CPS Classroom Training Course Catalog
Revised October 9,
2009
CPS Human Resource Services
Classroom Training Course Catalog
Submitted By:
CPS Human Resource Services
444 North Capitol St., Suite 544
Washington, DC 20001
t: 202.355.7308
f: 202.220.1394
www.cps.ca.gov
Tax ID; 68-0067209
NIH BPA#: HHSN26399990841B
MOBIS Contract#: GS10F0437M
Duns: 128512480
NAICS Code: 541611
Gilbert L. Johnson
Managing Director,
Consulting Services East/Federal
i
CPS Human Resource Services
Course Listing of Off-the-Shelf Classes
Revised October 9, 2009
The CPS Classroom Training Catalog contains course titles, brief course descriptions and instructor
bios of CPS Human Resource Services “off the shelf” courses offered in the Metro Washington, DC
area. CPS may also recommend that clients consider customizing courses, depending on the goals
and objectives of the training. Please contact Rhonda Gordon for information regarding course
fees, and to discuss arrangements for training at your location. Rhonda Gordon (202) 744-5560,
rgordon@cps.ca.gov.
Course Topic
Duration
1. 360 Evaluation and Feedback
1 day
2. Business Etiquette and Professional Presence
½ day
3. Career Development -Career Match
1 day
4. Change Management
1 day
5. Coaching and Skill Transfer Workshop
1 day
6. Coaching for the Emerging Leader
1 day
7. Collaboration Skills for Supervisors
1 - 2 day
8. Communicating Effectively
½-1 day
9. Conflict Management
1 day
CPS instructors
who can teach this
course topic*
 Snyder, Elly
 Tamagna, Jane
 Karpas, Arlene
 Norman, Gloria
 Karpas, Arlene
 Parker, Cara
 Smikle, Joanne
 Heil, Richard
 Karpas, Arlene
 Norman, Gloria
 Smikle, Joanne
 Snyder, Elly
 Tamagna, Jane
 Crowe, Sandy
 Heil, Richard
 Karpas, Arlene
 Smikle, Joanne
 Crowe, Sandy
 Karpas, Arlene
 Smikle, Joanne
 Karpas, Arlene
 Smikle, Joanne
 Heil, Richard
 Karpas, Arlene
 Norman, Gloria
 Parker, Cara
 Smikle, Joanne
 Heil, Richard
 Karpas, Arlene
 Norman, Gloria
 Parker, Cara
Page
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2
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4
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10. Continuous Improvement (Introduction to)
1 day
11. Customer Service Excellence
1 day
12. Difficult People, Dealing with
½ day
13. DiSC Personal Profile System
½ day
14. Diversity: Valuing Diversity
1 day
15. Effective Listening
1 day
16. Effective Presentations
2 days
17. E-Mail: Managing the Monster
½ day
18. Emotional Intelligence
½ - 1 day
19. Facilitation Workshop
2 day
20. Generational Challenges and Opportunities in
the Workplace
½ day
21. Grammar and Punctuation Brush Up
1 day
22. Improving Employee Performance and
Accountability
1 - 3 day
23. Influencing Others
½ - 1 day
24. Interpersonal Communication Skills
2 day
25. Language: The Power of Generative Language
1 day
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Smikle, Joanne
Parker, Cara
Snyder, Elly
Tamagna, Jane
Heil, Richard
Karpas, Arlene
Norman, Gloria
Smikle, Joanne
Snyder, Elly
Crowe, Sandy
Heil, Richard
Gordon, Rhonda
Snyder, Elly
Norman, Gloria
Smikle, Joanne
Karpas, Arlene
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Karpas, Arlene
Smikle, Joanne
Norman, Gloria
Snyder, Elly
Tamagna, Jane
Karpas, Arlene
Smikle, Joanne
Stroul, Neil
Karpas, Arlene
Smikle, Joanne
Snyder, Elly
Tamagna, Jane
Karpas, Arlene
Norman, Gloria
Stroul, Neil
Norman, Gloria
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Heil, Richard
Karpas, Arlene
Snyder, Elly
Tamagna, Jane
Heil, Richard
Karpas, Arlene
Norman, Gloria
Crowe, Sandy
Norman, Gloria
Smikle, Joanne
Crowe, Sandy
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26. Leadership Essentials
2 day
27. Managing from the Middle
1 – 3 day
28. Meetings that Produce Results
2 day
29. Mentoring Skills for Mentees
1 ½ day
30. Mentoring Skills for Mentors
½ day
31. Motivating Employees Non-Monetarily
1 day
32. Myers-Briggs Type Indicator for Individuals
1 day
33. Myers-Briggs Type Indicator for Teams
1 day
34. Performance Management
1 – 3 day
35. Persuasive Communications
1 day
36. Problem Solving and Decision Making: The
Basics
1 day
37. Process Review: Doing the Work Faster and
Better
38. Professional Presence and Business Etiquette
1-2 day
½ day
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39. Professional Writing: Ensure it is Read and
Understood
40. Project Management: The Basics
1-2 day
 Snyder, Elly
39
1 day
2 - 3 day
Karpas, Arlene
Norman, Gloria
Parker, Cara
Snyder, Elly
Tamagna, Jane
Parker, Cara
40
41. Project Management
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42. Strategic Planning Overview
1 day
 Smikle, Joanne
 Tamagna, Jane
42
Karpas, Arlene
Norman, Gloria
Smikle, Joanne
Snyder, Elly
Tamagna, Jane
Snyder, Elly
Tamagna, Jane
Heslin, James
Snyder, Elly
Heslin, James
Snyder, Elly
Gordon, Rhonda
Snyder, Elly
Gordon, Rhonda
Karpas, Arlene
Snyder, Elly
Gordon, Rhonda
Karpas, Arlene
Snyder, Elly
Heil, Richard
Karpas, Arlene
Norman, Gloria
Snyder, Elly
Tamagna, Jane
Karpas, Arlene
Norman, Gloria
Norman, Gloria
Snyder, Elly
Tamagna, Jane
Snyder, Elly
Tamagna, Jane
Karpas, Arlene
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27
28
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35
36
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43. Stress Management
1 day
44. Succession Planning Workshop: The Basics
45. Supervisory Skills: Interpersonal Focus
½ day
2 day
46. Teams: Building High Performing Teams
1 - 3 day
47. Team Leader Workshop
1 - 2 day
48. Time Management
49. Writing Style Tips
RESUMES
1 day
1 day
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Crowe, Sandy
Norman, Gloria
Tamagna, Jane
Heil, Richard
Karpas, Arlene
Norman, Gloria
Smikle, Joanne
Karpas, Arlene
Norman, Gloria
Snyder, Elly
Tamagna, Jane
Norman, Gloria
Smikle, Joanne
Karpas, Arlene
Snyder, Elly
43
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iv
360 (AKA Multi-rater) Feedback and Evaluation
1-day course
Professional development is an ongoing process, requiring continuous attention, effort, and
feedback. It involves looking forward and asking the question: “what strengths do I want to
build on, and what areas do I want to improve?” 360 feedback assessments are powerful tools
for helping individuals improve, grow, and develop their interpersonal skills. No matter what
position you hold in a company, it is important to understand how others (boss, peers and
customers) perceive your effectiveness as a leader. 360-degree feedback from supervisors, coworkers and direct reports is valuable in improving both organizational and individual
performance.
Objectives:
 Understand the value and purpose of taking a 360 assessment
 Learn how to read the results of a 360 by looking at a sample report
 Review your personal 360 results
 Discuss areas of strength, and areas for development
 Construct a framework for developing your leadership skills
 Create a development plan for enhancing your leadership abilities
 Begin working on your leadership development plan
Instructors:
 Elly Snyder
 Jane Tamagna
Materials:
 Participant Handouts
 PowerPoint Slides
 360 instrument (TBD) and scoring
Return to Course Listing
1
Business Etiquette and Professional Presence
1/2-day course
Are you putting your best foot forward as a business professional? This half-day course will
teach you the “ins and outs” of professional presence and allow you to feel confident in your
internal and external dealings.
Objectives:
 Remember names and build rapport with business associates
 Use appropriate handshakes, eye contact, and body language
 Use proper business etiquette on the phone, as well as in e-mail and voice-mail
 Dress for success
 Game Plan–develop goals to activate and reinforce the training
Instructors:
 Arlene Karpas
 Gloria Norman
Materials:
 Participant Handouts
 PowerPoint Slides
Return to Course Listing
2
Career Development - Career Match
1-day course
Are your talents, interests, values and personal qualities being fully utilized in your job? Do you
like your job but want to get energized and excited about work again? In this one-day course
you will construct a Career Development Plan that outlines available internal and external
resources that will enable you to return to work refreshed, positive and focused on partnering
with your agency in achieving your professional goals.
Objectives: Specifically you will:
 Identify issues and trends in the public sector and their potential impact on your career
development
 Develop a Career Vision – what you want your future work life to look like
 Identify potential career matches by reviewing results from a personalized
career/personality inventory and comparing to current “hot jobs” in the public sector
 Outline a Career Development Plan to achieve your Career Vision
 Design strategies to implement your Career Development Plan back on the job the very
next day!
Note: This course may include one or more personality/career inventories. If so, the
inventory must be completed at least one week prior to class. Once registered, you will
receive information regarding how to complete these assessments. Your personalized
report will be given to you in class.
Instructors:
 Arlene Karpas
 Cara Parker
 Joanne Smikle (currently teaching a series of these courses for EPA)
Materials:
 Participant Handouts
 PowerPoint Slides
 Career/Personality Inventory (TBD)
Return to Course Listing
3
Change Management
1-day course
This course focuses on two aspects of the change process: (1) Initiation, planning, and
implementing changes in the workplace, and (2) Management of the change process through
effective interaction with individuals, teams, and stakeholders.
Objectives:
 Plan effectively for change
 Implement and execute change plans
 Identify, understand, and handle resistance to change
 Cultivate commitment to the change process and promote buy-in and involvement
 Manage and work on teams successfully during the change process
Instructors:
 Richard Heil
 Arlene Karpas
 Gloria Norman
 Joanne Smikle
 Elly Snyder
 Jane Tamagna
Materials:
 Participant Handouts
 PowerPoint Slides
Return to Course Listing
4
Coaching and Skill Transfer Workshop
1-day course
This workshop is intended for supervisors, managers and leaders who wish to guide and teach
staff through brief encounters, rather than provide formal, lengthy training sessions. You will
learn the fundamentals of information, knowledge and skill transfer, variations in learning
styles, and specific methods of effectively coaching individuals to use new skills and knowledge.
Objectives:
 Understand and apply the principles of effective coaching
 Assess your own coaching skills
 Identify coaching opportunities and needs
 Apply the necessary steps in the coaching process
 Successfully transfer skills to others
Instructors:
 Sandy Crowe
 Richard Heil
 Arlene Karpas
 Joanne Smikle
Materials:
 Participant Handouts
 PowerPoint Slides
 Personality Inventory (TBD) - optional
Return to Course Listing
5
Coaching for the Emerging Leader
1-day course
This session is designed to help emerging leaders better understand what it means to be a
coach as part of their stated or unstated job requirements. Participants will explore the
elements of effective coaching, gain an understanding of the specific steps involved in coaching,
and have time to practice being in the role of coach. At the end of the course, they will feel
more confident utilizing coaching skills and incorporating these skills into their own leadership
style. In addition, they will be able to convey effective coaching elements to other team
members and colleagues, furthering effective leadership in the organization.
Objectives:
 Differentiate between the role of manager, leader and coach
 Understand the distinctions and elements of effective coaching
 Practice the steps involved in coaching by using coaching situations relevant to the
participants’ workplace
Instructors:
 Sandy Crowe
 Arlene Karpas
 Joanne Smikle
Materials:
 Participant Handouts
 PowerPoint Slides
 Personality Inventory (TBD) - optional
Return to Course Listing
6
Collaboration Skills for Supervisors
1 or 2-day course
This course, intended for managers, supervisors and leaders, is designed to enhance skills and
competencies that will promote teamwork, participation and employee involvement. The
course focuses on teamwork, communication, leadership, conflict management and facilitation
skills that will improve the ability to create a collaborative and synergetic work environment.
Objectives:
 Promote team effort and team success
 Interact effectively with others and create an environment of open communication
 Identify your leadership style and strength and learn to apply them effectively and with
confidence
 Manage conflict constructively
 Facilitate meetings efficiently through effective group participation and involvement
Instructors:
 Arlene Karpas
 Joanne Smikle
Materials:
 Participant Handouts
 PowerPoint Slides
 Personality Inventory (TBD) - optional
Return to Course Listing
7
Communicating Effectively
½ to 1-day course
Communication skills are the foundation of effectiveness at work. With an emphasis on
professional and clear communication, this one-half or one-day class will help you improve your
oral communication skills, increase your ability to understand and be understood, and increase
opportunities to demonstrate positive influence.
Objectives:
 Describe the communication process and why it breaks down
 Listen effectively to coworkers and customers
 Differentiate between assertive, aggressive, and passive communication styles
 Assess the effects of different communication styles on the speaker and the listener
 Communicate more clearly by using appropriate non-verbal behavior
Instructors:
 Richard Heil
 Arlene Karpas
 Gloria Norman
 Cara Parker
 Joanne Smikle
Materials:
 Participant Handouts
 PowerPoint Slides
 Personality Inventory (TBD) - optional
Return to Course Listing
8
Conflict Management
1-day course
This one-day class provides tools, techniques, and practice resolving work conflicts involving:
employees, coworkers, supervisors, or customers. Strategies for producing win-win outcomes
are emphasized in this interactive class, especially ways which guide conflict from a competitive
mode towards a collaborative one. You will take a personality/conflict management inventory
assessment (e.g., the Thomas-Kilmann Conflict Mode Instrument) to gain a better
understanding of your preferred conflict styles, and learn to utilize this information to improve
your conflict management skills.
Objectives:
 Identify the sources of conflict in organizations, and between people
 Name the various styles of dealing with conflict
 Describe your own styles of coping with conflict
 Use each conflict style as appropriate
 Practice and encourage collaboration to resolve conflict
Instructors:
 Richard Heil
 Arlene Karpas
 Gloria Norman
 Cara Parker
 Joanne Smikle
Materials:
 Participant Handouts
 PowerPoint Slides
 Personality/Conflict Management Inventory (TBD)
Return to Course Listing
9
Continuous Improvement (Introduction to)
1-day course
You will learn the basic concepts of continuous improvement as they apply to meeting business
objectives in a government setting.
Objectives:
 Define continuous improvement
 Learn and use continuous improvement tools to:
 Identify who you are serving and what they need
 Set and define goals to meet or exceed customer needs
 Determine what you and/or your team need to improve (e.g., learn and use tracking
tools to figure out what’s working and what needs to be improved)
 Learn how to improve it (e.g., learn and use analysis tools to figure out the best way
to get a lasting fix)
 Determine how to know if you got it right (e.g., learn and use assessment tools to
make sure the fix is the right one)
 Build a continuous improvement environment (introducing the concepts)
 Involve the team in decisions and planning
 Create team accountability for outcomes
 Address typical team problems
Instructors:
 Cara Parker
 Elly Snyder
 Jane Tamagna
Materials:
 Participant Handouts
 PowerPoint Slides
Return to Course Listing
10
Customer Service Excellence
1-day course
This workshop builds people skills and identifies critical issues necessary to improve customer
relations.
Objectives:
 Define the basics of quality customer service
 Use humor, active listening, and modeling to provide exceptional service
 Control angry or upset customers
 Apply techniques to create positive rapport with customers
 Identify ways to deal with customer complaint and attitudes
 Learn and practice techniques to solve customer problems
Instructor:
 Richard Heil
 Arlene Karpas
 Gloria Norman
 Joanne Smikle
 Elly Snyder
Materials:
 Participant Handouts
 PowerPoint Slides
 Personality Inventory (TBD) - optional
Return to Course Listing
11
Difficult People, Dealing with
1/2-day course
This one-day workshop helps you deal with challenging personalities in the workplace.
Emphasis is on maintaining a professional approach while coping with various problem
behaviors, whether it is with customers, co-workers, or even a supervisor. In this very
interactive class, you will recognize specific difficult behaviors, and will have guidance for
deciding what is appropriate to do about each. The intent of this workshop is that you will learn
and practice options for dealing with difficult people, and leave the workshop feeling more in
control, rather than feeling frustrated, helpless, or manipulated by difficult people.
Objectives:
 Describe the causes underlying difficult behaviors
 Identify common difficult behaviors
 Use appropriate coping behaviors for dealing with difficult people
 Identify difficult behaviors that you display
 Improve interactions with difficult people
Instructor:
 Sandy Crowe
 Richard Heil
Materials:
 Participant Handouts
 PowerPoint Slides
 Personality Inventory (TBD)- optional
Return to Course Listing
12
DiSC – Personal Style Survey
½ to 1-dayday course
The DiSC personality inventory, developed by William Moulton Marston, profiles four primary
behavioral styles, each with a distinct and predictable pattern of observable behavior. Applied
in the workplace, the DISC inventory can lead to professional and personal insights. The
DiSC assessment
is used
for
personal
growth
and
development,
training,
coaching, and management of self, individuals, groups, teams, and organizations.
Objectives:
 Understand behavioral strengths and challenges in yourself and in others
 Learn to appreciate the differences and strengths of others
 Discover tools for dealing with conflict effectively
 Enhance teamwork and reduce team conflict
 Develop strategies and awareness to deal with diversity of people, their communication
styles and needs
 Improve communication skills through understanding communication styles
Instructors:
 Rhonda Gordon
 Elly Snyder
Materials:
 Participant Handouts
 PowerPoint Slides
 DiSC Inventories
Return to Course Listing
13
Diversity: Valuing Diversity
1-day course
This session is designed to help employees understand the dynamics of differences in the
workplace, and learn to capitalize on those differences in order to improve workplace
collaboration and productivity.
Objectives:
 Identify workplace cases and opportunities for valuing diversity
 Gain a fundamental understanding of diversity
 Increase consciousness about the impact of behavior on others through self awareness
 Gain an understanding of basic skills that support valuing and utilizing differences
 Practice basic skills to enhance business relationships
Instructors:
 Gloria Norman
 Joanne Smikle
Materials:
 Participant Handouts
 PowerPoint Slides
 Personality Inventory (TBD) - optional
Return to Course Listing
14
Effective Listening
1-day course
This one-day class will help improve communication skills in the vital area of listening. Effective
or Active Listening is a very powerful tool, but it is seldom taught formally. Effective Listening
skills help in many workplace situations, including: problem solving, meeting optimization,
working with customers, and when speaking to someone with a language barrier, to name a
few.
Objectives:
 Distinguish between several different types and levels of listening
 Recognize and avoid poor listening habits
 Use a variety of effective listening skills
 Describe your preferred listening style(s)
 Display appropriate nonverbal listening behaviors
Instructor:
 Arlene Karpas
Materials:
 Participant Handouts
 PowerPoint Slides
 Personality/listening Inventory (TBD) - optional
Return to Course Listing
15
Effective Presentations
2-day course
This two-day class is intended for those who have never given a presentation, are new to
presenting, or would like to get more practice presenting in front of a group. Participants will
have the opportunity to give a presentation using PowerPoint, and be provided ample time to
prepare. Guidance and feedback are provided throughout the class to boost confidence and
competence. Emphasis is placed on preparation and practice to ensure success by all. Tips will
be provided on how to organize presentations, how best to prepare and practice, techniques
for reducing anxiety, how to handle audience questions, and how to deal with hostile or
distracting audience members.
Note - Please bring to class: a laptop with PowerPoint OR a USB/flash drive, and material that
you can use to create a presentation
Objectives:
 Prepare, organize, and present information to an audience
 Use electronic visual aids that are clear and applicable
 Deliver interesting and memorable informal and formal presentations
 Respond to questions from the audience in a professional and constructive manner
 Build confidence, reduce nervousness, and increase comfort in front of a group
Instructors:
 Arlene Karpas
 Joanne Smikle
Materials:
 Participant Handouts
 PowerPoint Slides
Return to Course Listing
16
E-Mail: Managing the Monster
½-day course
E-mail is the number one form of business communication, but most people complain that
e-mails take up too much of their time, increase the potential for conflict or misunderstandings,
and often add to the problem rather than contributing to the solution. This workshop helps email writers and receivers manage the e-mail monster, regain significant work time, and write
e-mails that lead to results, collaboration, and agreement.
Objectives:
 What E-mail do I need to receive –and not receive – and how do I best communicate this
information to senders?
 What do I do when I receive unproductive E-mails?
 How do I decide whether an E-mail is the right tool?
 If E-mail is the right tool, how do I write E-mails that get me what I need?
 How do I develop effective Subject lines, CCs, Bccs, Openings, Content?
 How are potential problems avoided?
 What do I need to consider regarding E-mail etiquette?
 What is an official record and what can create legal issues?
Instructor:
 Gloria Norman
 Elly Snyder
 Jane Tamagna
Materials:
 Participant Handouts
 PowerPoint Slides
Return to Course Listing
17
Emotional Intelligence
½ - 1 day course
The Emotional Intelligence framework, or EQ, is best understood as operating in four distinct
quadrants: self-awareness, self-management, interpersonal awareness and relationship
management. Thus, this one day program will be divided into four modules:
1) Self-awareness is best understood as learning to notice how you notice, to learn about
personal tendencies and habits that historically operate outside of conventional
awareness. The first module explores personal narratives that reveal tendencies and
habits.
2) The second module focuses on self-management or personal mastery, which will
distinguish what it means to "have your story, rather than your story having you." This
includes learning about "amygdale hijacks," which fuel emotional reactivity.
3) Interpersonal awareness, module three, focuses on two principal ideas, curiosity and
empathy.
4) Module four, relationship management, explores listening modes and "communicating
to learn."
Objectives:
 To identify ways EQ can increase the effectiveness of participant’s performance
 To learn tools to increase individual EQ
 To apply EQ learning to workplace situations
Instructor:
 Arlene Karpas
 Joanne Smikle
 Neil Stroul
Materials:
 Participant Handouts
 PowerPoint Slides
Return to Course Listing
18
Facilitation Workshop
2-day course
In this course, you will learn various techniques, skills and methods that will enable you to
facilitate group meetings, discussions and brainstorming sessions.
Objectives:
 Apply specific behaviors to attain desired climate and results in meetings
 Generate and moderate discussion
 Use techniques of problem-analysis and decision-making in a team setting
 Maintain interest and involvement for all team members
 Utilize effective verbal skills to keep group discussion on course and focused
Instructors:
 Arlene Karpas
 Joanne Smikle
 Elly Snyder
 Jane Tamagna
Materials:
 Participant Handouts
 PowerPoint Slides
Return to Course Listing
19
Generational Challenges and Opportunities in the Workplace
½ day course
Never in the history of American business have there been four generations simultaneously
working together in the workplace. Generational diversity, and the challenges and
opportunities that presents, will be the focus of this class. Through an interactive learning
process, participants will gain a better understanding of the differences that exist between the
four generations, and learn techniques to recruit and motivate them.
Objectives:
 Provide an overview of the differences between the four generations and review
common generational characteristics
 Understand different motivational triggers related to the different generations
 Discuss the new definition of “organizational loyalty”
 Learn new recruiting methodologies that appeal to Generation X and Generation Y
Instructor:
 Arlene Karpas
 Gloria Norman
 Neil Stroul
Materials:
 Participant Handouts
 PowerPoint Slides
Return to Course Listing
20
Grammar and Punctuation Brush-Up
1-day course
Is your grammar handbook collecting dust on your shelf? Why do so many writers guess at the
“rules” rather than look them up? Are you drawing a blank on the following terms:
“antecedent,” “dependent clause,” and “subjunctive mood?” Does the question mark go inside
the closing quotation or outside? Whether you write or review documents, you will be more
confident once you know the rules that govern grammar and punctuation. In this one-day class,
we will review the basics of grammar, with a focus on sentence structure and syntax. As we
identify and correct common grammar and punctuation errors, you will become informed
drafters, making changes to your own documents as well as to those of others, not because “it
sounds better,” but because you know the rules.
Objectives: As a result of attending this session participants will
 Review the nuts and bolts of sentence structure
 Review correct use of commas, semicolons, colons, and dashes Identify and correct the
run-on, comma splice, and fragment error
 Review rules of subject-verb agreement
 Review rules of pronoun-antecedent agreement
 Discuss common grammar myths, such as beginning sentences with "because;" ending
sentences with prepositions, and splitting infinitives
Instructor:
 Gloria Norman
Materials:
 Participant Handouts
 PowerPoint Slides
Return to Course Listing
21
Improving Employee Performance and Accountability
1 to 3-day course
This course is intended for supervisors and managers who are responsible for setting
expectations, improving employee performance, and ensuring employee accountability. It
encompasses job documentation, communicating expectations, and coaching employees to
ensure success. Participants will learn steps used to identify and establish performance
measurements and conduct Performance Appraisals or create Individual Development Plans.
Additionally, participants will learn to give continual affirmative and corrective feedback, as
well as to provide the necessary ingredients for sufficient and effective documentation to
support the progressive discipline process. Participants will know how to support the
assessment of the appropriate adverse action when necessary. Most importantly, participants
will be able to motivate employees to change behavior and learn the steps to sustain new
performance levels.
Objectives: Participants will learn how to
 Set expectations to ensure employee accountability
 Recognize the steps to identify and establish performance standards
 Determine performance measurements to ensure accountability for each of the
competencies listed on the Individual Development Plan (IDP)
 Apply the steps to effectively coach employees
 Develop the ability to give impactful affirmative and corrective feedback
 Conduct a probationary performance review
 Conduct an effective annual performance review/Individual Development Plan
 Understand the necessary ingredients for sufficient and effective documentation
 List the steps in the progressive discipline process
 Support the assessment and facilitate the determination of the appropriate adverse
action necessary
 Motivate employees to change behavior and the steps to sustain the new performance
level
Instructors:
 Richard Heil
 Arlene Karpas
 Elly Snyder
 Jane Tamagna
Materials:
 Participant Handouts
 PowerPoint Slides
 Personality Inventory (TBD)
Return to Course Listing
22
Influencing Others
½ to 1-day course
Communicating well is a skill—influencing others is an art. In this fun, interactive workshop,
participants will drill down beyond basic communication skills to get to the heart of creating
influence. Attendees will learn what works and what doesn’t work, as well as how to tailor and
attune their approach to the intended audience.
Objectives:
 Practice and master specific influencing approaches
 Design an influencing plan using an environmental scan
 Absorb critical influencing concepts that drive home the need for win-win outcomes
 Plan and practice workplace and personal influencing situations in class
Instructors:
 Arlene Karpas
 Richard Heil
 Gloria Norman
Materials:
 Participant Handouts
 PowerPoint Slides
 Personality Inventory (TBD) - optional
Return to Course Listing
23
Interpersonal Communication Skills
2-day course
Interpersonal skills are the foundation for effective relationships at work. With an emphasis on
professional and clear communication, this 2-day interactive training will help improve oral
communication skills, increase the ability to understand and be understood, and help you
create more positive influence. This class provides participants opportunities to practice these
skills, and to discuss and solve actual interpersonal work issues. Create a better first impression,
and improve listening skills, assertiveness skills and nonverbal communications in this class.
Objectives:
 Describe the communication process and why it breaks down
 Listen effectively to problem-solve with customers and/or coworkers
 Differentiate between assertive, aggressive and passive interpersonal styles
 Explain the effects that different interpersonal styles have on ourselves and others
 Provide and receive effective feedback
 Communicate directly by using non-verbal behaviors that confirm your message
 Practice skills learned in class to improve the interpersonal process
Instructors:
 Sandy Crowe
 Gloria Norman
 Joanne Smikle
Materials:
 Participant Handouts
 PowerPoint Slides
 Personality Inventory (TBD) - optional
Return to Course Listing
24
Language: The Power of Generative Language
1-day course
This course is designed to teach participants ways to use language such as myth, narrative,
specific acts of speech, storytelling and metaphor, as a means to insightful, fresh understanding
and to propel action into realms heretofore not explored. The experiential exercises create
opportunities for participants to practice using speech in new ways. Participants will practice
imagining, focusing on, and verbalizing better outcomes – and see how doing so generates
positive movement toward attaining them.
Course Objectives: As a result of attending this session participants will
 Learn how our language directs our lives
 Become aware that what we focus on, we create
 Learn the power of questioning
 Gain a comprehension of every day acts of speech and how they can be used to gain
power with others
 Use metaphor and ‘framing’ as ways to influence action
 Practice imagining (thinking) and storytelling as tools for innovation and creativity
Instructors:
 Sandy Crowe
Materials:
 Participant Handouts
 PowerPoint Slides
Return to Course Listing
25
Leadership Essentials
2-day course
Leaders learn industry standard Leadership attitudes, values, and competencies.
Objectives: In the workshop, participants:
 Become familiar with effective leadership characteristics and behaviors
 Develop an understanding of and apply the Situational Leadership framework in which
they match their leadership styles to the individual and the situation
 Learn how to communicate effectively
 Understand ways to strengthen team performance
 Go over the essentials of the performance management process
 Explore ways to delegate successfully
 Manage conflict situations
 Solve problems and make effective decisions
Instructors:
 Arlene Karpas
 Gloria Norman
 Joanne Smikle
Materials:
 Participant Handouts
 PowerPoint Slides
Return to Course Listing
26
Managing from the Middle
1 to 3-day course
This course is appropriate for new or experienced managers. For experienced managers, it
provides a model that can be used to step back from day-to-day operations, consider
objectively what works and what doesn't work, and re-align operations so they might
contribute even more to the organization. This course presents a model commonly used by
consultants that can be applied with equal effectiveness by an experienced manager.
For experienced managers, it shows how:
 to increase individual alignment with the needs of the organization
 to work with boss and peers so that both can provide maximum support
 to evaluate whether the group is spending time on the right work, and
 to find ways to spend time on the right managerial activities
For new managers, this program provides the opportunity and tools:
 to make decisions about a new group's work and focus
 to set clear direction from the beginning, and to
 get off on “the right foot” with bosses and peers
Objectives: By the time you leave this session, you should understand the importance of taking
responsibility for, and will have practiced:
 Aligning your group or project to organizational goals
 Developing a relationship with your boss that makes it easy for him or her to support
your group’s work
 Knowing which peers or outside groups are important to your group’s work
and developing sustainable relationships with them
 Making sure all work done by your group is necessary and moves toward the same
goal
 Assigning work so it can be handled successfully, creating a motivated
workforce, and managing “buds” in the context of that environment; and
 Having a plan for your work group or project that uses these leadership
skills to strengthen your organization
Instructors
 Elly Snyder
 Jane Tamagna
Materials:
 Participant Handouts
 PowerPoint Slides
Return to Course Listing
27
Meetings that Produce Results
2-day course
This 2 day program will increase confidence levels and better enable any person to more fully
participate in a meeting, whether leading or attending. First, you will learn all the components
of a good meeting and how to prepare a meeting contract. Fun and enlightening exercises will
provide practice opportunities for dealing with challenging people. A 7-step Problem Solving
Process will help organize the meeting. Techniques for consensus building and other important
tools will also be taught, as will the practicalities of writing on flip charts, and how to deal with
panic as an inexperienced facilitator. Three practice meetings, each increasing in complexity,
will give everyone the experience they need to run better meetings. This class is for the
inexperienced and the seasoned facilitator.
Objectives:






Know all the components of a good meeting, with special emphasis on topic outcomes
Learn compassionate ways to deal with difficult people
Use a 7-step Problem Solving process several times
Realize 5 ways to develop consensus
Learn several ways to manage the energy in a meeting
Know when and how to use criteria
Instructors:
 Elly Snyder
 Jane Tamagna
Materials:
 Participant Handouts
 PowerPoint Slides
Return to Course Listing
28
Mentoring Skills for Mentees
1 ½-day course
The concept of mentoring is as old as Greek mythology, and yet has very practical benefits to
modern workplaces. Mentoring provides the opportunity for guided learning at a professional
and personal level, and returns significant benefits to all concerned - mentee, mentor and the
organization. It has particular relevance in situations where succession planning, fast track
development, and isolation are key factors in the workplace.
Objectives: When you finish this session you (as a Mentee) should:
 be clear about what mentoring is, and what you want from the mentoring relationship
 understand your roles and responsibilities
 understand your mentor’s roles and responsibilities
 have a completed partnership agreement
 have a draft development plan to review with your mentor
Instructors:
 James Heslin
 Elly Snyder
Materials:
 Participant Handouts
 PowerPoint Slides
Return to Course Listing
29
Mentoring Skills for Mentors
½ -day course
The concept of mentoring is as old as Greek mythology yet has very practical benefits to
modern workplaces. Mentoring provides the opportunity for guided learning at a professional
and personal level, and returns significant benefit to all concerned - mentee, mentor and the
organization. It has particular relevance in situations where succession planning, fast track
development and isolation are key factors in a workplace.
Objectives: When you finish this session you (as a Mentor) should:
 understand your roles and responsibilities
 understand your mentee’s roles and responsibilities
 have practiced key communications skills
 be prepared to hold a development discussion
 have a draft mentoring agreement to review with your mentor
 be prepared to handle mentoring challenges
Instructors:
 James Heslin
 Elly Snyder
Materials:
 Participant Handouts
 PowerPoint Slides
Return to Course Listing
30
Motivating Employees Non-Monetarily
1-day course
This one-day course provides innovative, motivational strategies that work. This course is a
review of motivation theories and how they apply to today’s workforce. You will learn how to
identify the motivational needs of individuals in your work group, design reward and
recognition programs that appeal to both individuals and groups, and come away with a variety
of strategies and techniques to motivate both.
Objectives: Participants will be able to
 Discuss relevant motivation theories and how they apply to today’s workforce
 Describe why money alone does not work and be able to list rewards that work as well
or better than money
 Discuss why motivation is a critical part of supervision
 Identify your own motivational needs and how to identify those of your employees
 Learn how employee motivational needs change depending on assignments, experience
and initiative
 Describe rewards that can be provided in public service
 List the ten most effective motivators that employees want from us
 List what we want from our employees and how to obtain them
 List the ingredients to effective motivational programs in organizations
 Describe how to link performance measurements to reward and recognition programs
Instructors:
 Rhonda Gordon
 Elly Snyder
Materials:
 Participant Handouts
 PowerPoint Slides
Return to Course Listing
31
Myers-Briggs Type Indicator for Individuals
1-day course
This course introduces participants to the Myers-Briggs Type Indicator (MBTI) and gives them
the opportunity to reflect on what is working (to keep and/or enhance), and what is not
working (to release and/or reduce) for them personally. Through short questions and word pair
combinations, the MBTI identifies differing types of perception, judgment, energy direction,
and lifestyle. Human beings are not ruled by the same desires, motivations, or instincts - and
knowing more about yourself and others will help teams work more effectively. This tool helps
identify an individual’s strengths and temperaments, and shows that there are no “rights” or
“wrongs” in the answers to these questions; the indicator simply identifies people’s “differing
gifts.” This course provides an understanding of the tool and walks people through the
meaning of their individual results.
Objectives:
 Define and clarify individual personality type
 Understand how your personality type impacts others at work/home
 Understand how others' personality types impacts you
 Compare your personality type with the personality type of your job description
Instructors:
 Rhonda Gordon
 Arlene Karpas
 Elly Snyder
Materials:
 Participant Handouts
 PowerPoint Slides
 MBTI instruments and scoring
Return to Course Listing
32
Myers-Briggs Type Indicator for Teams
1-day course
This course provides an intact team with the opportunity to look at and better understand the
personality types that makeup the team. It offers an environment where conversations can
evolve regarding the different temperaments team members have and which are missing; how
the team takes in data; how it makes decisions; and how to best orchestrate the various
strengths on the team. It general, this course opens the door for improving communication,
understanding, and workflow.
Note: This course is most impactful if presented to an intact work team.
Objectives:
 Gain an understanding about how each person and their personality contributes to the
team
 Understand how to work better within your team
 Have more compassion for others that are different than you
Instructors:
 Rhonda Gordon
 Arlene Karpas
 Elly Snyder
Materials:
 Participant Handouts
 PowerPoint Slides
 MBTI instruments and scoring
Return to Course Listing
33
Performance Management
1 to 3 -day course
This course is intended for supervisors and managers who are responsible for setting
expectations, improving employee performance, and ensuring employee accountability.
Depending on the selected length of the course (i.e., one to 3 days), the course will encompass
all of some the following: job documentation, communicating expectations and coaching
employees to ensure success. Participants will learn the steps to identifying and establishing
performance measurements, and conducting the Performance Appraisal/Individual
Development Plan. Additionally, participants will learn to give continual affirmative and
corrective feedback as well as to provide the necessary ingredients for sufficient and effective
documentation to support the progressive discipline process. Participants will know how to
support the assessment of the appropriate adverse action when necessary. Most importantly,
participants will be able to motivate employees to change behavior and learn the steps to
sustain the new performance level.
Objectives:
 Be able to list how to set expectations to ensure employee accountability
 Recognize the steps to identify and establish performance standards
 Determine performance measurements to ensure accountability for each of the
competencies listed on the Individual Development Plan (IDP)
 Apply the steps to effective employee coaching, including giving effective affirmative
and corrective feedback
 Develop the ability to give more effective positive and negative feedback
 Conduct the probationary performance review
 Conduct an effective annual performance review/Individual Development Plan
 Understand the necessary ingredients for sufficient and effective documentation
 List the steps in the progressive discipline process
 Support the assessment and facilitate the determination of the appropriate adverse
action when necessary
 Motivate employees to change behavior and the steps to sustain the new performance
level
Instructors:
 Richard Heil
 Arlene Karpas
 Gloria Norman
 Elly Snyder
 Jane Tamagna
Materials:
 Participant Handouts
 PowerPoint Slides
Return to Course Listing
34
Persuasive Communications: Building a Business Case
1-day course
The goal of this workshop is to help you answer the question: “In an environment of limited
resources, how do I make a data driven business case for my project?” Decision makers have little
time to evaluate ideas and are expected to make effective decisions quickly. With an emphasis on
preparation and delivery, you will learn how to assemble and present the information necessary to
help your target audience recognize the value of your ideas and recommendations. Improve your
working relationships and position yourself as an insightful contributor with the persuasive
communication strategies covered in this one-day class.
Objectives: Participants will learn how to
 Identify persuasive data
 Identify and collaborate with potential partners;
 Anticipate and respond to possible objections, utilizing emotional and logical persuasion
techniques
 Match delivery method to message for maximum impact
 Understand communication barriers and how to break through them
 Make it easy for others to move my ideas forward for senior review
 Begin the preparation of a compelling business case that my project should be funded
 Ultimately, create a presentation convincing to those who make funding decision
Instructors:
 Arlene Karpas
 Gloria Norman
 Jane Tamagna
Materials:
 Participant Handouts
 PowerPoint Slides
Return to Course Listing
35
Problem Solving and Decision Making: The Basics
1-day course
This program provides realistic experiences that show you how to integrate and apply skills in
group planning, problem solving, decision making, and facilitating positive group behaviors and
processes. You will develop specific team task and relationship skills by practicing these
techniques during this highly interactive workshop.
Objectives: Participants will
 Define a problem; write a clear problem statement
 Utilize consensus-seeking techniques as a meaningful group process strategy
 Follow an analytical process with guidelines and criteria for identifying, analyzing, and
solving problems
 Use basic data collection tools and techniques
 Develop an action plan and use basic project planning techniques
 Learn a process for communicating and “selling” ideas
 Discuss how to transfer training content and process into the daily work environment
Instructors:
 Gloria Norman
 Jane Tamagna
 Elly Snyder
Materials:
 Participant Handouts
 PowerPoint Slides
Return to Course Listing
36
Process Review: Doing the Same Work Faster and Better
1-2 day course
Do you often find you need more time? Do you suspect some work takes longer than it should?
Would you like to figure out ways to decrease chronic arguing about work? Because most
groups don’t take time periodically to look at how they work, the following often happens: (1)
the processes get “waxed over” and “band-aided;” (2) a complaint from one customer results in
a “fix” that increases the workload for everyone else; (3) work is less than efficient because
“we’ve always done it that way.”
This session provides a simple model groups can use to review the way in which they do their
work. It results in group agreement about faster and simpler ways to work.
Target audience: Small groups engaged in common work flows
Course objectives: As a result of attending this session participants will:
 Learn the common causes of inefficiency
 Learn a model to methodically review a process
 Learn a model to analyze the process for inefficiencies
 Come to agreement about changes that will improve the workflow
Instructors:
 Elly Snyder
 Jane Tamagna
Materials:
 Participant Handouts
 PowerPoint Slides
Return to Course Listing
37
Professional Presence and Business Etiquette
1/2-day course
Are you putting your best foot forward as a business professional? This half-day course will
teach you the “ins and outs” of professional presence and allow you to feel confident in your
internal and external dealings.
Objectives:
 Remember names and build rapport with business associates
 Use appropriate handshakes, eye contact, and body language
 Use proper business etiquette on the phone, as well as in e-mail and voice-mail
 Dress for success
 Develop a ‘Game Plan’ – action goals to activate and reinforce the training
Instructors:
 Arlene Karpas
Materials:
 Participant Handouts
 PowerPoint Slides
Return to Course Listing
38
Professional Writing: Ensure it is Read and Understood
1-2 day course
This session is designed to help employees develop clear, audience-tailored, outcome-oriented
business writing, with the ultimate goal of being understood by the reader. Participants will
learn a baseline writing standard, will be able to apply organizational and sentence structure
tools to meet the standard, and will be able to edit their work productively. This hands-on, fun,
and challenging course will allow participants to correct poor writing examples and to create
well-designed documents from scratch.
Objectives: As a result of attending this session participants will
 Be familiar with a baseline writing standard and report model
 Use organizational tools to compose clear, effective business documents
 Use tools to write cohesive sentences ,paragraphs, and reports
 Be able to review their work productively
Instructors:
 Gloria Norman
Materials:
 Participant Handouts
 PowerPoint Slides
Return to Course Listing
39
Project Management: The Basics
1-day course
Project management can be time consuming. Most projects, however, can be kept on track
using the basics of project management. This workshop focuses on the fundamentals of project
management that work with all but the most complicated projects.
Successful project management requires three essential elements: collaboration, basic project
management skills, and ongoing communication. In this workshop, participants will explore
how to handle projects in a way that leads to productive decisions, communication,
collaboration, problem resolution, and alignment with their organization's needs and goals.
Objectives:
 Understand the benefits of managing projects as a team
 Have a model for managing projects
 Be able to create a clear project plan and strategy
 Know when to seek approval or support
 Be able to successfully implement the plan and hold others accountable.
 Have had an opportunity to apply the model to a work related project
Instructors:
 Arlene Karpas
 Gloria Norman
 Cara Parker
 Elly Snyder
 Jane Tamagna
Materials:
 Participant Handouts
 PowerPoint Slides
Return to Course Listing
40
Project Management
2-3 day course
This workshop for project leaders or supervisors will develop skills in the areas of planning,
organizing, and monitoring operations and projects. Participants are encouraged to bring a
work project to class.
Objectives:
 Use the “paired-comparison approach” to establish multiple project priorities
 Prepare project definition statements identifying project objectives
 Prepare “work-breakdown structure” diagrams
 Use a formal approach to estimate project component completion times
 Prepare “Linear Responsibility Charts” to identify project responsibilities
 Calculate cost variances, schedule variances, cost ratios, schedule ratios and critical
project ratios to establish project status
 Identify different techniques for motivating project team members
 Prepare “risk assessment and planning” documents
Instructor:
 Cara Parker
Materials:
 Participant Handouts
 PowerPoint Slides
Return to Course Listing
41
Strategic Planning Overview
1 to 3-day course
For managers, planning team members, and analysts, this workshop introduces the concepts
and processes involved in developing, implementing, and maintaining a strategic plan. This
course is most effective if attended by groups of managers from the same organization, as
participants will use class time to learn the strategic and apply the planning process to their
organization.
Objectives:
 Perform internal and external assessment of your organization
 Write mission, vision, and value statements
 Draft goals and objectives for your organization
 Write performance measures that show when a goal has been achieved
 Write an action plan describing the steps to achieve an objective
 Align workforce development programs with your strategic plan
Instructors:
 Joanne Smikle
 Jane Tamagna
Materials:
 Participant Handouts
 PowerPoint Slides
Return to Course Listing
42
Stress Management
1-day course
This one-day course will teach you coping techniques to reduce harmful effects of stress on
productivity and personal well-being.
Objectives:
 Recognize three ways we react to stress, including flight, fight, and faint
 Describe how stress may affect our well being; emotionally, mentally, physically, and
spiritually
 Identify and reduce stress producers found in the workplace
 Use time management and/or organizational process improvement processes to lower
stress
 Experience positive effects of stress using "breakthrough thinking" approaches
Instructor:
 Sandy Crowe
 Gloria Norman
Materials:
 Participant Handouts
 PowerPoint Slides
 Personality Inventory (TBD) - optional
Return to Course Listing
43
Succession Planning Workshop: The Basics
1/2-day course
This one-day class will provide an understanding and overview of the Succession Planning
process. Participants will have an opportunity to review the steps of Succession Planning and
what is required to begin the Succession Planning process.
Objectives:
 Understand the basic principles of Succession Planning
 Learn the steps of a successful Succession Plan
 Identify common deterrents to effective Succession Planning and brainstorm for
solutions
 Consider next steps for their agency in developing a Succession Plan
Instructors:
 Jane Tamagna
Materials:
 Participant Handouts
 PowerPoint Slides
Return to Course Listing
44
Supervisory Skills: Interpersonal Focus
2-day course
The ability to effectively supervise others requires leadership skills, excellent communication,
patience, and confidence. This course provides attendees with the training they need to be
excellent supervisors.
Objectives:
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




Effective Interpersonal Communication–learning effective interpersonal communication
skills to create and maintain a dialogue with employees
Giving and Receiving Feedback–using two-way communication to provide constructive
feedback and encourage proactive behavior
Internal Customer Service–identifying the critical nature of internal customer service.
Leadership Skills–understanding the leadership roles and how to effectively use these
roles to maximize performance
Diversity–understanding, being sensitive to, and reaping the benefits of workplace
diversity
Game Plan–developing goals to activate and reinforce the training
Instructors:
 Richard Heil
 Arlene Karpas
 Gloria Norman
 Joanne Smikle
Materials:
 Participant Handouts
 PowerPoint Slides
 Personality Inventory (TBD) - optional
Return to Course Listing
45
Teams, Building High Performing Teams
1-3 day course
Team leaders need to know the basic concepts of building and maintaining an effective team.
Effective teams produce at higher levels with better quality. Building High Performing Teams
will demonstrate the power of teams and show team leaders how to use accountability and
responsibility to improve their team's measurable performance. Note: This course is most
effective when attended by intact work teams.
Objectives:
 Understand teams, the dynamics of team development, and the principles and
practices of team building
 Develop a high performing team
 Develop and maintain team goals, expectations and ground rules
 Establish and clarify team roles and responsibilities
 Foster and promote collaboration and trust among team members
 Empower team members and motivate them to develop buy-in and ownership
 Manage the behavior of difficult people on your team
 Develop and maintain team commitment to goals and objectives
Instructors:
 Arlene Karpas
 Gloria Norman
 Jane Tamagna
 Joanne Smikle
Materials:
 Participant Handouts
 PowerPoint Slides
 Personality Inventory (TBD) - optional
Return to Course Listing
46
Team Leader Workshop
1 to 2-day workshop
This program will teach Team Leaders how to coordinate the efforts of a workgroup.
Objectives:
 Define and compare the role and duties of team leader vs. supervisor
 Identify various styles of leadership and sources of power
 Use effective techniques for communicating and listening
 Demonstrate delegation and development skills
 Define steps for implementing change
 Recognize a variety of motivation methods
 Explain conflict resolution skills
 List the steps of systematic goal setting and planning
Instructors:
 Gloria Norman
 Joanne Smikle
Materials:
 Participant Handouts
 PowerPoint Slides
 Personality Inventory (TBD) - optional
Return to Course Listing
47
Time Management
1-day course
This workshop offers practical techniques for accomplishing more in less time.
Objectives:
 Identify and overcome time wasters
 Use organizational tools to save time on the job
 Deal with unexpected visitors
 Apply ten time-saving techniques to conquer paper pile-up
 Better organize your workplace
 Identify individual creative time and use that time to your advantage
Instructors:
 Arlene Karpas
 Gloria Norman
Materials:
 Participant Handouts
 PowerPoint Slides
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Writing Style Tips
1-day course
This one-day course teaches style tips to enhance clarity and concision in your work documents.
Learn to draft readable, professional documents from the bottom up by crafting crisp, clear
sentences in plain English. Appropriate for business and technical writers. Basic understanding
of grammar recommended.
Objectives:
 Distinguish rules of grammar from matters of style
 Recognize unnecessary passive voice and revise into active voice
 Determine when and how to use passive voice effectively
 Recognize and revise verb inflation
 Observe rules of parallel structure and bulleted lists
 Use plain English and precise words in place of jargons, acronyms, and clichés
 Arrange words with care to prevent grammatical and conceptual gaps in logic and error
in syntax
Instructor:
 Elly Snyder
Materials:
 Participant Handouts
 PowerPoint Slides
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49
Resumes
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50
Sandra Crowe
Profile
Ms. Crowe is a speaker, consultant, and author of Since Strangling Isn't an Option.... (Perigee,’99). Since
1986, she has been using her people, public speaking, and communications skills to present quality
training programs to numerous federal, corporate, and association based organizations. Some of her
past clients include Social Security Administration, FBI, Dept. of Agriculture, Marriott, Sony Corp.,
Southland Corp, Citicorp, The Discovery Channel, The Executive Office of the President, Sears, The
National Association of Plumbing-Heating-Contractors, National Association of Female Executives,
National Speakers Association, Union Labor Life Insurance, FBI, NASA and Depts. of Army & Navy.
Professional Experience
 Purpose is to create awareness of ineffective behaviors and to provide methodologies and
action steps to offset them while redirecting behavior toward more uplifting interactions
between people
 Presented on topics such as dealing with difficult people, stress, leadership, team, and
coaching issues
 Founded a communications/networking specialty company called "Powerlunch" which has
been written up in both “The Washington Post” and “The New York Times” as well as the book
“Chicken Soup for the Soul at Work”
 Hosted her own television show called "Stress Busters" which was broadcast weekly on
Washington, D.C. Cable Television and has been featured on the TV shows "To Tell the Truth"
and the CBS morning news
Professional Appointments
 Certified MBTI (Myers Briggs Type Indicator) practitioner
 Certified ontological coach from The Newfield Group
 Professionally Certified Coach from the International Coaching Federation
 Former guest instructor at Montgomery College
 Active member of the Federal Training Officers' Conference
 Active member of the National Capital Speaker’s Association
Education
 University of North Carolina at Chapel Hill in International Studies, B.A. Degree with Honors
 University of Santa Monica, M.A. in Applied Psychology
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James Heslin
Profile
Extensive training and experience in:
 Leadership development
 Training program management
 Instructional design and delivery
 Organization development consulting
 Coaching and mentoring
 Strategic workforce planning
Professional Experience
 Managed the National Institute for Allergy and Infectious Diseases Mentoring Program.
Facilitated the mentor/protégé matching process, conducted training sessions, and fostered
effective mentoring relationships. Planned and implemented program assessment activities.
 Serve as Visiting Program Director for leadership seminars offered by the US Office of Personnel
Management, Management Development Centers. Advise on seminar design, faculty selection,
and program evaluation. Facilitate seminar sessions and developmental activities.
 Developed, and implemented the Food and Drug Administration agency-wide leadership
training program (Formula for Achieving Managerial Excellence) which includes three 5-day
residential leadership skills courses, a "Starter Kit" for new supervisors, a 360-degree
assessment process, and the 3-day Personnel Practices for Supervisors courses. Developed the
FDA leadership competency model. Over 3,000 team leaders, supervisors, and managers have
attended FAME courses since 1995.
 Managed the agency wide Leadership Development Program which identifies and develops high
potential employees for leadership positions. Up to 15 employees participate in the 2-year
program. Many graduates have progressed to executive leadership positions in the agency.
 Implemented the FDA Interpersonal Skills Training Initiative which included six different 2-day,
residential workshops (e.g., Team Building, Managing Change, Leadership) to over 2,500 FDA
supervisors and managers. More than 130 workshops were presented.
 Managed the agency wide Strategic Workforce Planning Initiative. Engaged hundreds of FDA
leaders and staff, as well as industry and constituent groups, in a process focused on developing
the FDA "workforce of the future."
 Initiated the agency wide Organization Development Services Program. Managed or
participated in over 100 consulting engagements since 1995 using external/internal consultants.
Interventions included team building, strategic planning, assessments, and leadership retreats.
 Led an initiative to utilize distance learning approaches including web-based and “blended”
learning. Launched a learning management system accessible to over 900 employees in the
Office of the Commissioner. Developed a proposal for n FDA corporate university.
 Implemented the FDA Leadership Forums designed to support supervisors in the application of
skills learned at FAME courses. Provided coaching and feedback.
 Facilitated efforts to utilize distance learning approaches including web based and “blended”
learning. Developed a proposal for an FDA “corporate university.”
 Advised and assisted Center/Office training staffs and program managers on the design,
development, implementation, and evaluation of organization-specific training policies and
programs. Provided consultative services to supervisors and managers on training needs
assessment techniques, program planning and design, training resources (e.g., budgets and
acquisitions), and evaluation strategies.
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Certifications
 Certified to provide 360-degree assessment feedback and coaching
 Certified to conduct the Bridges Transition Management Workshop
 Member of the American Society for Training and Development
Professional Appointments
 Senior Consultant
- CPS Human Resources, June 2005 - present
 Visiting Program Director
- OPM Management Development Centers, August 2004 - present
 Training Officer
- Food and Drug Administration, April 1990 - July 2004
 Employee Development Specialist
- Health Care Financing Administration, November 1987 – April 1990
- 7th Signal Command, US Army, January 1986 – October 1887
- Social Security Administration, October 1981 – January 1986
 Operations Supervisor
- Social Security Administration, October 1977 – September 1981
Education
 University of Maryland, College Park, MD (1971)
Major: Sociology
Degree: Bachelor of Arts
 American University, Washington, DC (1998)
Major: Organization Development
Degree: Masters of Science in Organization Development
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53
Richard C. Heil, IPMA-CP
Profile
Mr. Heil has over 35 years of human resources experience with public organizations. As founder and
President of his own consulting firm, he has provided consulting services to public and non-profit
organizations for over 10 years. As Personnel Director for two state agencies with the Commonwealth
of Pennsylvania, he directed the provision of human resource services, including contract administration
and grievance management, classification and compensation, employee benefits, staff development and
training, employee selection, workforce and secession planning, and organizational and staffing reviews.
Employment History
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Consultant, CPS Human Resource Services
President, The Curtis Group
Director of Personnel, PA Department of Public Welfare
Director of Personnel, PA Department of Aging
Professional Experience
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As the owner, managed and directed a consulting firm with up to six part time, contract
employees, providing consulting services to state and county governments and non-profit
organizations in Pennsylvania, New Jersey, and Rhode Island.
Developed and implemented several performance management systems for clients.
Managed a full service human resource program for an agency with over 22,000 full time staff in
over 150 work locations, and reorganized the human resources function around a “one stop
shopping” concept, and began an effort to automate the front end placement function to
reduce time delays, improve efficiency, and make the HR function “user friendly”.
Managed automated workload measurement systems, and conducted staffing assessments to
determine the number of positions needed to fulfill assigned mission, and directed the
assessment of personnel program effectiveness at field offices/facilities, and provision of
technical assistance to correct deficiencies.
Education
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Wharton School, University of Pennsylvania, Master’s in Governmental Administration
Muhlenberg College, Bachelor’s Degree
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54
Rhonda Gordon
Profile
Ms. Gordon has twenty-four years of progressive experience designing, developing, implementing, and
managing professional development programs for State and Federal Government agencies, non-profit
organizations, and the private sector.
Employment History
 Project Manager, CPS Human Resource Services, 6/2005-present
 Principal, Creative Training Enterprises, 5/2001-5/2005
 Manager of Training and Development, Bureau of National Affairs, Inc., 1/1991-4/2001
 Technical Training Manager, Information Systems and Networks, Inc., 1/1985-12/1990
Professional Experience
CPS Human Resource Services (2005 to present)
 Program Development and Project Management. Develop and manage leadership and staff
development programs for Government clients including the National Institutes of Health and the
US Department of Housing and Urban Development. Responsible for oversight and control of
programs related to organizational development, training, coaching, and business process redesign.
 Coaching and Training. Coach leaders and staff on work related issues. Develop and deliver
training programs on topics such as Myers-Briggs, Team Building, and Leadership Development.
Bureau of National Affairs, Inc. and Creative Training Enterprises (1991-2005)
 Management Training. Collaborated with in-house subject matter experts to revise and implement
Managers in Transition, a 12-course year-long management development program for new
managers. Partnered with University of Maryland to develop and implement Business Principles in
Publishing, a nine-month executive education program designed to provide business and leadership
skills for BNA’s managing editors.
 Coaching, Conflict Resolution, & Diversity. Partnered with BNA’s Employee/Labor Relations
Department to provide programs and services designed to enhance respectful communication and
to support the resolution of workplace conflicts.
 Unit-Based & Team Training. Provided communication and problem-solving skills to intact work
units, customized to their mission and current performance issues. Co-developed and implemented
an extensive two-year Team Development program for BNA’s 12-team distribution center staff.
 Customer Service & Sales Training. Developed and delivered 1-day Customer Service course for the
American Dental Education Association. Co-developed a 3-day course sales course, titled Firm Wide
Solutions, including participant & facilitator guides for BNA’s top sales team (30 people).
 Career Development. Facilitated Managing Personal GrowthTM, a career development program
designed to open the lines of communication between employees and managers, increase
employee ownership of job satisfaction, strengthen employee alignment with the organization's
vision, strategies, and culture, improve retention, and promote a continuous learning environment.
 Team Building. Designed and provided consultative services and team building sessions for the African
American Health Initiative (Mont. County Health and Human Services) and the Allergy Testing Centers.
 Critical Thinking Skill Development. Worked with developer of Learning to Learn: Critical Thinking
Skills for the Quality Workforce™ (Dr. Marcia Heiman, CEO) to modify the Learning to Learn college
study program for business use, and then presented it to manufacturing firms nationwide.
 Creative Problem Solving and Decision-Making. Taught creative thinking and problem solving
programs for the USDA Graduate School.
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Self-Employment/Career Development Program. Designed and implemented a Self-employment
Program for low-income residents of Montgomery County, Maryland (sponsored by the
Montgomery County Private Industry Council). Topics included networking, customer service,
interpersonal skills, and stress management.
Workplace Literacy. Presented Workplace Literacy programs nation-wide for Jostens Learning
Corporation.
Government and Non-Profit Client List
 National Institutes of Health (NIAID, NIA, NCI, NIH Training Center); Housing and Urban
Development; Alcohol, Tobacco and Firearms; Federal Aviation Administration; Department of
Agriculture; Department of Veterans Affairs; Department of the Navy; National Security Agency;
Department of Interior; African American Health Initiative; Department of Defense; US Immigration
and Naturalization Service; Whitman Walker Clinic; the Montgomery County Private Industry
Council; Brevard County, Florida Public School system
Education
 Johns Hopkins University - Classes taken toward a Masters Degree in Organizational Counseling,
Johns Hopkins University
 Master’s Degree in Education, Adult Learning and Continuing Education, Virginia Tech
 Bachelor of Science in Education, with honors, University of Maryland
Certifications
 Executive Coaching and Organizational Learning - George Mason University and the Newfield
Network
 Myers-Briggs Type Indicator™ - Margaret Hartzler Associates
 DISC Personal Profile System™ - Carlson Learning Corporation
 Mediation and Conflict Resolution - Northern Virginia Mediation Service
 Frontline Leadership™ and Working™ programs - Achieve Global
 Managing Personal Growth™ -Blessing White, Inc.
 Organizational Development - Johns Hopkins University
Professional and Business Affiliations
 International Personnel Management Association
 American Society for Training and Development
 Chesapeake Bay Organizational Development Network
 Founder and lead facilitator, BNA Training Network (past)
 Founder and lead facilitator, Independent Consultants Networking Group (past)
 Facilitator, Search for Common Ground, 1990 (past)
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Arlene Karpas
Profile
Ms. Karpas has more than thirty years of experience in human resource development. Her expertise
includes facilitation, assessments, training, leadership development, performance management,
executive coaching, strategic planning, organizational development, change management, mentoring,
succession planning, focus groups, market research, team building, and organizational change. She has
extensive experience as a senior human resources executive and has consulted to more than 120
organizations in government and industry. She served as an adjunct faculty member at Georgetown
University. Currently, she is a certified facilitator for the Myers-Briggs Type Indicator and a member of
the Organization Development Network.
Employment History
 CPS Human Resource Services, Consultant
 Strategic Systems, LLC, President
 Federal National Mortgage Association (Fannie Mae), Director of Human Resources
Development
 Department of Health and Human Services, Deputy Chief of Parklawn Training Center
 Civil Service Commission, Associate Director of Management Sciences Training Center
 Census Bureau, Demographic Statistician
Professional Experience
CPS:
 Conducting an Alternative Work Arrangements Pilot Program and Succession Planning Program
for Office of Research Services at National Institutes of Health
 Designed and conducted just-in-time training and organizational change interventions for
National Institute of Allergy and Infectious Diseases
 Facilitated Performance Management Workshops for National Institute of Allergy and Infectious
Diseases
Strategic Systems, LLC:
 Provided a wide range of services to more than 120 organizations
 Facilitated leadership retreats and implemented strategic planning initiatives
 Provided executive coaching services
 Conducted needs assessments
 Designed and conducted training programs
 Developed and implemented pay-for-performance programs
 Implemented a 360 degree feedback program
 Conducted a performance management audit to assess job competencies and skill gaps
 Conducted market research studies including focus groups/teledepth interviews
 Created mentoring programs and served as a mentor and coach
 Repositioned a company to be more competitive in response to a change in legislation
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Federal National Mortgage Association (Fannie Mae):
 As Director of Human Resources Development, designed and implemented a comprehensive
training curriculum
 Developed new employee orientation program
 Revamped personnel policies
 Identified training needs & developed and implemented curriculum
 Instituted pay for performance & succession planning programs
 Conducted team building sessions
Department of Health and Human Services:
 During her tenure as Deputy Chief of the Parklawn Training Center, managed 30 employees
 Designed and implemented management training curriculum
 Ran an outplacement program as a result of a substantial reduction in force
 Provided coaching as well as career counseling services
 Initiated OD function, a unique health/fitness curriculum, and quality circles
Civil Service Commission:
 Designed and conducted training in statistics and management analysis
 Assisted government agencies in applying principles used in classes
Census Bureau:
 Projected population growth
 Conducted a fertility study
 Served as emigration liaison between US government and United Nations
 Observed and revamped interviewer training to collect unbiased data for studies
Education
 George Washington University – Doctoral Studies in Complex Systems Change
 The American University – Master’s Degree in Business Administration (major: employee
relations and organizational behavior)
 University of Maryland – Bachelor’s Degree in Business Administration (two majors: statistics
and personnel management)
Certifications
 Myers-Briggs Type Indicator (Otto Kroeger and Associates)
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Alan A. Klein
Profile
Alan has worked in a variety of public and private settings as a coach, trainer, consultant, facilitator,
administrator, and educator. He specializes in the areas of leadership development, valuing diversity,
team-building, change management, and communication. He also provides organizations and other
groups with support and facilitation in the use of large group meeting methodologies such as SimuReal,
Future Search, and Open Space Technology. He was elected to membership in the NTL Institute for
Applied Behavioral Science in 1998 and is currently serving on the NTL Board of Directors.
In 1975, Alan co-founded the Deliberate Positive Self-Image Development Project in Ann Arbor
Michigan, which focused on developing communications and interpersonal skills among at-risk students.
In 1981, he co-founded The Highland School, a rural-based educational institution serving Appalachian
youth as well as students from around the country. A member of the National Organization
Development Network and the Chesapeake Bay Organization Development Network, he served two
terms on the CBODN Board of Directors as Communications Chair and Newsletter Editor. Since 1989, he
has provided consulting, training, coaching, and facilitation in a variety of organization and management
development topics to business, educational, and non-profit organizations. In 1996/97 he served as a
staff member of the Fellows Program in Change Management and Applied Behavioral Science at The
Johns Hopkins University.
Alan received his M.Ed. in experiential and alternative education at West Virginia University and holds a
BA in Social Science and Psychology from the University of Michigan. He is a certified administrator of
the Myers Briggs Personality Type Indicator (MBTI®) and a co-creator of the TypeWatching ToolKit, a
software program for MBTI professionals. Alan authored a chapter in the Barrett-Koehler book, The
Change Handbook, on the SimuReal large group methodology.
Employment History
 Consultant, CPS Human Resource Services
 Organization Development Consultant, Facilitator, Coach, and Trainer, Various
organizations
Professional Experience
 Currently, assisting CPS’ clients with coaching, training and facilitation services.
 Consultant, Facilitator, Coach, and Trainer for non-profit, government, business, and
educational organizations in Leadership, Communication, Change Management,
Strategic Planning, Large Group Change, Valuing Diversity, Gender Equity, and TeamBuilding;
 Senior Consultant, Ivy Planning Group, Potomac, MD: Design and implement training
and consultation in diversity management, valuing diversity, and leadership skills to
large business, non-profit, and governmental clients;
 Professional Member, NTL Institute; design and deliver experientially-based learning
laboratories in Human Interaction, Interpersonal Skills for Leadership Success, and
Teaming in CyberSpace; Board member, 2002 – present;
 Senior Associate, Otto Kroeger Associates; Deliver MBTI training and Qualifying
Workshops to a variety of clients. Co-creator of The TypeWatching ToolKit, software to
assist MBTI trainers and consultants, in use internationally;
 Senior Consultant, Columbia Resource Group, Columbia, MD; Develop and deliver
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diversity, leadership development, and project management training to government
and private sector clients;
Trainer and Facilitator, Columbia Resource Group; Conduct training and facilitation for
government clients;
Trainer and Facilitator, Palanque Associates; Conduct weeklong trainings in Facilitation
Skills, emphasizing self-knowledge and managing diversity;
Consultant and Trainer, Andover Consulting & Training Group, Andover, MA: Consult
with high technology business clients to develop customized Managing Diversity and
Sexual Harassment Prevention workshops and other programs;
Associate, Edith W. Seashore & Associates, Columbia, MD: Design and conduct
collaborative consulting, communication, and team-building workshops for government
clients;
Staff Associate, Fellows Program in Change Management, 1996-97, Johns Hopkins Univ.,
Columbia, MD
Associate, Professional Resources, Inc., Herndon, VA: Conduct training for governmental
and other agencies in Team-Building, Preventing Sexual Harassment and
Communication;
Associate, Brooks Woodson Associates, NY, NY: Conduct valuing diversity training for
businesses;
Trainer, National MultiCultural Institute, Washington DC: Conduct Valuing Diversity in
the Workplace and Train the Diversity Trainer programs;
Education
 M.A. West Virginia University, 1984; in Experiential Education
 B.A. cum laude, The University of Michigan, 1975; Major in Social Science/Psychology
Continuing Education
 Pearson-Marr Archetype Indicator Certification; CAPT, Carol Pearson, Trainer, 2006
 Organization and Team Culture Indicator Certification; CAPT, Carol Pearson, Trainer, 2006
 Strength Deployment Inventory Certification; Otto Kroeger Associates, 2004
 Apter Motivation Styles Profile Certification; Otto Kroeger Associates, 2004
 Future Search Training; SearchNet, Marvin Weisbord and Sandra Janoff, trainers, 1995
 Theories of Difference; NTL Institute, 1993.
 Myers-Briggs Personality Type Indicator Certification; Otto Kroeger Associates, 1993
 Transformative Social Change; NTL Institute, Louise Diamond, Lennox Joseph, Donald Klein, and
Cathy Royal, trainers, 1992.
 ChangeMasters Program; Edith Seashore and Michael Broom, trainers, 1991/92
 Beyond Conflict (Managing Diversity); NTL Institute, Darya Funches, Bob Marshak, Donald Klein,
and Edith Seashore, trainers, 1990
 Total Quality Management; Johns Hopkins Health Systems, 1990
 Training Theory and Practice; NTL Institute, Henry Malcolm & Mary Beth Peters, trainers, 1989
 T-Group Training Workshop; Ron Lippitt, trainer, 1977
 Values Clarification; University of Massachusetts, Sid Simon, trainer, 1971
 Human Interaction Laboratory; NTL Institute, Hal Kellner, trainer, 1970
Professional Affiliations
 Professional Member, NTL Institute, (Board Member 2002 – Present)
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Member, Organization Development Network
Member, Chesapeake Bay Organization Development Network (Board Member, 1991-1993)
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Gloria R. Norman
Profile
Gloria Norman is a passionate and lively instructor who helps participants focus on their personal and
professional development. Her methods are learner-centered and participants report that her nonthreatening (it’s up to you) approach to adult learning makes the learning process easier and more
rewarding. She shares real-world experiences and commands instant credibility when helping others
solve their business issues. Ms. Norman’s favorite motto is “The Road to Success is Always Under
Construction.” She is committed to helping others achieve personal and professional excellence along
their “roads to success.”
Professional Experience
Gloria Norman is a corporate education and performance management consultant with 25 years of
hands-on and academically based experience. She started her professional life in Sales and Marketing
with the Washington Post. Her extensive career with the Post included managing The Post’s Advertising
Professional Development department where she trained and coached all levels of employees
representing all departments within the company. She is an experienced consultant and trainer for
government, corporate, profit/non-profit organizations, and law firms such as The U.S. Department of
Interior, The Environmental Protection Agency (EPA), Morgan, Lewis & Bockius LLP, The U.S. Department
of Agriculture (USDA) Graduate School, The American College of Cardiology, The American Psychiatric
Association, and The Washington Post. See website for complete client list.
Expertise
Ms. Norman designs and conducts customized, on-site, professional development courses for a variety
of government and corporate clients. Popular subjects include Achieving Excellent Communication
Skills; Effective Time and Stress Management; Effective Conflict Resolution; Supervision and Leadership;
Team Building; Workforce Diversity; and Extraordinary Customer Service. She crafts each course to
complement unique work cultures, while addressing specific knowledge and performance goals. In
addition, she often serves as coach or moderator for clients needing neutral counsel or similar
assistance pertaining to the subjects listed. Gloria also performs a number of HR consulting functions
including Facilitation, Retreats, Off-Site Meetings, Performance Coaching, Focus Groups and
Conferences.
Education
 B. A., Magna cum Laude, English Literature
 M.S., Human Resources Management
 Executive-in-Residence and Professor, Howard University School of Communications
 Adjunct Professor, The University of Maryland, George Mason University, DOI University, USDA
Graduate School, and The American Catholic University Metropolitan College
 Walden Institute Certified Online Instructor
 Adult Learning Certifications: The Manager as Coach, Workforce Diversity, and Superior
Leadership
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Cara Parker
Profile
Ms. Parker is a self motivated business process, workforce planning, organizational development
professional with thirteen years experience in a variety of leadership roles within an organization. She is
a resourceful, organized team leader highly skilled in verbal and written communication. As an
enthusiastic strategic planner, she is also committed to tactical implementation and successful results.
Ms. Parker has Government, Commercial and Nonprofit experience.
Employment History
 Technical Lead, MKI Systems
 Director of Organizational Transformation, Flatter & Associates
 Project Manager, Capital One
 Director of Resource Development, Rappahannock United Way
 Marketing Assistant, One Valley Bank
Professional Experience
 Developed and conducted on-line Military Occupational Specialty (MOS) survey for 850 Marine
Corps Officers.
o Collected survey data, analyzed results and presented report on career path for an
acquisition professional including grade shaping, command equivalent billets and fleet
rotation opinion poll.
o Developed MOS Career Maps for Marine acquisition professionals including grade,
education, skills and feeder MOS; Designed Career Maps were prepared for website and
hard copy distribution.
 Total Force Structure/Human Capital Strategy at Naval Air Systems Command
o Senior Consultant on human capital strategies and proprietary WS software
development to link people to products/services to tasks to deliverables to skills to
funding; Creation and interpretation of Composite Labor Maps and Internal Labor
Markets; Led the WS skills inventory team to collect and normalize over 23K skills within
a matrix organization. $300,000, 4 person effort to aggregate skills within each of the
NAVAIR business units.
o Supported Virtual Systems Command People and Work Team. Provided support for
integrating 5 acquisition commands to collect human capital information on Navy
workforce for Program Review 2009. Planning and facilitation support of offsites within
the Senior Executive Service.
o Provided consulting on culture change/strategic communications planning including
designing internal Human Resource Consultant development program for NAVAIR
leadership.
o NAE Program Objective Memorandum for Fiscal Year 2010 (POM10) and NAVAIR
Command Staffing - Owned the requirements, test plan, testing training portion of the
software development life-cycle. Recommended and collected requirements for
software development on 4 modules including: Command Staffing Demand/Supply,
Contractor Support Services (3 versions), Skills Inventory and Civilian Military Individual
Work Plans (3 versions); Drafted documentation and delegated technical writing to
supporting consultants; Created requirements process and Plan of Actions and
Milestones (POA&M) for WS.
 Business Process Reengineering (BPR) at Department of Commerce (DOC) Office of
Administrative Services
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Lead Consultant to support 125 person department understand and implement BPR
Met with senior leadership to identify needs
Developed curriculum, case study based module, delivered training
Received scores “Exceeding Expectations” on evaluations
Trainings included:
 Introduction to BPR targeted to Senior Leaders
 Business Process Mapping using Resource, Outputs, Business Rules, Inputs
(ROBI) methodology targeted to Senior Leaders
 BPR Overview (Employees)
o Assisted senior leaders within DOC in planning and implementing new BPR effort
Organizational Transformation (OT) line of business:
o Owned business development for opportunities within OT
o Drafted proposals, hired for OT opportunities, created cost/staffing plans
o Project Manager for Indefinite Delivery/Indefinite Quantity Prime Contract
Served as Relationship Manager for prime contractors within the Commercial Enterprise
Omnibus Support Services (CEOSS) program at Marine Corps Systems Command
o Facilitated all associate meeting to develop core values for the greater organization
Set and implemented strategies focused on associate satisfaction and retention, work-life
balance, employee development, recognition. Managed the local Organizational Effective
department in this Fortune 400 company.
o Served on senior transition team as company closed in local community; Recommended
change management strategies; Provided feedback on morale with actionable solutions
to partnering senior operations team; Created strategic communications plans
o Identified gap in managers’ skill set and developed a manager tool kit while hosting
American Management Associate certificate classes
o Served as interim Community Relations Manager to propagate positive reputation of
company in the community; Represented company at community functions
o Contributed to company’s 20 point increase in Fortune 100’s “Best Places to Work,” and
local newspaper’s Best of the Best Poll (2002)
o Identified need for cultural renewal at site; Designed recognition program to help with
renewal; Recognition of over 400 associates for contribution to company’s business
strategies.
o Facilitated group sessions with senior leaders to set strategies to obtain operational
vision and mission
o Evaluated bi-annual all associate survey results and served as liaison between
employees and executives to execute change
o Hosted work/life balance programs such as wellness program, “Take Your Child to Work
Day,” benefit trade shows, family events, etc.
Designed comprehensive fundraising plans and managed five simultaneously running
campaigns. Trained volunteers and other non-profits (local and state), on fundraising techniques
including The Combined Federal Campaign.
o Wrote all external publicity and marketing materials; Served on National Marketing
Committee
o Exceeded fundraising goals by 15.2% annually and piloted successful leadership giving
campaign.
o Redesigned training modules thereby increasing volunteer clarity on the tactics and
philosophies of fundraising.
o Redesigned interviewing and hiring process for potential candidates.
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Organized special events for upward of 500 guests resulting in recognition of volunteers
and ensuring key messages were delivered.
o Guest speaker for national, federal fundraising conferences.
o Prepared and maintained multiple budgets and financial documents based on priority,
resource management and cost containment; consistently under budget by 5% annually.
o Implemented new campaign software for better process management and tracking of
donors and volunteers.
Assisted Vice President of Marketing
o Wrote numerous press releases.
o Assisted Vice President in Managing Total Quality (MTQ) to develop skills for the
purpose of creating a culture focused on cross-selling financial products.
o Created customer shop program to recognize quality in skills and customer service.
o Editor of monthly newsletter.
Education
 University of Mary Washington, Fredericksburg, VA: Master of Business Administration –
Concentration: Organization and Human Development; 4.0 GPA in concentration
 Shepherd College, Shepherdstown, WV: BS – Major: Communications, Minor: Psychology
 Security Clearance: Department of Defense – Secret
 Memberships: Society for Human Resource Managers, Public Relations Society
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Joanne L. Smikle
Profile
Joanne L. Smikle has more than 15 years of experience in organizational development, with a specialty
in leadership development, team building and facilitation. She distinguished herself in the field by
developing mastery of both theory and practice. She is a nationally recognized expert on leadership and
is frequently called upon to share her knowledge at conferences and conventions. She is the author of
numerous articles, books and recorded programs. Having served as the Manager of a Leadership
Development Program for a large state agency, Joanne is adept at devising programmatic interventions
to build leadership competence while improving performance and productivity. She has extensive
experience using a variety of quantitative and qualitative measurement approaches, including: focus
groups, surveys, interviews and customized organizational analyses.
Employment History
Consultant, CPS Human Resource Service
Author, Freelance
Adjunct Faculty, Community College of Baltimore County, Essex Campus
Manager, Leadership Development Program, Maryland State Highway Administration
Employee Development & Training Specialist, Maryland Department of Transportation
Professional Experience
 Creates comprehensive systems for building sustainable collaboration. Provides expertise to
organizations seeking to create team-based, customer-focused workplaces. Assists leaders with
building specific competencies that sustain cooperation within the organization.
 Instrumental in planning and executing leadership and management development initiatives. All
programs are aimed at helping clients develop and refine the competencies required to meet
current business demands. Particular emphasis on strategic alignment.
 Designs customized, interactive education to meet unique needs of client organizations.
Conducts needs analyses to plot long-term courses for employee development. Provides
systematic approaches to effectively address training needs. Facilitates a variety of retreats,
seminars, workshops and educational experiences.
 Partners with executives to design innovative approaches for addressing the range of
organizational improvement issues that impact performance, productivity and profit. These
partnerships contribute to shareholder, customer and employee value.
 Delivers keynotes and concurrent sessions for the national and international conferences of
government agencies, corporations and associations. She has presented at more than 250 of
these events. She consistently earns high evaluations.
 Contributes to the body of usable knowledge in the field of organization development by
authoring articles and books. Featured author in for numerous trade publications, magazines
and professional journals. These publications include: HR Success, Recharger Magazine, HR Now,
Source, Support World, Office Technology and HR Matters.
 Author of three books: Calamity-Free Collaboration: Making Teamwork WORK!
Coaching: The Lost Leadership Art; and Rules of Engagement: Timeless Tips for Team Leaders.
 Served as adjunct faculty for local colleges in the areas of management and leadership. She is an
instructor in numerous leadership development programs, including: Maryland Bankers
Association Bankers School; Maryland Police and Correctional Training Commission’s Leadership
Institute; USDA Executive Potential Program; FEMA Career Enhancement Program; Maryland
Healthcare Education Institute’s Leadership Institute
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Member of the Howard County Maryland League of Women Voters. The League is a national
non-partisan advocacy group that focuses on citizen education and involvement. Holds the
distinction of serving on the League of Women Voters of the United States’ Lobby Corps. This
select group of twenty lobbyists presents the League’s national positions to elected officials.
Managed the Leadership Development Program for the Maryland State Highway Administration.
The program was an integral component of the agency’s succession planning and leadership
education. Led a team of seven Program Coordinators and was responsible for all aspects of
program management ranging from budgeting to evaluations to recruitment and retention
efforts.
Education
 University of Maryland, Baltimore County
 Graduate study in Public Policy
 University of Maryland Baltimore County
 Bachelor of Arts Political Science 1987
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Elly Snyder
Profile
Elly Snyder, of Tamagna/Snyder Associates, is a training and organizational development consultant with
over 25 years experience in education, human resources management, training and facilitation,
organizational development, and business consulting.
Employment History
 CPS Human Resource Services; Consultant
 Tamagna/Snyder Associates; Principal
 Bureau of National Affairs, Inc.; Internal Consultant, Director of Training and Organizational
Development, Employment and Employee Development Manager
 Various teaching positions
Professional Experience
CPS:
 Designed Leadership Development Program for HUD-OIG. Facilitated internal design team
process to ensure HUD-OIG specific program. Delivered week long Orientation session including
360 degree feedback, development planning, and individual coaching. Designed mentoring
component and designed and delivered mentoring training.
 Designed, delivered and provided project management for supervisory development program at
NIAID, NIH for supervisors with 0-5 years supervisory experience. Facilitated internal design
team process to ensure NIAID specific program. Designed overall program and individual
training sessions. Program included 360 feedback, development planning, and individual
coaching.
 Co facilitated mentoring program at NIAID. Responsibilities included assistance with participant
matching, materials review and revision, session presentations, and program evaluation.
Tamagna/Snyder Associates
 Co-developed and designed Leadership Enhancement Program for aspiring leaders at the
Department of Alcohol, Tobacco, and Firearms. Co-delivered week long orientation session
including 360 degree feedback, development planning and individual development coaching.
Designed mentoring component and designed and delivered mentoring training.
 Designed and presented communications session for American University’s Leadership for Public
Policy Implementation Certificate Program presented to aspiring leaders at USDA.
 Designed and presented year-long management training and development program to
management team at a small production company.
 Designed and implemented comprehensive management program to non-profit management
team with emphasis on hiring and performance management processes.
 Provided human resources consulting advice and assistance and coaching to senior level
executive and mid-level managers at mid-sized printing company. Also designed and presented
management development program for Management Operation Team.
 Facilitated strategic and business planning initiatives, conducted organizational assessments and
audits, and worked with management teams to develop strategic plans and implementation
strategies and actions. Clients include several divisions of an international publishing company,
an IT development group, a software development company, a labor union, a national nonprofit, and a customer service organization.
 Designed and presented a train the trainer session to a group of court officials preparing to
facilitate strategic planning sessions within their courts.
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Bureau of National Affairs, Inc.
 As internal consultant worked on projects to assess and improve customer and sales support
and create new servicing infrastructure, to design and deliver Consultative Selling training
program to field sales associates, and to assess and streamline customer training. Also worked
with Division Director to develop strategy to increase market share. Coached manager during
division reorganization.
 Responsible for direction and oversight of Training and Development function
 Consulted with BNA departments to assess business related issues, recommend organizational
and training solutions, and provide coaching as needed.
 Developed and implemented management development program for over 200 BNA managers.
Program included identification of key competencies, 360 assessment, and individual
development planning.
 Designed and implemented year-long management training and coaching program for new
managers
 Designed and implemented management training program for experienced managers with
emphasis on hiring and retaining key employees.
 Designed and presented a wide range of training including such topics as team building, conflict
management, hiring, performance management, Myers Briggs Type Indicator, facilitation,
training design, workflow analysis.
 Program experience including the design and implementation of comprehensive management
development programs, 360 feedback assessments, corporate career development and
mentoring programs, and a corporate-wide total quality program.
 Responsible for direction and oversight of all employment activity. In this role was also
responsible for corporate-wide testing program and creating programs to provide on-the-job
experience and development opportunities.
Education
 University of Massachusetts, Amherst, MA, Bachelor of Arts in Education
 University of Miami, Miami, FL, Master of Arts in Education
Certifications
 Managing Personal Growth and Peer Coaching , Blessing White, Inc;
 Myers-Briggs Type Indicator (MBTI), Consulting Psychologists Press, Inc.
 Benchmarks and Skillscope, Center for Creative Leadership (CCL)
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Neil Stroul
Neil has worked in the human resource development field since 1979. Since 1995, he has focused on
serving as an executive coach and travels extensively to work with executives and senior managers. His
clients include executives in the financial services and telecommunications industry, as well as
government officials and association leaders and principals and executives of professional service firms.
Neil is the developer of the A LIFE™ framework, a model to help coaches develop strategic listening
capabilities in working with executives. The model was adopted as a cornerstone in the curricula to train
leadership coaches in the Georgetown University Leadership Coaching certificate program. Neil and
Chris Wahl, Director of the Georgetown program, presented the A LIFE™ model at the Linkage
conference on Coaching and Mentoring in Washington D.C. in April 2001.
Professional Experience
In addition to consulting and training design, Neil has developed a series of training programs and
resources for organizations that focus on career and management development issues. Two of these
programs, On Track and Adaptive Manager II have been adopted by dozens of client organizations
across the U.S. including Ameritech, MBNA America, General Motors, Philip Morris, MONY, Motorola,
SONY, SPRINT, NYNEX, Aventis and the U.S. Army and Navy. Neil has consulted with NYNEX, Philip
Morris, the U.S. Navy, the U.S. Office of Personnel Management, the USDA and others in designing and
implementing high potential programs. He has helped design core management programs at the U.S.
Department of Justice, Pennsylvania Power & Light, and Xerox. He has also designed customized
training programs for the U.S. Army and the Applied Physics Laboratory of Johns Hopkins University.
Neil regularly consults with clients on such topics as implementing new organization structures, team
building, managing change and uncertainty, and developing approaches to career development. Based
upon earlier research he conducted, he frequently serves as a speaker and consultant on the role of
generational dynamics in the work place.
Education and Publications
 Ph.D. in Counseling Psychology from Florida State University where he served as an adjunct
professor. He is also a core faculty member for the Georgetown University Leadership Coaching
program.
 Neil is extensively published in the Training and Development arena, including articles in
Training & Development Journal, Training magazine, Training and Development Yearbook, and
Human Resource Professional. Neil is frequently consulted by journalists, such as the Microsoft
Network, CNN.COM, IT Recruiter, and the Washington Post, to answer questions about
generational dynamics.
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Jane Tamagna
Profile
Ms Tamagna has twenty years experience in organizational development, management, process review,
executive coaching and development, and training design and delivery. She has extensive experience
managing large international groups, serving in an executive operating officer function, serving in a
variety of increasingly responsible human resource management functions, and consulting to federal
agencies in all Departments. In addition, Ms Tamagna is a master facilitator with extensive experience
facilitating strategic planning sessions, organizational changes initiatives, major restructurings, or
internal problem resolution.
Employment History
 CPS consultant
 CEO, Tamagna-Snyder Associates
 Bureau of National Affairs, Inc: Editor, training director, organizational director, HR manager,
Sales and Marketing Operating Officer, internal consultant to the President, subsidiary
troubleshooter
 American University: Key Executive Masters’ Program faculty
Professional Experience
CPS:
 NIAID consulting: Designed and presented training in Essentials of Supervision, performance
management, interviewing, and selling our initiatives programs
 NIAID coaching: :provided on-on-one coaching for variety of managers seeking help for specific or
ongoing management challenges
 NIAID: Competency consultant: Integrated competencies into training and consulting with focus on
using existing competencies to provide clearer expectations, performance management, and
recruitment and hiring
 NIA coaching: provide 360 and ongoing management coaching to members of a management team
 HUD OIG development program: Designed and presented program to assure HUD OIG was able to
identify and develop talent for the future; program was designed around existing HUD OIG
competencies
Tamagna-Snyder Associates:
 Provide business consulting services to organizations facing challenges or opportunities: wide range
of projects including comprehensive process review for major national non-profit; creation of
management development program and workforce strategy for ATF, strategic planning for variety of
district and bankruptcy courts and corporations; departmental audits for academic, union, and
corporate clients
Bureau of National Affairs:
 Served as training director, organizational director, and HR manager in HR function highly integrated
into the operations of a 2,000 person international publisher
 Introduced required, year-long management training, competency development, routine 360
feedback based on competencies, problem resolution facilitation, and processes for major
organizational changes
 Served as internal consultant to the CEO focusing on long-term change processes for subsidiaries of
business concern to parent
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American University:
 Faculty member of Key Executive Program (accelerated master’s program for federal executives)
and AU/OPM master’s program
Education
 University of Maryland, College Park - Bachelor of Arts in English
 University of Maryland, College Park – Master of Arts in English.
Certifications
 CCL Skillscope
 CCL Benchmarks
 Managing Personal Growth
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