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Critical Thinking


Critical Thinking Skills - Throughout history, inquisitive people have been concerned with the art and science of astute thinking. In the 21st century, the ability to engage in reflective thought has been viewed as a fundamental characteristic of an independent person and as a skill for an increasingly wide range of jobs. As a result, the topic of Critical Thinking is one more way to gain a competitive advantage in career and organization development. This course is designed to provide participants with information and methods to help them analyze policies, evaluate documents, filter information, and solve problems. Participants will leave with an increased ability to analyze policies, evaluate documents, filter information, and solve problems.



Our Communications course covers the use of communication best-practices, and helps participants to be able to convey and receive messages with greater skill and better results. This course can be tailored for your organization and delivered as a 4 or 8 hour module. The 8 hour course can also be broken into two four hour modules.

Course Objectives

1. Identify the main communication issues you're experiencing at work.

2. Explore and apply solutions to your communication issues.

3. Plan your next steps to achieve better communication skills.

Do You Know the Answers to the following questions?

What % of the words that go through our ears are either ignored, misunderstood, or forgotten?


" Our brains process information at a rate of about ________ words per minute while we speak at about ________ words per minute.


 " According to studies, most of us listen effectively for only about ___% of the time? 

flowchart for a training needs assessment

Training Needs Analysis


We will perform a Training Needs Analysis (TNA) of your organization.  Our analysis is built around competencies. As an example for State Government we use the competencies idenfied by the California Human Resources Department.


Competencies encompass clusters of skills, knowledge, abilities, and behaviors required for people to succeed. In this case, it refers to success across the jobs in the workplace learning and performance field. The new workplace learning and performance competency model includes three layers: 1) foundational competencies, 2) areas of professional expertise, and 3) roles performed in the workplace.  


Foundational competencies are those competencies that are linked to successful performance in the workplace learning and performance field. Those competencies are desirable regardless of an individual's area of expertise (specialization) or role though not all workplace learning and performance practitioners will need each of them to the same extent.


The model divides the foundational competencies into these clusters: Interpersonal, Business/Management, and Personal. usiness issues and client needs, problems, and opportunities; comparing data from different sources to draw conclusions; using effective approaches for choosing a course of action or developing appropriate solutions; taking action that is consistent with available facts, constraints, and probable consequences.


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Coaching for Optimum Performance


Coaching to Optimum Analytical Performance – In this course which has been customized to meet the specific needs of supervisors of analysts at CDE, participants will improve their ability to coach and learn how to establish a structured on-the-job training program for analysts.  Coaching is an approach to management and development that emphasizes guidance rather than control and empowers rather than decides. The working relationship with the employee is less about position and more about associations. This approach to management provides several benefits over the more traditional approach.

  • Develops people

  • Makes training relevant to job

  • Enhances morale

  • Encourages involvement

On-the-job training or OJT originated when the first human showed another how to do something. Today, humans are still showing others how to do their jobs, but informal OJT has evolved to structured OJT (SOJT), which is more than showing and telling. It is a systematic and results-oriented training method that provides a high return on your investment. The structure helps ensure consistent training, which leads to consistent work results.


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Completed Staff Work


This course is designed to provide participants with instruction on the Skills, Knowledge and Abilities (SKAs) needed to apply the concept of Completed Staff Work.   Through lecture, individual and group exercises, and case studies participants will develop an understanding of the SKAs required of analysts to produce Completed Staff Work in government agencies.



To provide participants with information and methods to help them prepare completed staff work for their managers and supervisors.



Through instruction and participation in class participants will:

  • Learn the basic concepts of Critical Thinking.

  • Learn to identify the components of Course of Action/Alternatives (COA) analysis, comparison and approval.

  • Develop an appreciation for the potential barriers to implementing recommended solutions (environmental, political, financial, infrastructure, risk, etc.).

  • Practice developing and using checklists and evaluation techniques to assist with the development of CSW.

  • Receive instruction on the use of standardized methods for problem solving and decision making.

  • Participate in the conduct of a CSW  recommendation briefing .Use a standard method for developing CSW

  • Prepare a CSW sample that only requires a signature for implementation.


Course Outline

  • Introduction, Overview and Definition of Completed Staff Work

  • Skills, Knowledge and Abilities Needed for Completed Staff Work

  • Introduction to Critical Thinking Concepts

  • Course of Action development, analysis, comparison and ranking

  • Barriers and Risks related to Developing and Presenting Solutions

  • Standard Problem Solving and Decision Making Processes

  • Tools and Techniques for Problem Solving

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