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Seminars

CORE TOPICS PCM SEMINAR®

The Core Topics Process Communication Model Seminar is designed to teach how to use a process approach, connect with others in the base (perceptions), and motivate each colleague by addressing his or her psychological needs. Information is given to the participant about his or her personality dynamics. Distress sequences and intervention strategies are identified for the participant. This interactive seminar spans three days.

 

CONFLICT RESOLUTION AND MOTIVATION SEMINAR®

This two-day seminar focuses on connecting, motivating, and resolving conflict. In-depth reviews of “how to’s,” failure patterns, and intervention and prevention strategies will be taught, with practice, practice, and practice.

 

EXPERIENCING EXCELLENCE SEMINAR®

This one-day seminar teaches the basics of Process Communication and is designed for executives and managers. The seminar explores personal and professional leadership through the use of Process Communication. Behavioral objectives include learning assessment skills, motivational strategies and intervention techniques to avert predictable failure patterns and dynamics.

 

THE PROCESS COMMUNICATION FOR EDUCATORS SEMINAR®

This three-day training program is designed to teach educators how to use a process approach, connect with students in their base (perceptions), and motivate each student by addressing his or her phase psychological needs. Information is given to the educator about his or her personality dynamics, including perceptual biases about how students should be taught, and phase biases about why students should learn. Distress sequences of student and intervention strategies are identified for the educator.

 

THE QUALITY EDUCATOR RELATIONS SEMINAR©

This one-day training program is designed to teach educators how to use a Process approach, connect with students in the base (perceptions), and motivate each student by addressing his or her phase psychological needs. Information is given to the educator about his or her personality dynamics, including perceptual biases about how students should be taught, and phase biases about why students should learn. Distress sequences of student and intervention strategies are identified for the educator.

 

 

 

 

 

 

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