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"A teacher affects eternity. He can never tell where his influence stops." Henry Brooks Adams gets to the heart of what dynamic senior executives are doing to develop the managers who drive front-line performance. Teaching with influence is the key. Trained managers are more than systems and process supervisors. They lead and develop others. You and your managers will know precisely what to expect from one another. You will identify methods to make your managers change-ready, global thinkers. By applying these methods to real life scenarios, you will gain a better understanding of ways to apply these principles in your own work environment. You'll be given step-by-step, cutting-edge methods for creating and executing a performance agreement that sets the standard for development. You will explore the techniques for partnering with your top people. After completing this course, you will know how to build managers that give your organization the competitive edge to be a market leader.

Learning Objectives
  • Recognize the importance of developing managerial skills and competencies.
  • Apply the principles and concepts of change management to real-life situations.
  • When presented with a real-life situation, apply the strategies most likely to yield a global-thinking manager.
  • Identify methods to build intellectual capital.
  • When presented with a real-life situation, apply the concepts and behaviors most likely to yield a competency-based manager.
  • Recognize the benefits of using a collaborative performance agreement process.
  • Identify elements of a performance agreement.
  • Match performance agreement systems to their descriptions.
  • Analyze a real-life situation and determine the most appropriate and advantageous approaches when preparing for and conducting a performance appraisal.
  • Identify methods of accountability in the performance agreement process.
  • Recognize the benefits of developing a manager using partnership techniques.
  • Identify the personal skills necessary for successful partnerships.
  • Employ the concepts behind the goals of partnership when presented with a hypothetical situation.
  • Identify principles for developing competence and confidence.
  • Distinguish between behaviors that are "red flags'" in a partnership and those that are probably not when presented with a hypothetical situation.
  • Audience

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