General navigation & terminology familiarization will be the focus of the first half of these short training sessions. The second half will be to navigate through a specific process (FGIBDST) and related page actions where the method can be applied in a generalized way to specific unit functions. The proposed approach is to navigate through the new UI using a ‘then and now’ comparisons with Banner 8, with repetition of the new terminology used for Banner 9 features to reinforce them. For example, Banner Forms are now Banner Pages, but retain the same functionality. Please note: This training is an *overview* of Banner and is NOT specific to either Student Advisory or Budget Rep roles.

General navigation & terminology familiarization will be the focus of the first half of these short training sessions. The second half will be to navigate through a specific process (FGIBDST) and related page actions where the method can be applied in a generalized way to specific unit functions. The proposed approach is to navigate through the new UI using a ‘then and now’ comparisons with Banner 8, with repetition of the new terminology used for Banner 9 features to reinforce them. For example, Banner Forms are now Banner Pages, but retain the same functionality. Please note: This training is an *overview* of Banner and is NOT specific to either Student Advisory or Budget Rep roles.

(4 hours) This course provides Pace University managers with the necessary references for and knowledge of the University policies and procedures, as well as an understanding of his/her role as a manager at Pace University. This program is mandatory for all newly hired and/or promoted managers dating back to January 2009. At the end of this module, participants will be able to: Demonstrate an understanding of Pace’s strategic vision. Describe the roles and responsibilities of a manager at Pace. Implement Pace’s Performance Management and Development Process (PMDP) and managerial responsibilities with regard to performance review and employee development. Identify Pace’s core competencies for professional staff, managers, and University leaders. Explain Pace’s disciplinary procedures. Tell what the Pace Employee Handbook covers. Identify Pace’s Human Resource policies and procedures. Explain the administrative responsibilities of Pace managers, including managing time. Describe Pace’s staffing process. Discuss new employee obligations at Pace. Describe Pace’s separation process.

No other responsibility distinguishes a managerial role from others more than delegating tasks and projects. Delegation is the linchpin between staff, their managers, and results. When poorly executed, delegation negatively impacts productivity and leaves staff feeling frustrated and set up for failure. On the other hand, when done well, delegation taps in to the full capability of others, building confidence and enhancing relationships. With sound delegation practices in place, managers can focus their attention on value-added activities like removing performance barriers, planning, and continuous improvement.

This training will go over emergency procedures for various hazards, including fire (as well as evacuation procedures), medical emergency, power outage, hazardous materials spill, natural disaster, suspicious person, and suspicious package. Participants will also examine best practices and lessons learned from previous active shooter incidents in the country. Because most incidents are over within minutes, students, faculty, and staff must be prepared to deal with the situation until first responders arrive. Participants will learn recommended response tactics from the NYPD, as well as steps that can be taken immediately to protect oneself.

This training will go over emergency procedures for various hazards, including fire (as well as evacuation procedures), medical emergency, power outage, hazardous materials spill, natural disaster, suspicious person, and suspicious package. Participants will also examine best practices and lessons learned from previous active shooter incidents in the country. Because most incidents are over within minutes, students, faculty, and staff must be prepared to deal with the situation until first responders arrive. Participants will learn recommended response tactics from the NYPD, as well as steps that can be taken immediately to protect oneself.

(3 hours) Being able to speak effectively in public and give presentations is critical in the business world. Learn how to improve your communication style, inspire and motivate participants, and exude confidence and enthusiasm in your presentations. Participants will practice public speaking techniques and make impromptu presentations for constructive feedback.

General navigation & terminology familiarization will be the focus of the first half of these short training sessions. The second half will be to navigate through a specific process (FGIBDST) and related page actions where the method can be applied in a generalized way to specific unit functions. The proposed approach is to navigate through the new UI using a ‘then and now’ comparisons with Banner 8, with repetition of the new terminology used for Banner 9 features to reinforce them. For example, Banner Forms are now Banner Pages, but retain the same functionality. Please note: This training is an *overview* of Banner and is NOT specific to either Student Advisory or Budget Rep roles.

Until Help Arrives is a 1 hour presentation that encourages bystander involvement in traumatic injuries to increase survival rate of significant bleeding. The course covers: Getting involved - Communicating with 911 operators - Staying safe - Stopping the bleeding - Positioning and moving people - Providing emotional support. It is not a full first aid or CPR course, just life-saving skills until a trained responder arrives!

Until Help Arrives is a 1 hour presentation that encourages bystander involvement in traumatic injuries to increase survival rate of significant bleeding. The course covers: Getting involved - Communicating with 911 operators - Staying safe - Stopping the bleeding - Positioning and moving people - Providing emotional support. It is not a full first aid or CPR course, just life-saving skills until a trained responder arrives!

General navigation & terminology familiarization will be the focus of the first half of these short training sessions. The second half will be to navigate through a specific process (FGIBDST) and related page actions where the method can be applied in a generalized way to specific unit functions. The proposed approach is to navigate through the new UI using a ‘then and now’ comparisons with Banner 8, with repetition of the new terminology used for Banner 9 features to reinforce them. For example, Banner Forms are now Banner Pages, but retain the same functionality. Please note: This training is an *overview* of Banner and is NOT specific to either Student Advisory or Budget Rep roles.

Participants in this Active Shooter Response Training will examine best practices and lessons learned from previous active shooter incidents in the country. Because most incidents are over within minutes, students, faculty, and staff must be prepared to deal with the situation until first responders arrive. Participants will learn recommended response tactics from the NYPD and Department of Homeland Security, as well as steps that can be taken immediately to protect oneself.

(3 hours) Time management is more than just managing time. It is about controlling the use of the most valuable, and under-valued, resource. This program provides individuals with tools and techniques to identify individual time management goals, explore time management tools and techniques, and develop Individual Action Plans for addressing barriers to time management. At the end of this module, participants will be able to: Identify barriers to successful time management. Articulate and evaluate individual time management goals. Evaluate how their time is spent utilizing an Activity Time Log. Explain the Time Management Matrix. Discuss time management tools and techniques, including prioritization; scheduling; optimum work times. Recognize and eliminate time wasters. Describe techniques to manage procrastination. Identify approaches to managing heavy workloads. Develop Individual Action Plans for addressing barriers to time

(3 hours) Emotions are as much a part of the workplace as the air we breathe. Happiness, surprise, frustration, anger—they are all there and more. Emotions play a role in the choices we make and actions we take. Directed emotions can motivate, inspire, and add positive intensity to our work. When strong emotions leave our control, or "run away," our personal productivity and the productivity of others suffers. Key relationships in are damaged, making it even harder to maintain necessary focus. Individuals who take the initiative to stay on top of their own emotional reactions and help others to do the same have a positive impact on productivity, relationships, the overall atmosphere of the workplace, and their personal well-being. At the end of the module, participants will be able to: Identify the impact of emotions on their own productivity. Be more aware of factors that cause their emotions to intensify, so they can manage them more effectively. Choose and apply techniques to address their own strong emotions, so they can focus on getting work done. Know when it is useful and appropriate to take positive action to help others manage their emotions. Respond to the strong emotions of others in a constructive and objective way.

Participants in this Active Shooter Response Training will examine best practices and lessons learned from previous active shooter incidents in the country. Because most incidents are over within minutes, students, faculty, and staff must be prepared to deal with the situation until first responders arrive. Participants will learn recommended response tactics from the NYPD and Department of Homeland Security, as well as steps that can be taken immediately to protect oneself.

Participants in this Active Shooter Response Training will examine best practices and lessons learned from previous active shooter incidents in the country. Because most incidents are over within minutes, students, faculty, and staff must be prepared to deal with the situation until first responders arrive. Participants will learn recommended response tactics from the NYPD and Department of Homeland Security, as well as steps that can be taken immediately to protect oneself.

(3 hours) Staff needs regular feedback from their manager to know how well they are doing. Providing constructive feedback not only helps solve problems, but also can work to prevent potential performance problems from growing to the point where they have a negative impact on others and the organization. At the end of the module, participants will be able to: Define and describe constructive feedback. Identify opportunities to provide constructive feedback Recognize the challenges and benefits of providing constructive feedback. Evaluate their current level of effectiveness at providing constructive feedback. Demonstrate a set of key actions for providing constructive feedback to others. Conduct constructive feedback conversations that result in action toward improved performance.