day, interactive course that
focuses on the development of innovative
solutions for resolving issues or problems
and promotes organization improvement.
Participants will investigate concepts that
encourage the design of new methods
where established methods and proce-
dures are inapplicable or unavailable.
Participants learn to generate new ideas
by changing context and reapplying
current practices and ideas. In other
words, instead of doing what they’ve al-
ways done the way they’ve always done it,
participants find ways to do what they’ve
always done differently. The systematic
development of strategies to combat the
ever-changing work environment is also
addressed.
NOTE: This course is on FIQ’s GSA Schedule.

Creative, Critical, and Strategic | 3 DAY
This unique course focuses on develop-
ing creative, critical, and strategic think-
ing using scientific methods and logical
reasoning to identify potential efficien-
cies, opportunities, strengths, barriers,
hot button issues, and limitations to the
status quo. Gaining an appreciation for
the role each level of thinking plays in
leadership, participants are encouraged
to apply multiple levels of thinking in
realistic scenarios. The course provides
participants with the framework to make
comprehensive yet flexible strategies
that are aligned to organizational, work
unit, and individual goals. Participants
will evaluate the overall impact individ-
ual choices (and the thinking behind
them) have on the ability of organiza-
tions to meet goals.
LEARNING OBJECTIVES
• Explore the creative process through analysis of theories that
support creative thinking.
• Examine the characteristics of a creative person and ways to
incorporate positive attitudes for creativity.
• Develop systematic approach to thinking through integration
of innovative ideas.
• Recognize the importance of aligning decisions with goals,
strategies, and objectives.
• Understand how to be proactively engaged in the critical
thinking processes.
• Develop an understanding of whole-brain thinking and
decision-making/problem solving processes through
exercises and group activities.
• Evaluate alternatives and analyze the process for implementing
decisions.
• Determine the impact critical thinking has on workplace
and team resources, decision-making responsibilities,
and accountability.

Critical Thinking | 1 DAY
LEARNING OBJECTIVES
• Understand how to be proactively engaged in the critical
thinking processes.
• Develop an understanding of whole-brain thinking and
decision-making/problem solving processes through
exercises and group activities.
• Discover techniques for managing effective workplace
decisions.
• Learn the role of strategic thinking and planning in critical
thinking and decision-making.
• Explore methods for evaluating alternatives and implementing
decisions.
• Recognize the importance of aligning decisions with goals,
strategies, and objectives.
• Analyze the critical thinking process and the impact critical
thinking has on workplace and team resources, decision-making
responsibilities and accountability.
learn from and with each other while applying their EI learning to
Critical Thinking is a one-day course that
engages participants in thought-provok-
ing discussions and small-group activ-
ities designed to reinforce simplified
theory and principles. Participants learn
the decision-making process (cradle-
to-grave), decision-making roles and
responsibilities, the role of strategic
thinking and planning in decision-mak-
ing, and techniques for managing effec-
tive workplace decisions. Also explored
are methods for involving others and
communicating decisions, the impact
decisions have on workplace resources,
and how to align decisions with organi-
zational values, goals and objectives.

Customer Service | 1 DAY
Everyone needs to be concerned with
customer service. The consequences
of inattentive service or an inappro-
priate comment whether in person
or on the telephone can be severe.
Customer Service is a hands-on course
designed to enhance an organization’s
ability to achieve and maintain supe-
rior customer service – a key aspect
of success. The course teaches cus-
tomer service providers how to assess
and improve customer service on an
on-going basis. Participants learn the
foundations of customer service, how
to gather and analyze customer data,
and how to apply simplified theory
and tools to achieve and maintain
superior customer service.
LEARNING OBJECTIVES
• Define the key roles in customer service and dispel
customer service myths.
• Readily identify levels of customer needs—expected,
requested, surprised service.
• Observe the key elements of a transaction and how to
identify transaction problems/opportunities.
• Acquire methods to guide customer conversations and
apply the critical steps to analyze and resolve customer
problems.
• Build rapport and create a positive customer experience
through better listening.
• Learn how to collect analyze customer data (e.g., customer
surveys and interviews) and apply key measures to monitor
customer service.

Customer Services Emotional Intelligence | 2 DAY
LEARNING OBJECTIVES
• Define exceptional customer service.
• Develop ideas for improving customer service and processes
at the organizational level.
• Explain the “cycle of service” from the customer’s point of view.
• Demonstrate emotional intelligence in providing customer
service, especially when responding to “difficult” customers.
• Develop alternatives when you have to say “no” or set limits.
• Demonstrate the LEARN model in responding effectively
to upset customers.
• Practice the “Begin with Why” model of responding to customers.
learn from and with each other while applying their customer
service and EI learning to real-world workplace situations. Partici-
pants gain practical experience; present their ideas in small-group
and whole class discussions; and receive instructor and peer
feedback.
Customer Service Emotional
Intelligence is a two-day course con-
fronting the real-world problems of
service delivery and challenges of
emotional intelligence in customer
service environments. Participants
learn the foundations of customer
service, how to gather and analyze
customer data, and how to apply sim-
plified theory and tools to achieve and
maintain superior customer service.
Strong emotional intelligence skills
play a large role in exceptional cus-
tomer service and course participants
learn to harness emotions to improve
interactions and results.

Managing Multiple Priorities | 1 DAY
The efficiency of individuals and
organizations relies greatly on their
ability to effectively maximize work time
and increase productivity. Time may
be our most valuable resource, but it
is often given away thoughtlessly,
unconsciously, or in a reactionary
manner. Harnessing this critical resource
increases both employee output and
organizational competitiveness. This
training provides participants, of all
levels, with the knowledge, skills,
abilities, and strategies to effectively
manage multiple priorities and projects,
as well as enhance the ability to cope
with often competing priorities. It also
addresses task prioritization and the
practical organization tools and
techniques to reduce wasted time
and enhance focus on mission critical
tasks such as competing deadlines
and priorities. Participants also learn
goal-setting and decision-making
strategies as well as time-allocation
techniques.
LEARNING OBJECTIVES
• Understand your perception of time and how it affects your time
management.
• Use time management techniques to effectively maximize work
time/increase productivity.
• Apply task prioritization techniques and practical organization
tools to reduce wasted time and focus on mission critical tasks.
• Apply strategies to best organize time and resources.
• Use prioritization skills to ensure critical objectives are met.
• Use project planning techniques to increase productivity.
• Identify ways to effectively communicate about projects
with supervisors, team members, and other stakeholders.
• Recognize and minimize personal and common time
wasters and challenges.
Creativity and Innovation, Resilience, Strategic Thinking, Conflict
Management, Accountability, Decisiveness, Problem Solving,
Influencing/Negotiating

Meeting Management | 1 DAY
LEARNING OBJECTIVES
• Identify common causes of meeting failure.
• Develop appropriate meeting outcomes.
• Design effective meeting agendas.
• Apply tools and techniques to plan and conduct effective
meetings.
• Name techniques to manage disruptive behavior.
• Accurately capture decisions made.
• Name the steps needed to follow up after a meeting.
This course provides tools and techniques
to enhance meeting effectiveness.
Participants learn how to effectively and
efficiently manage meetings through
collaborative goal setting, setting an
agenda, understanding the various
purposes of meetings, managing
accountability, and decision making.
Meeting Management examines the
most common causes of meeting failure,
explores strategies for conducting
effective meetings (set clear and specific
outcomes; design an outcome-focused
agenda; ensure effective participation;
capture decisions clearly; provide
timely follow-up), and promotes a
culture of effective, efficient meetings
within organizations.

Negotiation: Basic Negotiation | 1 DAY
Recognizing the different types of
negotiation and when each may be
appropriate provides a useful base for
effecting workable agreements. In this
course, participants identify their per-
sonal influencing/negotiation style and
learn how to adapt their style to suc-
ceed in different types of negotiation
situations. Participants also practice
resolving real workplace issues using
different types of negotiation and
recognize the sources of power
impacting successful negotiations.
LEARNING OBJECTIVES
• Describe the differences among the types of negotiation.
• Demonstrate how to prepare for and conduct each type
of negotiation.
• Describe how to evaluate a situation and build support for
proposals.
• Demonstrate the skills needed to effectively negotiate.
real-world workplace situations. Participants gain practical

Negotiation: Interest-Based Negotiation | 2 DAY
LEARNING OBJECTIVES
• Describe the differences between interest-based negotiation
and other types of negotiation.
• Explain the advantages and limitations of interest-based
negotiation.
• Discover how temperaments may affect the negotiation
process and outcome.
• Explain how to prepare for interest-based negotiation.
• Describe how conflicts escalate in a negotiation situation.
• Demonstrate the skills needed to effectively conduct inter-
est-based negotiation, including deescalating a conflict.
• Demonstrate techniques to overcome negotiation challenges
(e.g., manipulative tactics, unwillingness to discuss a situation).
Interest-Based Negotiation describes
this type of negotiation, including its
principles, advantages, and limita-
tions. The course explains the impact
of temperament on the negotiation
process and shows participants how
to manage temperament and respond
to others’ temperament to bring about
successful outcomes. Participants
practice interest-based negotiation
and develop relevant skills such as
deescalating conflict during the
negotiation process, separating
people from the problem, and
focusing on interests and not
positions.

Performance Measures | 1 DAY
Performance Measures is a one-day
course designed to teach the what
and how of developing, using, and
aligning meaningful measurement
data to support planning, budgeting,
and organizational improvement.
Participants learn the mechanics and
concepts of performance measures
and assess the effectiveness of mea-
sures to drive operational success. The
course supports the general concepts,
language, and recommendations of
the Baldrige criteria, Balanced Score-
card, Government Performance and
Results Act (GPRA), Governmental
Accounting Standards Board (GASB),
OMB Circulars, and Managing for
Results.
LEARNING OBJECTIVES
• Examine the purpose for measures, how to write effective
performance measures, and how to link measures with
decision-making.
• Determine how performance measurement provides a basis
for taking action, guiding allocation of resources, and identifying
opportunities for improvement.
• Review a simple model for defining systems and collecting
sustained, meaningful measurements.
• Develop measures based on the needs of the user including
level of detail and reporting cycle.
• Create measures that communicate information key to
mission success.
• Integrate concepts and mechanics for measuring outcomes
and outputs.

Creative Problem Solving | 3 DAY
LEARNING OBJECTIVES
• Learn new ways of thinking and new processes for creative
problem solving.
• Apply creative thinking techniques to foster innovation a
nd improve performance.
• Evaluate the advantages and disadvantages of various
decision-making approaches.
• Learn techniques for overcoming mental blocks to
creative thinking and problem solving.
• Learn common myths and inhibitors of creative thinking
and problem solving, and how to avoid them.
• Apply different problem-solving approaches to discover
possibilities with existing resources.
• Learn techniques for exploring ideas, generating possibilities,
and selecting the best solution among possibilities.
Creative Problem Solving is a three-day,
hands-on course designed to help
participants learn techniques and appli-
cations of creative thinking, innovation,
and problem solving. Participants prac-
tice generating new ideas by changing
context and reapplying current practices.
Engaging participants in thought-provok-
ing discussions, small-group activities,
and exercises challenges ordinary mental
models and stretches creative thinking in
new directions. Participants learn to avert
roadblocks, re-think problems, generate
new ideas to ever-changing work envi-
ronments, and develop well thought-out,
signature-ready recommendations to
managers.

Being Your Best: Living a Balanced Life | 1/2 DAY
Being Your Best: Living a Balanced Life
To be the best, one must develop all
of one’s self. This course, Being Your
Best, takes a wholistic approach and
encourages participants to improve all
aspects of their being to achieve their
best potential. Participants discuss the
importance of nourishing their minds,
energizing their emotions, reinvigo-
rating their bodies, and stimulating
their spirit. As well-rounded individu-
als, they can more easily demonstrate
their talents and grow their skills. The
ultimate goal is to motivate employ-
ees to want to become mentally agile,
emotionally mature, physically healthy,
and spiritually-fulfilled individuals who
can easily use their talents and their
skills to help develop a well-adjusted
and productive workforce.
LEARNING OBJECTIVES
• Define what “being your best” means.
• Explain why “being your best” benefits individuals and
organizations.
• Name some ways to nourish minds, energize emotions,
reinvigorate bodies, and stimulate the spirit.
• Explain how to recognize and grow talents by enhancing
current skills and building new skills.
• Develop a plan for how to put new attitudes, knowledge
and skills into practice.

Time Management | 1 DAY
LEARNING OBJECTIVES
• Learn time management techniques to effectively maximize
work time and increase productivity.
• Examine task prioritization to reduce wasted time and focus
on mission critical tasks.
• Understand your perception of time and how it affects your
time management.
• Use time management techniques to effectively maximize
work time/increase productivity.
• Apply strategies to best organize time and resources.
• Use project planning techniques to increase productivity.
• Identify ways to effectively communicate about projects
with supervisors, team members, and other stakeholders.
• Recognize and minimize personal and common time wasters
and challenges.
Never has our time and attention been
so stretched as today’s employees are
being asked to more with less. Rock
solid time management practices are
essential to combat the distraction and
disruption of modern workplaces. This
course provides participants with an
understanding of the value of time
and practical tools for prioritizing tasks,
organizing work, and defeating the
time bandits. Recognizing personal
time wasters and developing strate-
gies to overcome these challenges to
productivity contributes to participants’
gaining control over their time and
futures.

Fiq 2020 catalog_v1r4_4202020

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Fiq 2020 catalog_v1r4_4202020