Management Instruments

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The executive courses on Management Instruments address very specific topics that are usually observable – and problematic – with an objective and solution-oriented approach. They focus on aspects that allow participants to quickly find solutions that are simple, methodologically feasible, and immediately applicable not only in professional aspects but also in personal ones. These courses tackle situations and issues that, on a daily basis, cost us significantly in terms of productivity and certainly add stress to our business, professional, and personal management.

In this field, we have developed three courses. The first is the Efficient Time Management Course, aimed at analyzing, recognizing, and optimizing time management. It seeks not only an optimal allocation of time but also the identification of routines in which we tend to waste one of our most valuable resources. Additionally, it addresses the so-called “time thieves,” both internal and external, that we must combat. This course aims to break inertia, encourage critical thinking about our habits, teach planning strategies for time use, and enhance both personal and professional performance through a structured method and management habits that help achieve this objective.

The second course also has an executive and practical focus and is designed for those who need to lead work teams. Work teams are increasingly essential in the functioning of projects, businesses, and organizations of all kinds. Within this theme, we focus on leadership, participation, decision-making, delegation, delegation control, and effective progress in a collaborative work environment. We believe this is one of the most effective programs for immediate application, significantly boosting team productivity. That is why we encourage participation in this course, as it allows for the immediate implementation of its content. This is the Team and Work Meeting Management Course.

Finally, the third course is highly innovative and has a strong practical application. It is called Managing Generational Workplace Diversity. This program focuses on recognizing the goals and characteristics of the different generations working together in companies and organizations, as well as on how to manage relationships, reduce conflicts, and enhance understanding and empathy. It also helps decrease the turnover rate of younger generations in the workplace. This course can be considered essential for all organizations.

Communication Applied to Negotiation

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Communication is a fundamental instrument in all human activities. Based on this premise, the development of Communication Techniques has been organized as a crucial tool not only for negotiators but also for key figures in civil society. While in popular understanding, communication seems equivalent to simply “speaking,” experience and reality show that it is a much more complex phenomenon. Moreover, developing and consciously enhancing communication skills significantly boosts the effectiveness of individuals who rely on it as the foundation of their activities.

This Development Area is designed to prioritize practical tools and hands-on practice while still recognizing the importance of theoretical foundations. The approach is highly pragmatic: the programs aim to equip participants with communication skills and gradually evolve their abilities, ensuring that communication becomes a powerful tool. The goal is twofold: to enhance communication efficiency and effectiveness while also making it a less exhausting and more persuasive means of achieving desired objectives.

To achieve this, a step-by-step training process has been designed, starting with essential foundations and progressively developing the necessary and related communication skills. This structure considers a comprehensive set of abilities aimed at ensuring impactful communication, as previously described.

Team, People, and Process Management

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Major Management Training Programs for Middle and Senior Management:

The first program in this field is called the Comprehensive Management Skills Training Program for Middle Management. This program is truly innovative. Its central objective is to transform a middle manager into a genuine leader. A middle manager, mid-level executive, or supervisor is generally a frontline manager, meaning the first link in a company’s or organization’s chain of command, with workers or employees directly under their supervision. There are middle managers in all sections of a company or organization, and depending on its size, they must have solid technical knowledge in their respective areas. Alongside this technical knowledge, which pertains to the specific technical aspects of each particular area, there is also a need for knowledge in various disciplines related to management, particularly in human resources, which is the primary focus of our program.

Many times, middle managers, supervisors, and others reach these positions because they stood out as workers or performed tasks in a subordinate role, but without specific training for the new scope of their responsibilities. This results in “forced self-training,” which often leads to the development of work and management methods based on routine that do not benefit daily tasks, internal relationships, or, ultimately, the company itself. On the contrary, in many cases, dysfunctions in these areas lead to increasing costs and additional difficulties that hinder proper operations. As a result, middle managers become merely a “transmission belt,” failing to fulfill their true role, which is the effective management of resources.

Middle management positions are characterized by the significant pressure they face daily. Additionally, these roles can often be “lonely” in terms of their place within a hierarchical structure. Middle managers handle and make decisions regarding a vast amount of material and intangible resources, most of which require well-considered decision-making to ensure their optimal use—creating new value rather than increasing costs. To perform their mission with confidence and beyond mere acceptability, knowledge is essential. Knowledge is the result of a proper combination of training and experience—both available resources that must be appropriately blended and continuously updated to adapt to sometimes highly dynamic realities.

When analyzing the situation in many companies and organizations, it becomes evident that middle managers often lack the necessary skills to effectively manage resources. This, in turn, highlights that many companies employ middle managers who function as such but lack the ideal qualifications. However, many businesses and organizations recognize the importance of having high-quality middle managers and tend to develop a policy based on three pillars: proper selection, an adequate resource system linked to specific indicators and results, and ongoing training.

These “mid-level executives” often have the best understanding of how the company or organization operates. Their performance not only improves the workplace atmosphere but can also enhance productivity levels. Although they often go unnoticed, they are the ones who guide the company daily toward its set objectives and closely support the work of senior management.

Middle managers are often the first responders to conflicts, both within their teams and beyond, acting as the initial “shock absorbers” in disputes and misunderstandings. They tend to collaborate and interact in groups, and a significant part of the effectiveness of corporate policies depends on them. They hold a key position as intermediaries between senior management and the company’s operational levels, a role that demands integrity, trust, and transparency in their actions. Frequently, their role involves conveying concerns and proposals from “below” while also communicating ideas, guidelines, projects, and strategies from the top leadership.

Beyond facilitating organizational communication, middle managers are potential change agents. Therefore, corporate culture and practices should enable mid-level executives to play this vital role. Trust becomes a critical factor in organizations where confidence levels are low or critically weakened due to an internal culture of aggressive competition. In such cases, power struggles hinder management’s ability to serve as effective liaisons with senior leadership.

Another crucial mission of middle managers is to generate all types of information that support the company’s strategic management and long-term decision-making. Strategic directives from top executives are meaningless without efficient middle managers who integrate below senior leadership and executives, capable of designing systems and executing plans effectively.

The second program in this field is called the Comprehensive Management Skills Training Program for Managers and Directors. Directors and managers hold senior management positions, meaning they are at the top of a company’s or organization’s chain of command. They have employees directly under their supervision, along with lower hierarchical levels within an organizational pyramid. Their management and responsibilities involve the overall leadership of the organization, steering its direction, and shaping its future.Alongside this position—which requires extensive technical knowledge related to the functional specifications of each particular area—there is also a need for expertise in various management disciplines, particularly in human resources, which is the primary focus of our program.

Directors and managers hold positions that are characterized by the immense pressure they face daily. These roles can also be “lonely” within the hierarchical structure. Their decisions influence a vast amount of material and intangible resources, most of which require well-reasoned decision-making to ensure their optimal use—creating new value rather than increasing costs. To fulfill their mission with confidence, productivity, and efficiency, they must stay up to date, which requires fresh and current knowledge. Knowledge is a product of the proper combination of training and experience—both available resources that must be carefully balanced and continuously maintained and expanded, particularly in highly dynamic environments.

Conflict Management and Negotiation

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Negotiation has been, since the dawn of time, the most important mechanism for conflict resolution and value creation within societies and in relationships between individuals and the groups in which they are concentrated.

Let us acknowledge, as a starting point, that conflict is an essential aspect of human interaction and that it is inevitable—both within individuals and in their personal, professional, and all kinds of relationships. These range from seemingly trivial matters to fundamental issues that, in many cases, determine the fate of individuals and organizations.

Most people have not received training or education to develop efficient negotiation skills. Nor have they been made aware of the complexity of this phenomenon and how crucial it is to master its elements, components, and working formulas. The difference between negotiations conducted based on empirical knowledge and those carried out by professional negotiators can be enormous.

When negotiation training is discussed, many people find it unnecessary or even superfluous, telling themselves, “I’ve been negotiating all my life.” This reasoning may seem logical to some extent, as they do indeed negotiate. However, what is not properly assessed is the outcome they achieve and the toll it takes on them. Considering that only about 5% of individuals are methodically trained and experienced negotiators, while 90% are classified as “improvised or situational negotiators,” and another 5% are “intuitive negotiators” (those with extraordinary natural abilities but who tend to fail in the medium and long term due to a lack of a systematic training foundation), it is difficult for many to truly appreciate the vast difference between a trained negotiator and an improvised one. That difference, in reality, is very significant.

“Building” a negotiator is not an easy task. It requires time, knowledge, experience, and practice through training. Professional negotiators cannot be developed without the convergence of a set of complementary knowledge areas, which involve not only mastering a set of techniques but also developing a specific type of thinking—one that is essentially strategic. Attempting to achieve this in just a few hours is completely unrealistic. Likewise, ignoring the idiosyncrasies and culture in which individuals are immersed is a waste of time. A trained and professional negotiator generally finds negotiations easier, less exhausting, and has the ability to maintain control while objectively identifying technical, procedural, and communication errors made by more inexperienced negotiators. This enables them to reach agreements more efficiently and sustainably in most cases.

This biased perspective of improvised negotiators is often reinforced by individualistic mindsets and difficulties in working as a team (which makes collaboration exhausting and burdensome when, in fact, it should be the opposite). There is also a widespread belief that repeated experiences—both positive and negative—lead to superior performance. Additionally, the proliferation of short “negotiator training” programs based on an Anglo-Saxon cultural framework often fails to adapt to real-life negotiations, especially those of a more complex nature, such as political, labor, or inter-union negotiations.

The proposed training aims to develop professional negotiators by focusing on solid concepts of negotiation techniques, communication skills, people management skills, individual and collective influence skills, and the ability to become effective planners, strategic thinkers, and rational decision-makers. This program, which follows a “staged” structure, requires the progressive development of knowledge and its corresponding practice. It is designed to be cumulative, based on extensive experience in the training and learning process of professional negotiators, in line with the structured approach intended for the provided education.