We design learning experiences that develop resilience, raise potential and build perspective. Our workshops cater to a variety of audiences and we have worked with organizations in the corporate, public and not-for-profit sectors. We deliver over 100 training sessions each year and use learning tools focused on developing the skills required for 21st century leadership. We provide interactive sessions which include reflective dialogue, experiential learning and group debriefs to contextualize the learning. The delivery of content is learner-centered and we focus on engaging participants and ensuring that the material delivered is applicable to their practice.

Emotionally Resilient Leadership

Emotionally Resilient Leadership


Duration: 1.5-3 hours (full day available)

This workshop focuses on understanding and developing the competencies of emotional intelligence from the perspective of a leader. How leaders process emotions impacts self-perception and how they express themselves to others. It also impacts relationships, the decisions that are made, and how well leaders are able to tolerate stress. Being emotionally intelligent is about using emotions in the most effective way in day-to-day interactions and the work that we are engaged in. Our interactive workshops on emotionally resilient leadership provide practical strategies for employees that can be implemented in the workplace.

Learning Objectives:

  • Recognize and understand the 5 composite scales and 15 subscales/competencies of emotional intelligence.
  • Interpret and illustrate how each competency impacts your role and different stakeholders in your industry.
  • Examine connections between specific competencies and personal and professional experiences through reflective practice.
  • Evaluate current strategies used in your role and identify additional/new strategies that can be used for effective communication.
  • Develop specific strategies that can be integrated in the workplace to foster the development of emotional intelligence and resiliency.
  • “Excellent communicator. Very well versed in the area of EI. Great rapport with the audience.”

    Workshop Participant (Corporate)
  • "Was an excellent learning experience. Can't think of anything that would make it better."

    Workshop Participant (Higher Education)
Unconscious Bias Training

Unconscious Bias and Empathy Training

Duration: 1-3 hours (up to 30 participants per session)

Our behaviour is impacted by the assumptions, biases and stereotypes (positive and negative) that exist in our subconscious. For leaders, this affects the ways in which we communicate, interact and respond to conflict. It also impacts how we approach and solve problems. Through empathy, we can adapt the way we communicate so that we are able to better understand those we work with. By applying empathy-driven and reflective dialogue, we can identify the assumptions and biases in our own understanding and create strategies for effective communication, collaboration and conflict resolution. This workshop will present an introduction to unconscious bias and identify ways in which empathy can be used as a tool to better understand and effectively lead others.

Learning Outcomes:

  • Develop an understanding and raise awareness of unconscious bias and its impact on business practice.
  • Explore connections between unconscious bias and empathy as it relates to emotional intelligence.
  • Examine the role of empathy in conflict resolution.
  • Evaluate current communication strategies used to lead others.
  • Develop specific strategies for effective communication and collaboration and that can be integrated in the workplace.
  • “Everyday, we make countless decisions – big and small – by filters in our minds that help us distill and quickly make judgements on information. Unfortunately, over the years these filters naturally become full of preconceived and often incorrect notions and assumptions about people. These Unconscious Bias’ create inequity and stop us from making objective, fact based decisions. Fortunately, unconscious bias training helps us clean our filters and it helps us become aware of our biases and create systems and strategies to effectively bypass assumptions to make more equitable, productive choices at work.”

    Lauren Friese
    Lauren Friese Millennial Expert
Developing Emotional Resiliency

Developing Emotional Resiliency

Audience: Grades 11 and 12
Duration: 3-5 hours

“What students believe about themselves and their opportunities, and what their peers and the adults in their lives believe about them, significantly influences the choices they make and the degree to which they are able to achieve their goals.” (Creating Pathways to Success, 2013, p. 2).

How do we prepare our students for the jobs that don’t yet exist? Our work with student leaders focuses on developing the 15 competencies of emotional intelligence and resiliency. The full day interactive workshop includes small group activities that promote social learning, storytelling, gameplay and reflective dialogue. With a focus on leadership, we facilitate conversations that encourage students to reflect on their capabilities and leverage their strengths.

What students had to say:

  • “This workshop has helped me see what I want to do, to realize my priorities. If I may say so, it is like Ms. Billan grabbed my hand and led me through the unexplored faults of my mind that I was too scared to venture into. I have learnt how to forgive myself (self-regard) and how to connect with the people around me better, despite my social anxiety.”

    Grade 11 Student Leader
Who do you aspire to be?

Who do you aspire to be?

Audience: Grades 7 and 8
Duration: 1.5 hours

Connected to the Creating Pathways to Success: An Education and Career/Life Planning Program for Ontario Schools (2013) document, our workshops focus on the four inquiry questions:

  • Who am I?
  • What are my opportunities?
  • Who do I want to become?
  • What is my plan for achieving my goals?

This interactive workshop explores the 3Us (understanding self, understanding others and understanding context) and encourages students to not only consider what they want to be, but more importantly who they want to be. Our work with over 500 Grade 7 & 8 students in one academic school year focused on the question “Who do I want to be when I grow up?”, and they responded:

  • I want to be a person that can show the world that there needs to be changes
  • I want to be able to look back on what I achieved and be proud of the things I did to help others
  • I want to inspire people to reach their maximum potential. I want to build great things so I can change lives for good.
  • I want to be a leader in this world, not a follower. I want to make a difference in the world.
  • I want to be a respectful, caring person who never gives up. I want to help people who are in a rough time.
  • I want to be a loving, sharing and caring person because I want to make a difference in our community.

Note for Principals: Our workshop objectives are connected to programs used for career planning and course selection (ie. MyBlueprint).

Gender-based Analysis Training

Gender-based Analysis Training

Duration: 1.5-3 hours (full day available)

Learning Objectives:

  1. Understand the components of the Gender-based Analysis process.
  2. Explore connections between Gender-based Analysis and empathy as it relates to challenging assumptions.
  3. Evaluate current communication strategies and how they may be impacting policies and programs.
  4. Apply the Gender-based Analysis process using a relevant case study.

Gender-based Analysis (GBA) is used to guide the systematic consideration of gender and other identity factors throughout the development initiatives, policies and programs. There are differences in how women, men, boys and girls experience aspects of life from education to employment. GBA encourages us to examine how a situation can be experienced differently and is affected by sex, gender, and other intersecting identity factors.

One of the key competencies developed in GBA training is the capacity to challenge the assumptions we make as individuals, while considering how these assumptions may unintentionally create unequal outcomes for others. Incorrect assumptions can lead to unexpected or unintended consequences for a particular group of women or men. GBA training helps us to recognize and move beyond our assumptions and find ways to address identified needs using a consistent process.

GBA can also be used to address historical and social disparities affecting the lives of women and men. It is a critical process used for examining these disparities and understanding whether they are the result of social and/or historical barriers or other forms of systemic discrimination. The overall goal of this evidence-based process is the creation of responsive programs, which ultimately contribute towards the realization of gender equality.

Psychological Capital

Psychological Capital

Duration: 1 hour

Learning Objectives:

  1. Understand the four components of Psychological Capital
  2. Explore strategies to enhance personal Psychological Capital in order to develop a competitive advantage.

Resilience is a reactive state. It occurs after a positive or negative situation has been experienced, and focuses on how one responds to that situation. Those who are resilient are able to take a positive experience and use it to help build their self-efficacy, hope and optimism which are the key components of Psychological Capital (PsyCap). They are also able recover quickly from obstacles, challenges and setbacks that they may encounter personally or in the pursuit of accomplishing a task or goal. It is an internally-driven response to externally-driven situations.

Being resilient is a capability that can be developed, measured and managed. For organizations, focusing on the positive psychological capital of its employees can facilitate performance improvement. Building PsyCap involves interventions that support and develop efficacy, hope and optimism which all contribute to being resilient. These capabilities interact synergistically and promote overall well-being for both the individual and the organization.

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