the human resource practice - course outlines - 2016

www.hrpractice.co.za

Programme

Outlines

Contact us:

Tel: 011 453 0555

Fax: 011 453 3045

E-mail: [email protected]

Hingham Field Office Park

79 Boeing Rd East

Bedfordview

January 2016

The Human Resource Practice 011 453 0555 ii

Table of Contents Introduction to The Human Resource Practice ..................................................................................... iv

1. Mindset Change programmes ........................................................................................................... 1

OPTIMISING YOUR PERFORMANCE ....................................................................................... 2 POWERFUL PRESENTATIONS ................................................................................................. 6 COACHING FOR PERFORMANCE EXCELLENCE .................................................................. 7 CRITICAL COMMUNICATION .................................................................................................... 8 POWERFUL NEGOTIATIONS .................................................................................................... 9 LEADING WITH EMOTIONAL INTELLIGENCE ...................................................................... 10

2. Creating Engagement programmes ................................................................................................ 11

ENGAGING SUPERVISORS .................................................................................................... 12 ENGAGING MANAGERS/LEADERS ....................................................................................... 14 ENGAGING PERFORMANCE MANAGEMENT ....................................................................... 16

3. Skills building programmes ............................................................................................................. 17

A. Managing Self ............................................................................................................................ 18 PERSONAL MASTERY ............................................................................................................ 18 BUSINESS CALCULATIONS ................................................................................................... 19 FINANCE FOR NON-FINANCIAL MANAGERS ....................................................................... 20 CREATING WORK/LIFE BALANCE ........................................................................................ 21 STRESS MANAGEMENT ......................................................................................................... 22 BUSINESS WRITING WITH REPORT WRITING ..................................................................... 23 TIME MANAGEMENT - IT’S ABOUT TIME’ ............................................................................. 24 PROBLEM SOLVING & DECISION MAKING .......................................................................... 25 PERSONAL DEVELOPMENT ................................................................................................... 26 INTERPERSONAL SKILLS ...................................................................................................... 27 NEGOTIATION SKILLS ............................................................................................................ 28

B. Managing Others ........................................................................................................................ 29 LEADERSHIP PHILOSOPHY ................................................................................................... 29 LEADERSHIP PRINCIPLES ..................................................................................................... 30 PEOPLE MANAGEMENT ......................................................................................................... 31 CONSTRUCTIVE CONFLICT ................................................................................................... 32 OPERATIONS MANAGEMENT ................................................................................................ 33 CHANGE MANAGEMENT FOR CHANGE AGENTS ............................................................... 34 PROJECT MANAGEMENT ....................................................................................................... 35 HIV/AIDS AWARENESS AND MANAGEMENT ....................................................................... 37 PERFORMANCE MANAGEMENT ............................................................................................ 38 INDUSTRIAL RELATIONS ....................................................................................................... 39 EMPLOYEE RELATIONS ......................................................................................................... 40 LEADING TEAMS ..................................................................................................................... 41 EXPLORING DIVERSITY .......................................................................................................... 42 EFFECTIVE MEETING SKILLS ................................................................................................ 43 MENTORSHIP ........................................................................................................................... 44 INTERVIEWING SKILLS ........................................................................................................... 45 RECRUITING TALENT.............................................................................................................. 46 THE ART OF FACILITATION PROGRAMME .......................................................................... 47

C. Managing Managers .................................................................................................................. 48 TRANSFORMATIONAL LEADERSHIP .................................................................................... 48 STRATEGIC MANAGEMENT ................................................................................................... 49 HR STRATEGIC MANAGEMENT ............................................................................................. 50 TIME MANAGEMENT FOR EXECUTIVES ............................................................................... 51

D. Sales Training for Peak Performance ........................................................................................ 52 CONSULTATIVE SELLING SKILLS FOR SALES ACCOUNT MANAGERS.......................... 53 PRESENTATION SKILLS FOR SALES ACCOUNT MANAGERS .......................................... 54 STRATEGIC ACCOUNT ACQUISITIONS AND KEY ACCOUNT MANAGEMENT (KAM) ..... 55 NEGOTIATING TO WIN ............................................................................................................ 56

E. Organisation Development and Change Management .............................................................. 57 ORGANISATION DEVELOPMENT THEORY .......................................................................... 58

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ORGANISATION DEVELOPMENT VALUE CHAIN ................................................................. 59 CHANGE MANAGEMENT FOR CHANGE AGENTS ............................................................... 60 EXPLORING DIVERSITY .......................................................................................................... 61 MONITORING AND EVALUATION OF ORGANISATIONAL INITIATIVES ............................ 62

F. Other Programmes ..................................................................................................................... 63 MARKETING ............................................................................................................................. 63 CUSTOMER SERVICE .............................................................................................................. 64 BUSINESS WRITING FOR CUSTOMER SERVICE ................................................................. 65 SUCCESSFUL EVENT MANAGEMENT .................................................................................. 66 PERSONAL / ADMINISTRATIVE ASSISTANT PROGRAMME............................................... 67

4. Keynote Address ............................................................................................................................. 68

THE ENGAGED MINDSET ....................................................................................................... 69 THE POWER OF BELIEF ......................................................................................................... 70 FROM BLAME TO AIM: A PARADIGM SHIFT ........................................................................ 71 KEEPING YOUR POWER ......................................................................................................... 72 SWITCH YOURSELF ON .......................................................................................................... 73 EMOTIONAL REACTION TO CHANGE ................................................................................... 74 ENERGISED ACTION ............................................................................................................... 75 WIN / LEARN / CHANGE IN ACTION ....................................................................................... 76 IT’S YOUR CHOICE! EXPLORING HIDDEN OPPORTUNITIES ............................................. 77 POLISHING YOUR PRESENTATIONS - LESSONS FROM THE ANCIENT GREEKS .......... 78 COACHING FOR PEAK PERFORMANCE............................................................................... 79 ENGAGING LEADERS CREATE FLOW AND AN ENGAGED WORKFORCE! ..................... 80

The Human Resource Practice 011 453 0555 iv

Introduction to The Human Resource Practice

The Human Resource Practice (THRP) is a small full service HR company (please see our website www.hrpractice.co.za).

We are 26 percent black and 85 percent women owned. The Human Resource Practice as an EME has currently a Level 2 rating in recognition of our BEE credentials. This rating means our clients are entitled to claim 125 percent of the value spent on our services as BEE procurement.

The Human Resource Practice was formed in 1992 and has served many NGO, state owned enterprises, government departments and leading corporates.

Our services lines are: Management Consulting; HR outsourcing and Locums; Talent Acquisition; Learning and Coaching Shop; and Mindset Change.

The Human Resource Practice is a fully accredited training provider with the Services Seta (SETQAA Decision Number: 0735).

The Human Resource Practice provides solutions through harnessing our extensive knowledge and resource base. Our graduate experts have deep insight into appropriate methodologies and techniques, latest research, innovations and subject content.

Quality Assurance

The Human Resources Practice CC recognises the need for Quality in accordance with the requirements of the ETQA. The Quality Management system is aligned with the organisational goals and vision of providing comprehensive services and solutions. THRP aims to empower the learners through teamwork, innovation and value-adding.

� For all programmes THRP uses only these facilitators who meet or exceed the expectations.

� THRP conducts a needs analysis with the client in order to define organisational training needs.

� THRP signs client contracts in order to establish and record goals, targets and polices with the client.

� THRP strives to maintain 100% record documentation and reporting with zero defects.

� THRP methodologies are based on experiential adult learning on the principle of exciting and interesting learning experiences with practical application to the workplace.

� THRP focuses on real learning in the work environment or a simulated work environment in order to ensure transfer of learning.

� THRP conducts assessments and evaluations during and post training in order to review the learning cycle and transfer of learning.

� THRP complies with the NQF. All members of the company maintain involvement with the NQF and SAQA.

Assessment Management

The Human Resource Practice has begun to align its training programme to relevant and suitable unit standards and assessment of these unit standards will occur on the basis of achievement of competence in the specific outcomes of the unit standards.

THRP’s policy is based on the principles of fairness, validity and reliability and maintains the integrity of assessments and achievements.

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The Human Resource Practice 011 453 0555 1

1. Mindset Change programmes

The Human Resource Practice delivers unique programmes that optimise the performance of every delegate. Individuals are enabled to explore their beliefs, attitudes and behaviours; empowered to release their full potential; and inspired to achieve outstanding, sustainable results.

Over the past couple of decades there has been growing support for the use of ‘mindset change'. Put simply, this focuses on the beliefs, attitudes and behaviours of individuals as opposed to their specialist skills and knowledge. By adopting these principles, many organisations have come to re-evaluate their employees and revise their approach to business implementation, recruitment and training.

To allow members of the company to achieve their full potential, it is not enough to invest solely in their skill-set. Instead, consistent peak performance requires investment in the ‘inner game’ where individuals develop an understanding of precisely how they and their colleagues perform, when they perform at their best.

Our goals are to ensure that no matter what delegates’ background, learning style, or attitude, when they experience our sessions, they will walk away with a thorough understanding of what peak performance looks like; and have the confidence and appetite to apply what they have learnt. To this effect we use a wealth of experience and a vast range of techniques to ensure our sessions are enjoyable, memorable and effective.

Working with The Human Resource Practice, delegates change. Sustainably. Because it is not what you know; it is all about what you actually do with what you know that makes the difference.

The Human Resource Practice addresses both the “Inner Game” and the “Outer Game” of every learner.

The “Inner Game” is the internal development of mindset, language, attitudes and behaviours. Awareness and understanding of personal inner motivation, beliefs and goals will be developed as a result.

The “Outer Game” is the development of specific skills and knowledge for a particular business/role.

Combining the right mix of inner and outer game, any organisation will be well placed to deliver exceptional value for its shareholders and its people.

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OPTIMISING YOUR PERFORMANCE Improving performance and profitability through emotional intelligence

Duration: 3 days

‘Optimising Your Performance’ is a programme that consists of a series of modules, ideally delivered over a period of time, so that people put into practice the techniques they’ve learnt in one module before moving on to the next. Based on our unique tried and tested ‘Optimising Your Performance’ methodology, this programme enhances business performance by improving the achievements of each individual.

This workshop is accredited by Services SETA against Unit Standard 252031: Apply the principles and concepts of emotional intelligence to the management of self and others (NQF Level 5; Credits 4).

The challenges Your workforce may have all the skills they need to deliver outstanding business performance. Yet your organisation may not be reaching its true potential. This can often be traced to people’s limiting beliefs and attitudes.

The solution Our ‘Optimising Your Performance’ programme refocuses people’s thinking and behaviours in order to address your particular business objectives. By cultivating a win/learn/change philosophy right from the start, the programme creates a supportive environment where participants can view change as an opportunity rather than a loss. It encourages them to consider new ways of working, try new approaches, question their perceptions of what is possible, and take action.

The business benefits � improved business performance and profitability � better people-management � positive winning culture � increased competitive edge � successful Change Management

Participants will learn how to... � ‘break through’ the constraints of their existing beliefs, attitudes and mind-sets � adopt more effective beliefs � adopt new winning behaviours that deliver peak performance � welcome and embrace continuous change

A partnership approach Working in partnership with our clients and their third party Change Management and Skills Training partners, we ensure that our Optimising Your Performance programme helps people to fully capitalise on vital new skills and capabilities.

Three modules � Engaged Mindset � Breaking Boundaries � Energised Action

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Module 1: Engaged Mindset Creating a team of self-motivators

‘Engaged Mindset’ moves each individual to create and sustain an immensely powerful inner drive and motivation by exploring emotional intelligence concepts.

The challenges

Motivating people to continue to achieve can be a significant challenge. Material and financial incentives are often not enough to keep people striving to achieve. On the other hand, depending on a few key players to energize and motivate people can be risky. The most effective approach is for everyone to motivate themselves.

The solution

Through coaching, interaction and participation, ‘Engaged Mindset’ module gives every individual unique new techniques for creating their own levels motivation, and to continue to do this over time. Participants develop an ability to control and fuel their motivation as they choose.

The business benefits

� a fully motivated ‘go getting’ workforce � the drive to succeed � an appetite for change

Participants will learn how to...

� adopt energising belief-systems and attitudes � challenge habitual behaviours and replace them with more useful behaviours � define emotional intelligence (EI) and its concepts � assess their own EI competencies and develop action plans � adopt energising belief-systems and attitudes � challenge habitual behaviours and replace them with more useful behaviours � deal effectively with new challenges, obstacles and setbacks � use a shared definition of a peak performer as a benchmark to monitor their performance � challenge their established negative mindsets and move towards the open positive

mindset that precedes productive outcomes � pro-actively manage memory, past experiences and mental self-talk � use juggling as a metaphor to define the critical success factors for learning new skills

and improving performance � be conscious of, and manage, their personal ‘resourceful state’ � exercise choice over motivation levels and responses to events � create a more helpful response to problems, failure and rejection � make the fundamental attitude and motivation shifts needed for lasting changes in

behavior.

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Module 2: Breaking Boundaries Getting your people to believe in themselves

‘Breaking Boundaries’ eradicates the beliefs that limit performance and unleashes the vast potential inside every individual.

The challenges

People, who lack confidence in their own abilities, fail to attain as much as their more confident colleagues with similar skill levels. This can have disastrous consequences for the bottom line.

The solution

‘Breaking Boundaries’ module shows individuals how to believe in themselves and their capabilities, in order to give them true confidence.


� a positive and resourceful ‘can do’ culture � the ability to achieve far more than previously anticipated � the opportunity to break new business boundaries


� increase self-confidence - adopt a positive set of beliefs and attitudes as to their own capabilities; adopt behaviours that reinforce confidence and self-belief; fully capitalise on their existing skills; achieve far more than they thought they could.

� analyse their own behaviour - recognise the powerful relationship between their personal beliefs and their resulting motivation and achievements; become aware of how their own positive or negative beliefs about the world greatly influences their responses to challenge and change; question old belief sets and perceptions to determine whether they empower or disempower in any given situation. This self-awareness enables developing of emotional intelligence.

� take control over their emotions - break away from powerful limiting beliefs and preconceptions and make a conscious choice as to the ‘meaning’ they give to events and circumstances; challenge entrenched and unhelpful ‘pain associated’ or ‘pleasure associated’ beliefs that affect the decision to take or avoid action; create new ‘pleasure associated’ beliefs that will lead to more productive behaviours.

� create a winning identity - use imagination and a future focus to structure a winning identity and a belief in ‘what’s possible’ rather than ‘what’s probable’; create a memorable personal example of the outcomes that are possible through the power of belief.

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Module 3: Energised Action Taking responsibility

‘Energised Action’ allows people to achieve a framework for success based on personal responsibility and accountability.

The challenges

Many businesses are held back by people refusing to take responsibility for their own actions. A culture where people avoid consequences and tend to blame others diverts attention away from achieving.

The solution

‘Energised Action’ module enables individuals to develop a willingness to be self-led and to accept responsibility for their own actions. It replaces a limiting ‘blame culture’ with a far more productive culture of openness.


� clear focus on achieving goals � ability to learn from mistakes and make changes for the better � successful strategies shared with others


� be a responsible employee - take responsibility for the success of the organisation; replace blame with common goals; adopt behaviours that capitalise on the team’s capabilities

� develop their own potential - clear personal direction, structured goals and progress monitoring; readiness to change, adapt and learn new approaches; question personal responses to problems and make a personal choice to take responsibility for finding solutions

� turn situations favorable for themselves - focus attention on the impact that language can have on commitment; maintain a pro-active view of circumstances rather than a reactive ‘victim’ stance; consider the shape, direction and energy involved in their existing life and explore a more balanced approach as the key to success

� benefit from role models and other team members - look for models of excellence and best practice, and be prepared to ask those role models to share their knowledge, skills and beliefs; encourage the team synergy needed to develop solutions beyond the limitations of individual experience and expertise.

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POWERFUL PRESENTATIONS Captivating your audience

Duration: 2 days

‘Powerful Presentations’ enables even the most hesitant presenter the practical cutting edge strategies to deliver world class presentations, and actively enjoy doing so.

The outcomes for this course are based on Unit Standard 242842: Plan and prepare for an effective presentation (NQF Level 4; Credits 2) and Unit Standard 242840: Make oral presentations (NQF Level 4; Credits 2).

The challenges

We believe that everyone is capable of being a powerful presenter. However, people are often reluctant to stand up and present to others. Many presentation courses focus on content and delivery, without properly addressing the underlying worries. This programme helps to alter the mindset, so that presenters can be confident in being themselves.

The solution

‘Powerful Presentations’ solution has been developed to build on established presentation techniques. This entertaining and impactful course focuses on creating the energy and momentum required to make your audience take action. Instead of teaching delegates the ‘techniques’ they already know, we focus on taking their presentations to new levels. By changing their underlying beliefs, we enable each participant to tap into their hidden talents in terms of the three core areas of confidence, performance and method, whenever they need to.


� competitive edge through highly effective and impactful presentations � confidence to present in any situation � harnessing the presenting potential of every individual


� turn fears into empowering emotions � understand the importance of body language � use memory skills to allow presentations to flow without notes � connect with the audience through empathy and multi-sensory techniques � feel relaxed, focused and in control � use eye contact to connect and involve every member of the audience � sustain interest through stories and metaphors � use physiology and body language for increased impact � influence through persuasive language and language pat terns � ensure the audience avoids incorrect assumptions and conclusions � deliver sensitive information � deal with awkward questions while retaining rapport

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COACHING FOR PERFORMANCE EXCELLENCE Getting the most from your team

Duration: 2 days Max: 15 delegates

‘Coaching for Performance’ transforms managers into successful team coaches who can empower their people to work more effectively together.

This workshop is accredited by LG SETA (Accreditation Number: LGRS TUEEA 100818) against Unit Standard 113909: Coach a team member in order to enhance individual performance in work environment (NQF Level 3; Credits 5).

The challenges

People are often promoted to management on the basis of line function success rather than team leadership record. Many managers underestimate the abilities of their team, so the team underperforms. Management courses can provide the skills, but a manager’s underlying beliefs and attitudes can sabotage their efforts.

The solution

‘Coaching for Performance’ solution uses focused participation to explore how effective people-managers coach and develop successful teams. Participants are encouraged to question their perceptions and beliefs about individuals and to structure feedback and expectations in the context of future potential rather than past performance.


� improved motivation and trust � increased job satisfaction � transformation of the workforce into a successful high performing team


� manage people better - adopt new people-management behaviours; use a coaching paradigm to constantly unlock individual potential; capitalise on the management skills they have learned

� develop effective coaching style - performance-focused and performer-centered coaching style that encourages self-responsibility and independence; ability to assess which is the right technique to choose for a particular individual and situation; exercise caution when using coaching styles that tell, sell, give advice and thereby encourage dependence

� get people achieve results - spend time helping people clarify positive goals that will lead to the commitment and ownership to achieve them; feedback that creates a motivating learning experience; question-centered approach to clarify the learner’s reality of each issue; encourage individuals to explore the options in order to develop a choice of possible ways forward.

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CRITICAL COMMUNICATION

Duration: 2 days Max: 15 delegates

“Critical Communication” is a communications programme with a BIG difference. Going beyond the simple mechanics of communication, the programme helps delegates turn conversations from “critical” [fault-finding, expressing criticism] into “critical” [decisive, marking transition from one state to another] conversations.

This workshop is accredited by Services SETA against Unit Standard 252027: Devise and apply strategies to establish and maintain relationships (NQF Level 5; Credits 6).

The challenges

We often find that critical conversations are so frustrating or challenging that our communication skills desert us, making us even less likely to achieve the crucial outcomes. Whether in the Boardroom, in a Sales Meeting, in Customer Services, in an internal briefing… in any interaction between people, Critical Conversations are attempted – or avoided - every hour of every day. And the fact is that relationships succeed or fail – one conversation at a time.

The solution

This programme is about the vital business skill of being able to turn every conversation – with even the most difficult of individuals- into an opportunity for growth and improvement.


� handle sensitive issues and communicate bad news

� turn every conversation into an opportunity to deepen the relationship

� manage profound disagreements, when resolution is vital for the relationship or the business

� shift the paradigm around “difficult people”. Tools for making relationships with difficult people work

� understand what makes conversations go off the rails. Strategies for rescuing these conversations and for stopping them going off the rails in the first place

� manage the emotions such as frustration, hurt, anger and fear that are part and parcel of critical conversations

� understand their own “emotional blueprint” and from this, an understanding of when they need to speak up and when the need to shut up and listen.

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POWERFUL NEGOTIATIONS Duration: 2 – 3 days Max: 15 delegates

“Building relationships” has somehow got translated into “Not maximising opportunities.” At best this means being gentle on margins or hesitant about challenging the client. At worst it means waiving fees or letting issues escalate through fear of damaging that all-hallowed rapport.

Being respected has become confused with being liked.

Being liked gets you a social life. Being respected gets you fees.

Our “Powerful Negotiations” program takes the “win-win” art of negotiating to an entirely new level. It enables negotiators to feel confident and powerful in every negotiating context – no matter how price sensitive the deal, how important the customer is, or how much personalities mismatch. It raises awareness of a multitude of elements normally forgotten in the negotiation process, and the personal power that they give the salesperson in negotiations.

Playing from a position of conviction, negotiators multiply the effect of their negotiating skills and earn the respect – and the fees and profits – that they deserve.

Delegates will learn how to…

� Walk in to every negotiation with conviction and self-assurance

� Recognise the power they can always tap into, and how to use this effectively

� Recognise, understand and make effective use of nonverbal and verbal behaviours in a negotiation that strongly influence how others behave towards you

� Build rapport with difficult people - quickly

� Focus their attention on the variables they can control, rather than lose energy worrying about things outside their control

� Take advantage of the difference between what is valuable to them and what is valuable to their customer

� Effective negotiators know which behaviours they are using to influence the negotiations and understand the advantages and disadvantages of using each behaviour

� Feel confident and assured no matter what unexpected surprises happen as a negotiation unfolds

� Come across clearly and persuasively

� Structure effective arguments

� How to challenge whilst staying in rapport

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LEADING WITH EMOTIONAL INTELLIGENCE Improving performance and profitability through Emotional Intelligence!

Duration: 2 days

‘Leading with Emotional Intelligence” is a programme that enables leaders to put into practice the techniques they’ve learnt the very next day.

Based on our unique tried and tested ‘mindset” methodology, which is constantly updated by embracing leading worldwide research and best practice, this programme enhances business performance by improving the emotional intelligence and therefore achievements of each individual participating on the inspiring and exciting workshop, loved by many previous delegates.

This workshop is accredited with the Unit Standard 252031: Apply the principles and concepts of emotional intelligence to the management of self and others (NQF Level 5; Credits 4).

The challenges

Your workforce may have all the skills they need to deliver outstanding business performance. Yet your organisation may not be reaching its true potential. This can often be traced to people’s limiting beliefs and attitudes. It is well researched that emotional intelligence has impact on the effectiveness of leadership, work relationships and ultimately work place productivity.

A Gallup Organisation study of two million employees at seven hundred companies found that how long an employee stays at a company and how productive she is there is determined by her relationship with her immediate supervisor….

“11 percent of employees who rated their bosses as excellent said that they were likely to look for a different job in the next year. However, 40 percent of those rated their bosses as poor said they were likely to leave.” From a study by Spherion and Lou Harris Associates

The solution

Our ‘Leading with Emotional Intelligence” programme refocuses people’s thinking and behaviours in order to address your particular business objectives.

Through a fun and interactive process, delegates explore their own emotional intelligence, and develop both awareness and skills that enable them to behave in a powerful and impactful manner the very next day.

By utilizing the very best worldwide theories and methodologies, the right philosophy is cultivated and the programme creates a supportive environment where participants can view change as an opportunity rather than a loss. It encourages them to consider new ways of working, try new approaches, question their perceptions of what is possible, and take action. A trademark of the process is ease and simplicity.


� improved business performance and profitability

� better people-management

� positive winning culture

� increased competitive edge

� successful Change Management

It takes more than just brains to succeed in life - one must also be able to develop and maintain healthy interpersonal relationships. Taken from this perspective, emotional intelligence is nothing new – D. Goleman

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2. Creating Engagement programmes

Fully engaged employees are more fulfilled and have a deeper emotional connection to their work, colleagues and company. All this translates into a highly productive workforce and positively impacts growth and the bottom line.

The Employee Engagement Surveys that The Human Resource Practice has conducted suggest every time that supervision is one of the lowest performing dimensions. Many times people join an organisation because of the organisation, but leave because of their manager. As employee engagement is inextricably linked to corporate culture therefore organisation’s leaders have key role to play in developing the culture, it is imperative that leaders on different levels have the relevant awareness and skills to do so.

The Human Resource Practice has designed a set of Creating Engagement programmes based on years of experience in adult learning, behavior change and engagement research. The programmes strive to impact on leaders’ behaviour in turn impacting the culture they cultivate and develop in their organisations.

The key features of the blended learning programmes are:

� Developmental Assessments conducted before and after the programme to gauge the progress, practice self-assessment and create openness for feedback.

� Contact sessions with expert performance coaches to acquire knowledge and practice new skills.

� Coaching sessions to keep learning on track and provide individualized support for the process.

� Assignments to provide platform for skills practice, application and reflection.

� Constant communication through email and online platforms to share relevant information, prepare for contact sessions and provide prompt support as and when needed.

� Line manager involvement through updates, mentoring, feedback, involving them in assignments.

Benefits of Employee Engagement

� A greater sense of connectedness between employees and managers;

� Increased resourcefulness amongst employees and purpose within the organisation;

� Increased sense of job meaningfulness and possibly job satisfaction;

� Line managers’ increased ability and skills to support and engage employees;

� Employees full of energy and enthusiasm will be more likely to show commitment to the organisation, cognitively and emotionally;

� High levels of engagement amongst employees will promote the organisation as the employer of choice;

� Employees are more likely to commit to and stay in the organisation, and give their work their best effort.

The programmes are designed for different levels of management:

� Engaging Supervisors

� Engaging Managers/Leaders

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ENGAGING SUPERVISORS Duration: 6 contact days

Purpose

The purpose of this programme is to facilitate the transition from team player to team leader within organisations by equipping the new team leaders with the ‘know- how’ of managing the transition and the change in roles, understanding the role of a supervisor within the organisation, understand principles of leading with emotional intelligence, setting team goals and managing performance, and also understand the role of employee engagement and its relationship to individual and team performance.

Unit Standards

This programme is accredited by the Services SETA against to Unit Standard 14467: Describe and apply the management functions of an organisation (NQF Level 4; Credits 10): � Describing the management activities involved in running a successful business. � Explaining the basic activities involved in the management process. � Identifying and explaining the main tasks required of managers. � Applying the decision making process to make a management decision. � Analysing the application of the general management functions in a selected

organisation.

Programme Outcomes

By the end of this programme each supervisor will be able to:

� Understand the concepts of management and leadership in the organisation

� Understand and analyse the organisation hierarchy and structures

� Understand the different levels of management within an organisation

� Understand the characteristics, role and competencies of a supervisor / manager

� Manage the transition to supervisory level and change in roles

� Apply principles of supervision / management

� Understand the principles of leading with Emotional Intelligence

� Strategically plan work, organise resources, lead and manage employees,

� Understand key principles in leading teams and performance management

� Communicate effectively, analyse job descriptions, KPAs, KPIs and IPAs

� Effectively give feedback to teams and individuals

� Manage and resolve conflict

Course Outline

Module 1: Management in Organisations � What is Management? � Management versus Leadership � Why it matters? � Organisational Hierarchy � Employee Engagement

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Module 2: Coping with Changing Roles to Management � Transitioning and adjusting to the new role � Relationship management � Assertiveness as a leader in the organisation

Module 3: The Supervisory Role � The role of a supervisor / manager � Strategically plan work � Organise resources � Lead employees � Manage employees � Motivating employees and incentives � Prioritizing and delegating

Module 4: Supervising with Emotional Intelligence � The impact of Emotional Intelligence in Supervision � Self-Awareness and Supervision � Social Awareness and Supervision � Emotional Intelligence Techniques � Communicating effectively as a supervisor

Module 5: Leading a Team � Conflict resolution � Developing team action plans � Team work � Managing Performance � Time management � Effective team and individual feedback

Module 6: Effective Disciplinary Procedures � Basic understanding of the Labour Relations Act regarding misconduct � Understanding various offences in the workplace � Verbal warnings, written warnings and final written warnings � The company disciplinary code � Setting clear rules and guidelines for employee behaviour

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ENGAGING MANAGERS/LEADERS Duration: 10 contact days

Purpose

The purpose of the Engaging Managers programme is to build leaders’ Emotional Intelligence (EI) and their engagement with their staff and the organisation in general. The structure of the programme can be customised depending on the level of learners.

Unit Standards

This programme has an integrated assignment covering the following unit standards (if needed): � Unit Standard 252031: Apply the principles and concepts of emotional intelligence to

the management of self and others (NQF Level 5; Credits 4) � Unit Standard 242821: Identify responsibilities of a team leader in ensuring that

organisational standards are met (NQF Level 4; Credits 6). � Unit Standard 252027: Devise and apply strategies to establish and maintain

relationships (NQF Level 5; Credits 6).

Course Outline

Module 1: Engaged Mindset (3 days) - prepares the emotional intelligence of the managers both in terms of understanding and managing themselves, in order to understand and engage with other people. � Understanding Employee Engagement � Emotional Intelligence � Personal Mastery � Relationship between beliefs, attitudes, behaviours and results � Perception of Self and others � Managing Diversity

Module 2: Engaged Relationships (3 days) - focuses on the connection between the manager and other people by using enabling techniques to create engaged and strong relationships. These can also be applied to other relationships within a unionised organisation. � Engaging Communication � Dealing with difficult people and the Unions � Assertiveness � Relationship Management in a Unionised environment � Conflict resolution in a Unionised environment � Coaching and Mentoring

Module 3: Engaged Leadership (2 days) - explores the importance of using both leadership and management roles to create a vision of the future, set goals and standards of performance, and to give effective feedback. � Leadership and Management � Vision � Planning and goal Setting � Organising and delegation � Managing Performance � Giving feedback � Team effectiveness � Problem solving, Decision making, Innovation and creative thinking � Developing trust � Celebrating success

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Module 4: Engaged Organisation (2 days) – explores the competence of Negotiating Skills and the function of Financial Management and how the engagement of Managers in these areas of the business are critical to the success of the organisation. � Negotiations in the business world � The negotiation process � Negotiation strategies � Financial Management � Operational risks � Problem solving � Decision making � Innovation and creative thinking

Outcomes of the programme:

� A deeper understanding of perception and the way one sees both oneself and others to develop engaging relationships;

� Excellent engaging practices such as enhanced communication, leadership and coaching skills are implemented;

� Meaningful and purposeful work for all to achieve both personal and organisational objectives;

� Connections are developed on numerous levels to enable performance and retention of talented people.

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ENGAGING PERFORMANCE MANAGEMENT Duration: 2 days

Overall objective of the two day course is to enhance the skills of leaders and managers in an ever changing world of work, in order for them to manage performance and have a deep quality of conversation with their people, which includes giving feedback, in order for the organisation to develop a culture of constructive employee engagement.


� Manage self to create engagement with people – a deeper understanding of perception and the way one sees both oneself and others to develop engaging relationships.

� Appreciate the world of work - how people can thrive and be engaged in an ever changing environment.

� Manage people better - adopt new people-management behaviours; capitalise on engaging leadership skills they have learned.

� Communication for full engagement - connections are developed on numerous levels to enable performance and retention of talented people; handle sensitive issues and communicate bad news; turn every conversation into an opportunity to deepen the relationship; and manage the emotions such as frustration, hurt, anger and fear that are part and parcel of critical conversations to enable a deep quality conversation.

� Develop effective coaching style - performance-focused and performer-centred coaching style that encourages self-responsibility and independence; ability to assess which is the right technique to choose for a particular individual and situation; exercise caution when using coaching styles that tell, sell, give advice and thereby encourage dependence; use a coaching paradigm to constantly unlock individual potential.

� Get people achieve results - spend time helping people clarify positive goals that will lead to the commitment and ownership to achieve them; feedback that creates a motivating learning experience; question-centred approach to clarify the learner’s reality of each issue; meaningful and purposeful work for all to achieve both personal and organisational objectives; encourage individuals to explore the options in order to develop a choice of possible ways forward.

� Embrace the full intention of a Performance Management System - set performance goals and measures; formulate development plans; and monitor and evaluate performance.


3. Skills building programmes

The different layers in an organisation are accountable for different results. These results change dramatically as one moves from layer to layer and therefore:

� people need new skills,

� people’s time has to be used differently, and

� people must learn to value the new work.

Changing results requires changing:

Skill Requirements: New capabilities required to execute new responsibilities

Work Values: New beliefs about what is important - becoming the focus of effort

Time Application: New time frames - that govern how one works

Out skills building programmes are categorized based on the layers where people need different types of skills.

Getting results through managers

Getting results through others

Getting results through personal effort

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A. Managing Self

PERSONAL MASTERY Duration: 2 days

Purpose

The purpose of this workshop is that the leaders can understand the complexity of the world of work and the impact on themselves and others. They will be able to apply different self-management techniques such as time management and decision making skills.

Unit Standards

By the end of this workshop participants have achieved the following outcomes based on the Unit Standard 10591: Conduct interpersonal management (NQF Level 6; Credits 6), to which this programme is aligned: � Understand the changing world of work � Solve problems, manage conflict and make decisions in the workplace � Apply time management techniques � Define stress, identify it’s effects and develop ways to manage stress � Self-motivation techniques and ways to motivate others � Conduct verbal and written presentations � Plan and prioritise actions � Listening skills are discussed and practiced � Understand the effects that their body language can have in situations and on others

Target

The programme is applicable to all leaders. It facilitates social and economic development. It also matches learners’ needs in terms of skills necessary to perform at leadership level.

Course Outline

Module 1: The world of work � Define business criteria to be successful � Critical management issues

� What motivates people

� Values

� Performance appraisals

Module 2: Personal Management � Time Management � Manage stress � Verbal and written presentations � Effective communication � Conduct meetings � Johari’s window � Problem solving � Decision making

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BUSINESS CALCULATIONS Duration: 2 days

Purpose

Understanding numbers is vital to business. The purpose of this course is to show how easy it is to become really adept at the most commonly used business calculations. It focuses on practical, simple examples and it takes the user from basics, without assuming much prior knowledge following a step-by-step approach. Through to an understanding of balance sheets and income statements.

Target

The programme is applicable to all supervisors. It facilitates social and economic development. It also matches learners’ needs in terms of the skills necessary to perform at a supervisory level.

Course Outline

Module 1 � Business graphs: How to use then correctly, how to avoid misleading graphs

Module 2 � Understand how to calculate and use ratios and percentages � A toolkit of the most commonly used business calculations, how to understand and use

them

Module 3 � Understand what the stock exchange is and how it works. Know how to calculate your

own portfolio of shares, and other business portfolios

Module 4 � Understand the basics of financial statements being; Income statement, balance sheet

cash flow statement and financial ratio analysis

Module 5 � Understand the basics of budgets and budgeting. Understand project evaluation

methods; understand the time value of money concept, NPV and IRR. Know when a project is financially worthwhile and when it is not

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FINANCE FOR NON-FINANCIAL MANAGERS Duration: 2 days

Purpose

The aim of this course is to give participants an overview of the role of managers in controlling financial resources.

Unit Standards

This programme is accredited by the Services SETA against to Unit Standard 117156: Interpret basic financial statements (NQF Level 4; Credits 4): � Analyse the basic elements of an Income and Expenditure statement � Analyse the basic elements of a Balance Sheet � Compile a personal assets and liabilities statement � Use the evidence in Financial Statements to make a financial decision.

Outline

Module 1: Developing a Budget � The concept of budgeting in a business unit � Budgeting for a household � Budgeting in a business unit � Budgeting for a project � Consequences of an incorrect budget � Budgeting for business growth � Categories of business expenditure � Cash budgeting

Module 2: The Income Statement � The difference between accrual and cash accounting � Sales � Expenditure � Ratios looked at the income statement

Module 3: The Balance Sheet � Long term assets � Current assets � Debtors or accounts receivables � Long term liabilities or non-current liabilities � Current liabilities � Equity

Module 4: Balance Sheet Ratios � Liquidity Ratios � Gearing, leverage or level of borrowing � Return on equity � Working capital management ratios � The manipulation of ratios � Using working capital ratios in budgeting

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CREATING WORK/LIFE BALANCE

Duration: 2 days

Purpose

Work/ life balance is essential to combat stress, ensuring both individual and company success. The stress associated with unbalanced lifestyles is costly; it damages productivity and increases Individual health risks. Employees who have the tools to balance their professional and personal lives are happier, healthier, and more productive.

Unit Standards

This course is aligned to Unit Standard 117171 NQF Level 3, Credits 2 � Reflecting on personal use of time in order to plan a balanced lifestyle. � Researching aspects of a balanced lifestyle and their relationship to productivity. � Investigating tools and techniques to manage time. � Applying knowledge of time management to enhance own productivity and lifestyle.

Course Outline

Module 1: Benefit of a healthy life � Increasing productivity and morale � Improving Mental and Physical Health � Balancing one’s purpose, spiritual,

mental & emotional self � Become proactive rather than reactive � Translating long term goals into daily

rituals

Module 2: Signs of an Imbalance � Identifying health risks � Absenteeism, Engagement and

Burnout � Managing stress

Module 3: Using Employer Resources � Managing your manager � Keeping in control/ Using suggestions � Discovering Employer assistance

interventions and rewards � Power of delegation

Module 4: It’s all about time � Urgent/important Matrix � Learn to Say No/ Stay Flexible/ 80/20

Rule

Module 5: Goal Setting � The three P’s/ Smart goals /

Visualisation � Prioritising your Goals � Maintaining your life balance

Module 6: Optional Ways to Work � Telecommuting/ Job Sharing/ Job

Redesign � Flexi-time / Working from home;

setting boundaries and dealing with distractions

Module 7: Whilst at work � Leaving Home stress at home � Break up Large tasks/ Delegate � Set realistic goals, giving updates and

feedback

Module 8: Whilst at home � Leaving work stress behind and turn

phone off � Me time / Transition time � Maintain your boundaries

Module 9: Managing Stress � Eating well � The psychological effect of food � Recommendations for healthy eating � Types of exercise � Physiological effects of exercise � Psychological effects of exercise � Sleeping and getting enough sleep � Self-assessment � Creating a personal stress

management plan

Module 10: Putting it all together � Creating a personal management plan

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STRESS MANAGEMENT

Duration: 2 days

Purpose

To identify and develop the necessary skills and mechanisms needed to cope with personal stress for future success.

Unit Standards

This course is aligned to Unit Standard 244589: Identify causes of stress and techniques to manage it in the workplace (NQF Level 3; Credits 2): � Explain stress and its role in daily living. � Explain different ways in which people react to stress. � Identify stressors in the workplace and their relationship to work performance. � Identify stressors related to home and the greater environment. � Investigate techniques to manage stress in the workplace.

Course Outline

Module 1: The nature of stress � Stress and the stress response � Types of stress and stressors � The General Adaptation Syndrome � Stress management � Self- Assessment

Module 3: The psychology of stress � Stress theorists � Stress emotions � Stress personalities � Self-Assessment

Module 5: Stress and life style � Aspects of nutrition � The psychological effect of food � Recommendations for healthy eating � Types of exercise � Physiological effects of exercise � Psychological effects of exercise � Self-assessment � Creating a personal stress management

plan

Module 2: The Physiology of stress � The nervous system � The endocrine system � The immune system � Stress and disease � Self-Assessment

Module 4: Coping mechanisms � The proactive model � Time management � Assertiveness communication skills � Conflict management � Creative problem solving � Relaxation techniques

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BUSINESS WRITING WITH REPORT WRITING

Duration: 2 days

Purpose

This programme trains participants to follow a process in writing to customers, internal and external. It is intended to promote clear, unambiguous communication in plain language and to improve the participant’s ability to effectively deal with difficult interactions and build strong relationships. The learner will gain knowledge and skills needed to write professional reports, proposals and other business documentation quickly and expertly.

Unit Standard

This course is accredited by Services SETA against Unit Standard 12153: Use the writing process to compose texts required in the business environment (NQF Level 4; Credits 5).

Generic Content

Module 1: Determining objectives � Test reason for writing report

� Determine outcome to be achieved

� Determine research / information required

� Determine target audience and style of report

Module 2: Structure of report � Select Format / Structure of report

� How to achieve “flow”

� Where to apply level of detail and where not

� Link objective to outcome

Module 3: Writing process � Focus on content: main points and supporting detail

� Draft the first text to collate information

� Appropriate language, style and tone

� What language and words not to use

� Use of persuasive techniques

� Build credibility

� Do’s and don’ts of report / proposal writing

� Grammar, use of spell check, etc.

� Critical review of examples of business reports

Module 4: Polishing and Editing � Polishing Checklist

� Proofreading for grammar and spelling

� Evaluate content for correct information

� Assessing and improving style and tone

� Editing and correcting

Module 5: Delivery and evaluation and follow-up � Medium of delivery

� Follow-up principles

� Evaluate whether outcome achieved

� Filing and data management

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TIME MANAGEMENT - IT’S ABOUT TIME’

Duration: 2 days

Purpose

“It’s about Time” – our time management programme helps people to improve the quality of their time usage by focusing on results, not activities.

Unit Standards

This course is accredited by Services SETA against Unit Standard 15234: Apply efficient time management to the work of a department/division/section (NQF Level 5; Credits 4) � Identify time management profiles � Understand the principles of time management � Draw up time efficient work plans to carry out department/division work functions � Implement time efficient work plans

Course Outline

Module 1: Prioritizing ones work � Personal performance contract and key result areas � Organise, so one can execute around the priorities � Become proactive rather than reactive � Translating long term goals into actionable tasks

Module 2: Time wasters & Speed bumps � Identify personal time wasters � Managed time wasters for more effective performance � Procrastination � Be more assertive rather than passive � Eliminate speed bumps to create space for the important � Order your life to have systems rather than piles � Discipline to do what you must rather than what you want

Module 3: Effective Time Planning � Conquering overload and stress to focus on value � Time planning techniques such as concentration and time mastery focusing on quality

rather than quantity � It is for your benefit � Power of delegation � Time Savers

Module 4: Self analysis and planning � Vitality in taking care of yourself � Maintaining your life balance

Training Methodology

The training is very experiential, fun and interactive. It uses techniques of accelerated learning that even the most sophisticated or simple of learner enjoys and gains from the experience. The programme is fast moving and life challenging. The methodology makes use of facilitated discussion, self-discovery, video clips, and self-assessments.

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PROBLEM SOLVING & DECISION MAKING Duration: 2 days

Purpose

The purpose of the workshop is for the learners to identify their role in managing time, solving problems and making decisions. Learners will learn many different techniques and utilize a number of them through this workshop.

Unit Standards

This workshop is accredited by Services SETA against Unit Standard 252026: Apply a systems approach to decision making (NQF Level 5; Credits 6) � Applying critical and analytical skills to analyse an issue or problem. � Engage with stakeholders in analysing the issue/problem and developing solutions. � Selecting feasible solutions through a systems approach. � Formulating and communicating the decision.

Target

The programme is applicable to all employees. It facilitates social and economic development. It also matches learners’ needs in terms of the skills necessary to perform at a supervisory level.


� Define a problem.

� Investigate the problem.

� Generate problem solutions.

� Implement problem solution.

� Evaluate the effectiveness of the solution.

� Explain the decision-making process.

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PERSONAL DEVELOPMENT Duration: 1 day

Purpose

To display the skills necessary for effective personal planning, display an understanding of assertiveness, for the learner to be able to identify positional competencies, gaps and how to address them

Unit Standards

By the end of this course participants should have achieved the following objectives based on Unit Standard 120308: Apply knowledge of self in order to make a personal decision (NQF Level 2; Credits 3), against which this is aligned: � Demonstrate knowledge and understanding of self as a unique individual. � Demonstrate understanding of self in relation to different environments. � Use a variety of strategies to deal with life situations. � Make an informed life decision based on self-knowledge.

Target


Course Outline

Module 1: Responsibility and Accountability � How to delegate � What a supervisor does

Module 2: Intrapersonal Differences � How people differ in respect of abilities,

personality, and perception � Factors of intelligence � Perception � Interpersonal perception and attribution

tips for managers

Module 3: Feedback � How to give feedback � Criticism � Listening

Module 4: Attitude � Attitude � Self-esteem and values � Locus of control � Policies and plans � Competence � Individual SWOT analysis � Competence gaps

Module 5: Personal and Group Management Techniques � Time Management � Decision Making and Problem Solving � Goal Setting � Assertiveness and Behavioural Styles � How to develop a CV

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INTERPERSONAL SKILLS

Duration: 2 days

Purpose

This two day course is for people who need to understand interpersonal behaviour to assure high standards of interpersonal conduct in the workplace. Through a process of understanding oneself and others, people are able to understand different social styles, and change their behaviour to develop enhanced interpersonal skills and relationships.

Unit Standards

The workshop is not aligned to a Unit Standard; however by the end of this workshop participants will have achieved the following outcomes:

� Appreciate how people differ in respect of ability, perception, attitudes and personality,

� Describe how personality can influence an individuals’ behaviour within an organisation,

� Understand the process of interpersonal perception,

� Start developing your own interpersonal and communication skills,

� Understand how communication works, and how one can use social styles to enhance one’s interpersonal communication,

� Practice what has been learnt.

Course Outline

Module 1: Understanding Interpersonal Skills � Thinking about Interpersonal Skills � Understanding people and yourself

Module 2: Interpersonal Perception & Communication � Perceptions – understanding the facts � Communication

Module 3: Understanding Social Styles � Definition of a Social Style � Dimensions of Social Styles � Shared behaviour � Social Styles under stress � Determine your style � Adapting your style � Comprehensive Social style Assessment

Module 4: Integrating Interpersonal Skills � Courage and Consideration � Developing your communication skills � Consider all the versions of the truth � Consider all positions of the situation � Putting into practice

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NEGOTIATION SKILLS

Duration: 2 days

Purpose

At the end of this workshop, the learner will be able to: Negotiate and reach agreement on matters relating to work situations.

Unit Standards

This workshop and course is aligned to the following outcomes based on the Unit Standard 13948: Negotiate an agreement or deal in an authentic work situation (NQF Level 4; Credits 5). � Explain the need for negotiation skills in business � Explain the steps in the negotiation process � Apply the steps in the negotiation process to an authentic work situation � Explain strategies that could be used in negotiation

Course Outline

Module 1: The need for negotiation skills in the business world. � Why negotiate? � Areas of negotiation

Module 2: The negotiation process � The negotiation steps � Why negotiations fail � The negotiator’s skills

Module 3: The Nuts and Bolts of Negotiation Process � Charting the process � Positional negotiations � Assessing the negotiation partner � Presenting a winning proposal � Key points to the proposal � Probing the negotiating partner � Identifying common areas � Reaffirm agreement areas � Analyzing the outstanding areas � Closing the negotiation

Module 4: Negotiation Strategies � Delaying tactics � Breaking the deadlock � Closing techniques

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B. Managing Others

LEADERSHIP PHILOSOPHY Duration: 2 days

Purpose

This workshop aims to provide the participant with insight into leadership and the skills necessary to be an effective leader. How to make a difference between a manager and a leader and how to lead people within the organisation.

Unit Standards

This workshop is accredited by Services SETA against Unit Standard 242824: Apply leadership concepts in a work context (NQF Level 4; Credits 12):

� Explain the concept of leadership. � Differentiate between the concepts of leadership and management. � Apply leadership techniques to individuals and teams within the work context. � Evaluate the impact of the leadership techniques applied.

Course Outline

Module 1: What is Leadership? � Definitions � What makes a good leader? � Why is Leadership important? � Great Man/Woman Leadership Theory � Trait Leadership Theory � Behavioural Theories of leadership competencies

Module 2: Exploring Leadership � Leadership versus Management � Types of leadership � Other Leadership Styles � Theory of Leadership Pipeline � Authority versus power

Module 3: Leadership self-reflection � SWOT analysis of self � Rate yourself � Leadership Pipeline Analysis

Module 4: Leadership Action Plan � Building on your strengths � Leadership Development Plan

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LEADERSHIP PRINCIPLES Duration: 2 days

Purpose

The purpose of the programme is to introduce participants to basic business management principles whilst behaving like a leader. This will enable them to lead their teams toward the achievement of their objectives.

Unit Standards

This workshop is accredited by Services SETA against Unit Standard 242818: Describe the relationship of junior management to other roles (NQF Level 4; Credits 5): � Explain the relationship between the type, ownership, size of an organisation and its

management structure; � Explain the relationship between various management roles.

Course Outline

Module One: Organising the Organisation � What is an organisation? � Ownership of the organisation � Authority, responsibility and accountability � Organisational Shapers � Types of organisational structure

Module Two: Relationships & Roles of Management � Managers everywhere � Role of the manager � Organisational Functions � Factors of Production of a Product or a Service

Module Three: Planning to meet Objectives by Managing People � The planning process � Planning chart

Module Four: Getting things done without getting done in � Delegation � Trusting employees � A Delegation Plan

Module Five: Coordinating for results

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PEOPLE MANAGEMENT Duration: 2 days

Purpose

The purpose of this workshop is to provide leaders with skills and an understanding of managing human resources within an organisation.

Unit Standards

This course is aligned to the following outcomes based on the Unit Standard 116367: Apply basic human resources practices (NQF Level 6; Credits 8) � Understanding legislative requirements � Managing the careers of service staff � Developing professional teams � Meeting people requirements

Course Outline

Module 1: Basic Principles of Human Resource Management � Definition of Human Resource

Management � HRM requirements � Motivation � Identify what people want from work

Module 3: Employment � Legislation relevant to recruitment and

selection � Sources of recruitment � Induction process

Module 5: Legislation - The Occupational Health and Safety Act - The Compensation for Occupational Injuries

and Diseases Act - The Employment Equity Act - The Basic Conditions of Employment Act - The Unemployment Insurance Fund Act - The Labour Relations Act - The Protected Disclosures Act

Module 2: Functional areas of HRM � Understanding of organisational and

job design � Job analysis � Job description

Module 4: HR administration � Define principle policy areas required � Policies to be developed in these

areas

Module 6: Human Resource Development � Role of training in the organization � Key parts to learning � Link the Skills Development Act to

training

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CONSTRUCTIVE CONFLICT Duration: 2 days

Purpose

The purpose of this module is to teach people how to achieve win-win situations when conflict arises.

Unit Standards

The outcomes for this course are based on Unit Standard 9533: Use communication skills to handle and resolve conflict in the workplace (NQF Level 3; Credits 3) � Define conflict in terms of different causes. � Explain how relationships and emotions affect conflict. � Discuss value systems and their relationship to conflict. � Explain conflict manifestations and related to the work environment or general business

environment. � Utilise the process of conflict transformation from naming to blaming to claiming is

discussed � List formalised structures and processes for conflict resolution e.g. NEDLAC, CCMA,

bargaining councils, workplace forums etc.

Target


Course Outline

Module 1: Conflict Defined � Definition of conflict � Influences on conflict � Problem and solution � Methods of communications and barriers � Listening � Values � Identify own value systems � Causes and manifestations of conflict � Behaviours related to conflict � Conflict path � Transformation of conflict

Module 2: Resolution � Routes to resolution � Structures and processes for resolution � Management styles � Link management styles to conflict � Bargaining � Centralised and decentralised bargaining � How to facilitate and manage conflict � What is CCMA

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OPERATIONS MANAGEMENT Duration: 1 or 2 days

Purpose

The purpose of this workshop is that leaders have an overall understanding of operations management that they are able to apply to their workplace whether it is an office or manufacturing environment.

Unit Standards

This workshop is based on the following outcomes based on Unit Standard 10597: Implement operational management principles and techniques (NQF Level 6; Credits 8)

� Discuss the importance of operations management in the organisation and the input-transformation-output model.

� Define and elaborate on operations planning and control � Explain buffering, smoothing and geographic dispersion � Identify and explain the different types of operation in terms of volume, variety, variation

in demand, customer contact � Identify and explain the various performance objectives, e.g. quality, speed, cost,

dependability, flexibility � Describe process design and implementation � Describe process types e.g. volume-variety, layout and flow � Recommend design decisions to be made � Explain and balance the layout of process -precedence diagrams and stages � Define ergonomics and explain how it is applicable in the specific workplace

Target


Course Outline

Module 1 � Transformation process � Definition of buffering � Types of buffering � Measures to differentiate types of

operations

Module 3 � Load work � Sequence work � Plan and control capacity � Plan and control inventory � Total Quality Management � Project management techniques

Module 2 � 5 performance objectives � Design process � Process types � Cycle time � Calculate stages � Balance the layout � Ergonomics

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CHANGE MANAGEMENT FOR CHANGE AGENTS Duration: 2 days

Purpose

The purpose of this workshop is to introduce learners to change management principles and methods, to identify the phases of change, ways of facilitating change and overcoming obstacles thereof and to learn how to manage change.

Unit Standards

This workshop is accredited by Services SETA against Unit Standard 15214: Recognise areas in need of change, make recommendations and implement change in the team, department or division (NQF Level 5; Credits 3) � Recognising areas in need of change; � Making recommendations for change � Implementing change.

Target

The programme is applicable to all people involved in change such as leaders, change agents, middle managers, employees, change management units, and transformation steering committees.

Course Outline

By the end of this workshop delegates will be able to:

� Develop a general understanding of organisational change management and its supporting processes;

� Prepare the organisation environment for change which includes scoping the change, aligning leadership, assessing risk and readiness, diagnosing current state including attitude and climate/culture assessment, and determining the desired future and the business case;

� Set up project governance structures, identify change agents, develop a road map, initiate communication processes;

� Manage transition including helping people to respond positively to change, and deal with the process of change, including emotional responses and resistance, introducing support structures, managing organisational dynamics relevant to change, start the behaviour change;

� Implement an effective change management process to maintain momentum, align organisational processes to support the desired future, pilot the change, introduce quick wins, new key result areas and new behaviours.

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PROJECT MANAGEMENT Duration: 2 days

Purpose

The purpose of this workshop is to enable participants to understand the terminology used and interpreting and explaining fundamental concepts of project management. It will also give participants an overview of the entire project management process, as well as key project management tools that they can use every day.

Unit Standards

The programme is accredited against Unit Standard 120 384: Develop a Simple Schedule to Facilitate Effective Project Execution (NQF Level 4; Credits 8). The qualifying delegates will be capable of: � Identifying, explaining and describing the purpose and process of scheduling project

activities. � Defining and gathering project activities from technical experts and within own field

expertise. � Developing a simple schedule for a project or part thereof.

Target


Course Outline

Module 1: The Fundamentals � Project Management Methodologies � Approaches to Project Management � Characteristics of a project � Project work and operational work � Structures of a project � Project types

Module 2: Project Planning � Project Management process � Project Management goals � Initiating a project � Business case � Developing a project plan � Setting SMART goals � Create Programme schedule

Module 3: Stakeholder Management � Why manage stakeholder relationships � How to manage stakeholder relationships � The communication plan

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Module 4: Risk Management � Risk management � When to use a Risk Management Process � Implement risk actions � Risk roles � Risk documents � Risk plan � Risk quantification

Module 5: Quality Management � Quality management � Definition of Quality � Concepts of quality management � Key product quality criteria

Module 6: Project Implementation � Project management tools � Custom house construction project plan � Project Execution � Controlling work in progress � Monitoring performance � Meetings � Taking corrective actions � Providing feedback

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HIV/AIDS AWARENESS AND MANAGEMENT

Duration: 4 days

Purpose

The aim of the course is to reduce stigma around the disease; equip participants with the skills and knowledge so that they can train and educate members of their community/workforce on this disease, what it is, how to prevent it, and how one contracts it.

Unit Standards

This workshop is aligned to the following outcomes based on Unit Standard 13915: Demonstrate knowledge and understanding of HIV/AIDS in a workplace, and its effects on a business sub-sector, own organisation and a specific workplace (NQF Level 3; Credits 4) � Know and understand HIV/AIDS and its effects on the human immune system � Know and understand how HIV/AIDS is transmitted � Know what behaviour is safe and what behaviour carries the risk of HIV transmission � Know what guidelines and assistance are available to support workers with HIV/AIDS � Know and understand the implications of the HIV/AIDS pandemic

Course Outline

Module 1: Basic HIV/AIDS education

Module 2: Essential Aspects of a Successful Workplace Program � Elements of concern to both employer and employee � Responsibility of managers, supervisors and employees � Principles for developing policies

Module 3: Development of Policies & Laws around HIV � Developing policies for the company, legal issues

Module 4: Human Resource Issues � Management of staff with HIV � Testing for HIV in the workplace � Employee benefits

Module 5: Prevention Programs in the Workplace � Examples of successful programs � Awareness program, education programs � Universal precautions; condom distribution

Module 6: Monitoring & Evaluation of the program

Module 7: Conclusions & Special issues

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PERFORMANCE MANAGEMENT Duration: 2 days

Purpose

The purpose of this workshop is to provide leaders with an understanding of the importance of performance goals and standards and skills to managing the performance of their subordinates.

Unit Standards

This workshop has been accredited by Services SETA against Unit Standard 11473: Manage Individual and Team Performance (NQF Level 4; Credits 8) � Set performance goals and measures. � Formulate development plans � Monitor and evaluate performance

Target


Course Outline

Module 1: Why manage Performance � History of performance � What influences performance � Psychology of performance � Performance management system � Difference between performance management and performance appraisal

Module 2: Setting Goals and Measures � Goal setting � Factors that influence effectiveness of goals

Module 3: Monitoring and Evaluating Performance � Evaluation techniques � Why performance appraisals matter � How to succeed at the assessment session � Rating performance � Leadership style of the performance session

Module 4: Managing Performance Outcomes � The causes of performance failures � Managing the poor, the good and the excellent performer � Values and performance

Module 5: Developing Development Plans

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INDUSTRIAL RELATIONS Duration: 2 days

Purpose

The purpose of this workshop is to provide supervisors with an understanding of Industrial Relations and the relevant legislation, policies and procedure that impact on the workplace and the skills to conduct Industrial Relations procedures.

Unit Standards

By the end of this workshop, the following outcomes should have been achieved based on Unit Standard 13952: Demonstrate basic understanding of the Primary labour legislation that impacts on a business unit (NQF Level 4; Credits 8) � Identify the legislation that regulates employment issues � Demonstrate understanding of the main aspects of the Labour Relations Act � Explain the requirements of the LRA in respect of interviews � Demonstrate understanding of aspects of the Basic Conditions of Employment Act � Demonstrate understanding of the Employment Equity Act (EEA) as it applies in a

business unit � Demonstrate understanding of the Skills Development Act and Skills Development

Levies Act

Target


Course Outline

Module 1: Industrial Relations � Define Industrial Relations � Explain the tripartite relationship � Understand and Conduct Disciplinary procedures � Understand and Conduct Grievance Procedures

Module 2: Levels of Engagement � Explain how the Department of Labour and Department of Education are linked � Demonstrate an understanding of level of engagement in the labour relationship � Explain how different groups exist within the labour relationship � Describe a contract of employment � Differentiate between different types of employee agreements

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EMPLOYEE RELATIONS Duration: 2 days

Purpose

Participants will be able to identify and meet requirements of policies and procedures; participate and interact with forums; identify structures and their roles; and identify rights and obligations of employers and employees in their industry.

Unit Standards

The following outcomes of this course is based on Unit Standard 116446: Maintain positive employer/employee practices (NQF Level 3; Credits 3) � Identifying and meeting policies and procedures � Participating and interacting with forums � Identifying structures and their roles � Identifying rights and obligations of employers and employees

Course Outline

Module 1: Current company policies and procedures � Grievance procedures and their application � Dispute procedures and their enforcement � Discipline procedures and their application � Dismissal procedures and fairness � Basic Conditions of Employment Act and relationships � Recognition agreements within the collective bargaining scenario � Laws of Contracts and related agreements

Module 2: Participating and interacting with forums in the workplace � Workplace forum � Skills Development Forum � Employment Equity Forum � Employee Wellness Forum � Health and Safety Committee

Module 3: Important Structures and their purpose � The Principle of Freedom of Association � The CCMA � The Industry Bargaining Councils � The Labour Courts � The Labour Appeal Court � NEDLAC � SETAS � Employee Benefit Administrators

Module 4: Rights and Obligations � Law of Contract � The BCEA � The Labour Relations Act � Collective Agreements

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LEADING TEAMS Duration: 2 days

Purpose

The aim of this workshop is to enhance participants’ ability to work in a team and to make teamwork in the organisation more effective. The workshop is intended to assist participants in identifying key leadership qualities and skills and to utilize these to facilitate teamwork in the organisation.

Unit Standards

This workshop is accredited by Services SETA against 2 Unit Standards with some alterations in workshop focus and level:

1. Unit Standard 13912: Apply knowledge of self and team in order to develop a plan to enhance team performance (NQF Level 3; Credits 5) � Demonstrate knowledge and understanding of self as a worker in a specific work

position; � Identify own role in an organisation; � Use a variety of strategies to deal with potential conflict in a team or group ; � Demonstrate knowledge and understanding of the dynamic within a specific

group; � Develop a plan of action to enhance the performance of a team.

2. Unit Standard 252037: Build teams to achieve goals and objectives (NQF Level

5; Credits 6) � Demonstrate knowledge of and insight into the theory of teams and the

importance of teams in workplace activities; � Apply the theory of teams to team dynamics; � Explain the process of building teams; � Analyse the role of team leader in promoting team effectiveness; � Evaluating the effectiveness of a team and propose ways to improve team

effectiveness.


� Fostering teamwork in the organisation

� Competent and empowered team leaders

� More team-like attitude and environment on the job

� People are able to assess their competency in fostering or demonstrating teamwork


� Evaluate the current level of teamwork occurring within their team

� Identify the structure and purpose of a wide range of teams

� Identify the stages of team development

� Describe the benefits of effective teamwork, the factors that contribute to it, and the factors that hinder its development and implementation

� Identify the key behaviours associated with fostering teamwork

� Demonstrate and explain the influence of organizational structure on team members and team

� Improve skills in fostering teamwork through use of simulation team experiences

� Develop an action plan for transferring skills to the job

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EXPLORING DIVERSITY Discovering the Hidden Opportunities

Duration: 2 days

Purpose

At the end of this workshop, the learner will be able to: Lead/manage teams of diverse background without bias.

Unit Standards

This workshop is accredited by Services SETA against Unit Standard 252043: Manage a diverse work force to add value (NQF Level 5; Credits 6). � Demonstrating knowledge and understanding of diversity in the workplace. � Demonstrating understanding of the reality of diversity and its value in a unit. � Managing team members taking into account similarities and differences. � Dealing with disagreements and conflicts arising from diversity in a unit.

By the end of the day participants are able to:

� Understand the concept of differences and diversity � Highlight the problems that arise out of diversity � Apply mindset methodology to diversity by challenging beliefs � Break down typical stereotyping � Begin to understand traditions and develop tolerance for difference � Improve communication skills � Discover the hidden opportunities of diversity � Establish the code of conduct

Course Outline

Module 1: Why Diversity Management? � What is diversity? � Why should we be concerned? � Diversity mindset � Prevailing stereotypes

Module 2: The “isms” at work – race; sex; nationality � Confronting the issues Module 3: The impact of discrimination on individuals � Tolerance and traditions

Module 4: Overcoming discrimination � Improving diversity skills � The process towards Celebrating Diversity � Cementing the relationship

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EFFECTIVE MEETING SKILLS

Duration: 1 or 2 days

Purpose

At the end of this workshop, participants will be able to plan and conduct effective business meetings within their departments/business units.

Unit Standards

This programme is aligned to the Unit Standard 243951: Plan and conduct a meeting (NQF Level 4; Credits 4). � Plan and prepare for a meeting � Chair and facilitate a meeting � Check minutes and address urgent issues.

Course Outline

Module 1: Meeting procedures � Notice; Agenda; Venue; Time � Chairing and facilitation � Recording proceedings � Keeping records and follow-up

Module 3: Leading from the chair � Introducing the item � Seeking support for item � Summarising and concluding � Making decisions

Module 5: The need for a meeting � Type of meeting � Stakeholders identification � Date; time and venue � Agenda compilation � Notification

Module 2: Making decision at the meeting � Why decisions � How to make decisions

Module 4: Meeting procedure � Identification of issues � Determining the right forum to

address issues � Calling the meeting

Module 6: At the meeting � Procedure and protocol � Record, inform and follow-up

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MENTORSHIP

Duration: 2 days

Purpose

This programme is aimed to provide mentors and mentees with the foundations of both the theory and the practicalities of a mentoring relationship, which can result the formalization of a contract with each other.

Unit Standards

This programme is aligned to Unit Standard 114215: Mentor a colleague to enhance the individual’s knowledge, skills, values and attitudes in a selected career path (NQF Level 4; Credits 3), which has the following outcomes: � Explain the concept of mentoring. � Describe the characteristics of a good mentor. � Explain the importance of knowledge in mentoring. � Apply the skills and techniques required of a mentor

Course Outline

� What is Mentoring? � Characteristics and Qualities of a Mentor � The difference between a mentor, counsellor, trainer, therapist and a coach? � Why Do It? Why is an effective tool? � What are the roles and responsibilities of the mentor and the mentee � The benefits to Mentors � The benefits to Mentees � Elements and rules for the relationship – roles and responsibilities � Examining one’s strengths and weaknesses. � Matching Mentors and Mentees � Designing a personal development plan or contract of Mentorship � Communication between Mentors and Mentees � Developing Interpersonal communication skills � Models of Mentorship � Characteristics of a Mentee � Consequence of mismatched relationships � Questioning as a tool mentoring � Relationships, dynamics and personality aspects using the Enneagram � Designing a mentoring plan � Giving feedback on progress. � Ending a relationship

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INTERVIEWING SKILLS

Duration: 2 day

Purpose

The purpose of the programme is to prepare staff members to interview candidates to select the right talent for their organisation, so that all interviews are fair and within the South African legal framework, and so that the right people are brought into meet the organisation’s objectives.

Unit Standards

This workshop has been accredited by Services SETA against Unit Standard 15235: Prepare and conduct staff selection interviews (NQF Level 5; Credits 3) � Document staff selection procedures � Advertise for and shortlist candidates for selection interview � Conduct selection interviews and make employment decision � Conclude contract with successful candidate and notify unsuccessful candidates

Course Outline

Module 1: Legislation relevant to Interviewing candidates

� Relevant South African legislation in terms of recruitment, selection, interviewing � Fairness and equity

Module 2: Interviewing applicants for selecting Talent

� How to conduct interviews

� Competency based interviewing process � Questioning techniques

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RECRUITING TALENT

Duration: 2 days

Purpose

The purpose of the programme is to prepare staff members to recruit and select talent for their organisation, so that all processes are fair and within the South African legal framework, and so that the right people are brought in to meet the organization’s objectives.

Unit Standards

This workshop has been accredited by Services SETA against Unit Standard 10978: Recruit and select candidates to fill defined positions (NQF Level 4; Credits 10) � Plan and prepare for recruitment and selection � Recruit applicants � Select staff

Course Outline

Module One: Legislation relevant to Recruitment and Selection of candidates

� Relevant South African legislation in terms of recruitment and selection process � Emphasis on fairness and equity.

Module Two: Preparing for recruitment and selection process

� Inherent requirements of the job � Key Performance areas � Collecting job information � Person specifications � Organisational culture issues � Preparation for the recruitment process

Module Three: Recruitment of Applicants

� Advertising � Recruitment and Search agencies � Response handing � Internal recruitment � Application forms � Use of the internet � Recent trends and best practice in recruitment

Module Four: Selecting and rejecting of applicants

� Panel and one-on-one interviews � Forms of reference checks � Additional selection techniques � Rejection techniques

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THE ART OF FACILITATION PROGRAMME

Duration: 2 days

Programme Overview

The Art of Facilitation programme is a dynamic two-day path to mastering the approach, competencies and techniques necessary for becoming an accomplished Facilitator. The workshop provides an in-depth understanding of Facilitation as a practice, its application across disciplines and the benefits to be realised from its use. As a participant you will develop key Facilitation skills and competencies as well as a diverse range of techniques to make meetings, workshops and courses interesting, energetic and purpose-driven. You will also gain meaningful insights into your power and responsibility as a Facilitator.

Unit Standard

By the end of this course participants have achieved the following objectives based on Unit Standard 110508: Demonstrate and apply knowledge and understanding of the concept of facilitation and a range of facilitation skills (NQF Level 5; Credits 6)

� Discuss the meaning of the concept of facilitation.

� Identify and explain the key concepts in facilitation.

� Identify and discuss the key behaviours of an effective facilitator.

� Facilitate a project meeting.

The Challenge

The phrase “If you don’t know where you’re going, any road will get you there” often comes to mind when in a meeting or workshop that is unstructured and seemingly a waste of time. Equally frustrating is the lack of a shared objective amongst participants and when disinterest, own agendas etc. reign. Situations such as these are costly in terms of time and money and also serve to demotivate, frustrate and under-achieve. Lengthy decision-making processes on projects and in business also result in slower response to market and customer needs.

The Solution

Collaboration and purpose are cornerstones of significant achievement. They provide meaning and ownership to community and organization goals and objectives, and contribute to rapid, focused achievement. They are also central to the art and practice of Facilitation. Getting all the right people in one place at the same time for a specific objective is in itself an achievement, but facilitating the group to stay on track, interested and on purpose, is an art. Facilitation is designed to achieve results within a compressed time-frame through cooperation, purpose and participation. The Facilitator focuses on the process and ensures that unproductive or sabotaging patterns are effectively managed, thereby creating an environment for participants to focus on the content. The net effect is that group purpose is achieved in a shorter time and there is shared ownership of decisions and intention to progress as a team.

Programme Outcomes

The outcomes of programme include:

� Understand the concept and context of Facilitation as a practice

� Develop core Facilitation skills and competencies

� Understand the dynamics of groups

� Develop communication and questioning skills for empowering

� Know the tools and techniques for transforming events

� Understand how to prepare for, design, manage and review facilitated events

� Understanding the roles and responsibilities in facilitated events

� Develop skills for managing difficult behaviours and situations

� Develop skills for taking care of and managing yourself as the Facilitator

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C. Managing Managers

TRANSFORMATIONAL LEADERSHIP Duration: 2,5 days

Purpose

This workshop aims to provide senior managers with a variety of insights into leadership, the difference between management and leadership and to explore a number of transformational theories.

The exploration of leadership concepts and insights leads to an evaluation of the participants’ own perception of their leadership skills and development.

Unit Standards

This workshop is accredited by Services SETA against Unit Standard 120300: Analyse leadership and related theories in a work context (NQF Level 5; Credits 8): � Explaining the concept of leadership. � Differentiating between leadership and management. � Analysing and comparing leadership theories. � Applying the different roles and qualities of leadership in a work context.

Course Outline

Module 1: What is Leadership? � Definitions � Complexity of Defining Leaders � What makes a good leader? � Strength-based leadership � Why is Leadership important? � Behavioural Theories of Leadership Competencies

Module 2: Leaders Define Culture � Leadership and culture � What is organisational culture? � Transformational leaders and culture

Module 3: Exploring Leadership � Leadership versus Management � Transactional leadership � Transformational leadership � Charismatic leadership � Servant Leadership � The Quiet Leader � Participative Leadership � Primal Leadership � Inspirational Leadership � Theory of Leadership Pipeline

Module 4: Leadership Action Plan � Building on your strengths � Leadership Development Plan

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STRATEGIC MANAGEMENT Duration: 2 days

Purpose

This workshop aims to provide the participant with insight into the principles of developing and implementing strategy and action plans to align departmental / divisional objectives with the overall strategic objectives of the organisation.

Unit Standards

This workshop has been accredited by Services SETA against Unit Standard 15219: Develop and implement a strategy and action plans for a team, department or division (NQF Level 5; Credits 4): � Develop a strategy for a department / division. � Develop action plans for a department / division. � Implement action plans within the context of strategic plans. � Review action plans.

Target

The programme is applicable to management, specifically second level managers such as heads of department, section heads or divisional heads that may have more than one team reporting to them. It facilitates understanding of the broader internal and external aspects of longer-term strategic business thinking and the inter-relationship between departments / divisions within an organisation. It also matches learners’ needs in terms of skills necessary to perform at managerial level.

Course Outline

Module 1: Strategic Framework � The Strategic Management Process � Mission, Vision and Strategic Objectives � Analysing the Environment � Auditing Environmental Influences � Structural Analysis of the Competitive Environment � Analysing Resources and Strategic Capability � Culture and Stakeholder Expectations � Strategic Options � Strategy Evaluation � Strategic Modelling

Module 2: Implementing Strategy � Strategy Implementation � Establishing Action Plans � Managing Strategic Change � Measurement and Review � Communication � Formulating Functional Strategies

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HR STRATEGIC MANAGEMENT Duration: 3 days

Purpose

Studies from the Centre for Effective Organizations at the University of Southern California report that the majority of HR professionals have not seen a shift in the focus of their work over the past seven years. For HR transformations to be effective, they must empower staff to work strategically rather that transactionally.

Course Outline

Module 1: Strategy � What is strategy? � Strategic Management

Module 2: Strategic Human Resource Management � Strategic HRM defined � Aims of strategic HRM � Approaches to strategic HRM � Implementing HR Strategies

Module 3: Human Resource Value Proposition � Knowing your external business realities � Serving external and internal stakeholders � Crafting HR Practices � Building Human Resources � Ensuring HR Professionalism � HR Challenges

Module 4: Human Resource Scorecard � The process and principles to develop an HR Scorecard

Module 5: Strategic Human Resource Planning � Elements of the Ulrich model � Strategic human resource planning of your organisation, business unit or department

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TIME MANAGEMENT FOR EXECUTIVES “It’s about Time- for Executives”

Duration: 1 day

Purpose

“It’s about Time” – a time management programme helps executives to improve the quality of their time usage by focusing on results, not activities.

Course Outline

Module 1: Prioritizing ones work � Personal performance contract and key result areas � Organise, so one can execute around the priorities � Become proactive rather than reactive � Translating long term goals into actionable tasks

Module 2: Time wasters & Speed bumps � Identify personal time wasters � Managed time wasters for more effective performance � Procrastination � Be more assertive rather than passive � Eliminate speed bumps to create space for the important � Order your life to have systems rather than piles � Discipline to do what you must rather than what you want

Module 3: Effective Time Planning � Conquering overload and stress to focus on value � Time planning techniques such as concentration and time mastery focusing on quality

rather than quantity � It is for your benefit � Power of delegation � Working with a secretary or PA efficiently � Time Savers

Module 4: Self analysis and planning � Vitality in taking care of yourself � Maintaining your life balance


The training is very experiential, fun and interactive. It uses techniques of accelerated learning that even the most sophisticated or simple of learner enjoys and gains from the experience. The programme is fast moving and life challenging. The methodology makes use of facilitated discussion, self-discovery, video clips, and self-assessments.

Business Benefits

� Improved productivity � Motivated workforce � Achievement of objectives � Balanced workforce

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D. Sales Training for Peak Performance

This programme will enable Sales Account Managers to maximise sales by empowering them to:

� Gain greater awareness and control and how this impacts their behaviour and how this in turn determines the quality of their results and their relationships.

� Understand the difference between limiting and empowering beliefs and the impact this may have on their results.

� Learn tools and techniques in order to be able to develop and take ownership of personal peak performance strategies and beliefs.

� Develop effective territory sales strategies targeting high-potential distributors.

� Quickly develop rapport and trust and gain distributor commitment and mind share.

� Craft sell-through programs unique to each distributor and boost success via channel training, coaching, sales meeting participation and revamp lacklustre performers.

� Improve their ability to positively influence channel owners to embrace company’s brand as the first choice.

� Use language that is rich and tailored to the audience to increase the chances of the intended message landing and the development of the ability to discuss new insights and to communicate messages clearly, concisely and persuasively.

� Anticipate objections and answer them in a confident and congruent manner.

� Develop in others a stronger belief in the company value and brand proposition and learn how to build ‘trusted advisor ‘relationships with key channels owners/managers.

� Explore and reflect on their own outcomes, purpose, identity and beliefs when representing their company and specifically with respect to the company brand and create their own EQ development plan.

� Begin to craft their own ‘persuasive messages’ around the company brand at the same time, identify the customer’s (sometimes) ‘real’ goals rather than the stated ones (what makes him/her ‘tick’) and identify the ‘ wins’ the customer is looking for.

� Develop the power to walk in to every negotiation with conviction and self-assurance and to identify the personal power available to them in any negotiating forum.

� Make effective use of nonverbal and verbal behaviours in a negotiation to influence

� Build rapport with difficult people and focus their attention on the variables they can control, rather than lose energy worrying about things outside their control and to take advantage of the difference between what is valuable to them and what is valuable to their customer The programme will be in modular format and will be delivered in four sessions of 1 x 2 days and 3 x 1 day and will cover the following content as outlined below.

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CONSULTATIVE SELLING SKILLS FOR SALES ACCOUNT MANAGERS Duration: 1 day

From the ‘meet & greet’ phase to the post-interaction phase, this session will expose potent tips in building trust with customers and prospective customers. Using the simple yet powerful CUSP® Selling Technique, delegates will learn to guide their prospects through a high-trust and low-tension experience … a win-win technique or mindset of ‘selling’ that puts the customer before the ‘sale’. The most important aspect of the above CUSP selling model is: you cannot move-to-close until you have built the Customer’s Trust, removed tension by showing genuine interest in solving their Uncovered Problems, then formulate appropriate Solutions, enabling the final Proposal & close. If you do the first three steps well, customers will be willing for you to Propose to them. Research has shown that 80% of customers want to be closed at the right time, however only 50% of sales people attempt the close.

Course Outline

Module 1: Pre-Interaction Phase � Motivational talk (20-mins) � Prospecting to fill the Sales Pipeline/Funnel � The Neuroscience of Selling & Persuasion � How to build Trust � Drawing up various Prospect/Network Lists � Characteristics of top Salespeople � Body Language � What to bring on a sales call. Contact reports.

Module 2: Interaction Phase: � CUSP® Selling Technique � Objection Handling Role-play (4-distinct steps) � Closing the deal

Module 3: Post-interaction Phase � Servicing is ‘selling’ (Key Account Management) � Contact Reports

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PRESENTATION SKILLS FOR SALES ACCOUNT MANAGERS

Duration: 2 days

Course Outline

Module 1: Background to Presenting � What causes the fear of presenting � The 3-traits of great presenters: Trust, Engage, Competence � Tone of voice & breathing � Top-10 presenting tips

Module 2: Nerves and Practise/Rehearsal � Understanding and dealing with nerves � How to Make Your Case in 30 Seconds or Less (Harvard) � The concept of BEE: Big fat claim (i.e. your product is the best); now Explain (Why); then

give an Example (Specific Case Studies)

Module 3: How to Present (Intro, Develop, Conclusion) � Introducing a speaker � Three Parts: Introduction, Development, Conclusion � 30-Sec Opening Pitch/Elevator Speech (confident tone) � Handling questions & common objections (i.e. price) � How to evaluate a presentation The session ends off with Sales Account Managers making an effective Sales Presentation

� One-on-One Presentation: each Sales Account Manager will develop and present (1-on-1) a 3-minute presentation. Working together with a partner, each Sales Account Manager will use everything learnt, and do a 3-minute presentation to a “key customer”.

� Group Presentation: making an effective Sales Presentation to the whole group: Working alone, each Sales Account Manager uses everything to do a 5-minute presentation to a “key customer”. All the delegates on the training will be the audience.

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STRATEGIC ACCOUNT ACQUISITIONS AND KEY ACCOUNT MANAGEMENT (KAM)

Duration: 2 days

Course Outline

Day-1 – Theory Section (Morning) � Q&A � Discuss your Brand Strategy and how this can be aligned with KAM Tactics � Discuss how the world of selling has changed (pre-reading) � Understand why ‘selling’ needs to be replaced with ’value-managing’ techniques � Go through a typical KA Plan/Template � Discuss the potential of Major Key Accounts, and develop the technique to formulate KA

Sustainable Strategies, and KA Plans to realise that potential (KAS – Key Account Strategies)

Practical Section (Afternoon) (Strat-Maps, complete 6 of 12 Strat-maps) � List your Key Accounts, Choose a Key Account (KA) for the training � Begin 01 of 12 Strategic-Maps � How to evaluate whether this is a great KA � Various exercises to analyse your KA. What are the KA's Issues? � Workshop your value chain and your KA's value chain. Where is the opportunity?

Day-2 – Practical - Morning (Strat-Maps) � Map out the key decision-makers (KDMs) within the account, their responsibilities,

hobbies, influence, etc.; then analyse your ability to influence � "Who influences whom"? Which KDMs will you target hardest? � Reach the top of the key account: Value your KAM teamwork and learn to leverage

combined talents to service a KA (i.e. use the Diamond approach) � Personality Profiling (self-awareness exercise)

Afternoon (Strat-Maps) � Setting your 3-year objectives in line with your KA's objectives � Map out your KA's top-10 Key Buying Factors � Devise your Blue Ocean Strategy for your KA � Top-12 Body Language tips

Post-Session Workplace Assignment

Each delegate will complete a PowerPoint Presentation (20 slides) on a KA of their choice, then present this KA Plan to their company management and fellow colleagues.

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NEGOTIATING TO WIN

Duration: 1 day

Whilst always maintaining a win-win mindset, this module teaches that negotiations are a means of resolving issues of potential conflict with an intention to agree. Negotiation is about parties, who both want something from each other, and through bargaining, will reach agreement to exchange these things. Through explicit tactics this session will enable Sales Account Managers to achieve a business outcome faster than previously anticipated.

Specific Outcomes

� Define Negotiations � Evaluate your current negotiating skills (25 question audit) � Learn the top-12 body language tips for negotiators. � Discover the principles of ‘exchange’ and how to make concessions. Remember, in life,

everything is negotiable! � The 10-Golden Rules of Negotiations � Explain ‘opponents’ different personality styles, allowing you to become acutely aware of

your strengths and weaknesses. � Identify & plan your Objectives using tools provided � Practise the stages of objection handling/tough negotiations � Find your negotiation range (PARs), Preparation checklist � Grasp the concept of expert negotiations through games and role-playing (3 x case

studies, 1 x game). i.e. create rapport through trust, a win-win mind-set, body-language, and by understanding the counter party better

� Practise the Top-10 Golden Rules � Establishing your position (PAR Values) � Use the ‘PAR Value’ tool (Perfect, Acceptable, Reservation) to cognitively prepare

yourself for closing a deal. � Role-play: 1-on-1 (Case study/handout) � Trading ("logrolling") PAR positions to Close � Using Closing Lines

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E. Organisation Development and Change Management

Traditionally Organisational Development has dealt with interventions to improve the organisation’s people functioning in the here-and-now, accepting and not questioning the soundness of the bigger organisational setting. Organisational Transformation, which historically came after Organisational Development involves more future orientated interventions aimed at changing the total organisational landscape in an aligned and coherent fashion in order to assure a sustainable future for the organisation.

Hence it is believed that the term “Organisational Development and Change” (ODC) to designate the field has become more reflective of the content of this field of practice.

Organisational Development and Change Management is recommended and involves:

� The creation and reinforcement of change

� Encompasses strategy, structure, and process changes

� Oriented toward improving organisation effectiveness These programmes also develop human resource professionals in their business partner roles.

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ORGANISATION DEVELOPMENT THEORY Duration: 2 days

Purpose

Organisation Development (OD) is both an art and a science to optimise the contributing energies of the individual, team and overall organisation so that the total organisational effectiveness can be developed.

The two day programme covers all the basics of Organisation Development, referring to academic contributors. The OD theory relates to the practice of OD. This is a thorough synopsis of the field for the new practitioner and an excellent refresher for the experienced OD professional.

Course Outline

Module 1: What is OD? � Motivation - why manage change? � What is Change Management? � Introduction to Organisation Development � Definitions and importance of OD � Application of OD � OD’s relationship to change � Convergence between HRM and OD � Organisation Development & Change (ODC) Conceptual Framework

Module 2: Theory: History at a glance

Module 3: ODC Schools of Thought � Traditional Approach � Postmodern Approach � Systems Approach � ODC Foundation, Guiding Principles and Foci

Module 4: Content: ODC Typology � Individuals as part of the OD content � Groups as part of the OD content � The organisational focus of the OD content

Module 5: Role, Competency and Ethics of ODC � Internal ODC Practitioner � Comparisons with Internal and External Consulting Roles � Competencies of the Internal ODC Practitioners � ODC Values and Ethics

By the end of this programme, the participant will be able to:

� Define what is OD � Describe the characteristics of OD � Apply OD in one’s own organisation � Access relevant OD theory and practice � Utilise the concepts of the individual, teams and organisation � Play the required role of either an internal or external consultant � Apply all the learning to a case study

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ORGANISATION DEVELOPMENT VALUE CHAIN Duration: 1 day

Purpose

In this one day workshop participants will look at systematic and systemic conceptualisation and implementation of interventions. They will get to know the full ODC process (value chain) consisting of the contracting; diagnose; design; build; implement; and evaluation phases.

Course Outline

Module 1: Organisation Development Value Chain � Action Research OD Approach � The Appreciative Inquiry Approach

Module 2: Contracting Phase � Entering into the relationship � Relevant Client � Developing a contract

Module 3: Diagnosis Phase � Nature of Diagnosis � Diagnostic Methods and Instruments

Module 4: Design & Building Phase � Design High Level � Design Details � Build Phase

Module 5: Implementation Phase

Module 6: Evaluate Phase

By the end of this programme, you will be able to:

� Define the OD process � Describe the elements of OD process � Apply the elements of the OD process in your organisation

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CHANGE MANAGEMENT FOR CHANGE AGENTS Duration: 2 days

Purpose

The purpose of this workshop is to introduce learners to change management principles and methods, to identify the phases of change, ways of facilitating change and overcoming obstacles thereof and to learn how to manage change.

Unit Standards

By the end of this workshop participants have achieved the following outcomes based on Unit Standard 15214: Recognise areas in need of change, make recommendations and implement change in the team, department or division (NQF Level 5; Credits 3) � Recognising areas in need of change; � Making recommendations for change � Implementing change.

Target

The programme is applicable to all people involved in change such as leaders, change agents, middle managers, employees, change management units, and transformation steering committees.

Course Outline

By the end of this workshop delegates will be able to:

� Develop a general understanding of organisational change management and its supporting processes;

� Prepare the organisation environment for change which includes scoping the change, aligning leadership, assessing risk and readiness, diagnosing current state including attitude and climate/culture assessment, and determining the desired future and the business case;

� Set up project governance structures, identify change agents, develop a road map, initiate communication processes;

� Manage transition including helping people to respond positively to change, and deal with the process of change, including emotional responses and resistance, introducing support structures, managing organisational dynamics relevant to change, start the behaviour change;

� Implement an effective change management process to maintain momentum, align organisational processes to support the desired future, pilot the change, introduce quick wins, new key result areas and new behaviours.

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EXPLORING DIVERSITY Discovering the Hidden Opportunities

Duration: 2 days

Purpose

At the end of this workshop, the learner will be able to: Lead/manage teams of diverse background without bias.

Unit Standards

By the end of this workshop participants have achieved the following outcomes based on the Unit Standard 116928: Manage diversity in the workplace (NQF Level 5; Credits 14). � Demonstrate why managing diversity is important in the South African workplace � Understand racism, sexism and other "isms" as a product of a common history � Explain how discrimination and prejudices are experienced by all South African as part of

daily life � Actively promote a culture of equality between people of different races, classes, sexual

preference and gender � List the solutions that may be available for people to overcome problems experienced

with group identity, stereotyping, discrimination, exclusion and other cultural differences.

By the end of the day participants are able to:

� Understand the concept of differences and diversity � Highlight the problems that arise out of diversity � Apply mindset methodology to diversity by challenging beliefs � Break down typical stereotyping � Begin to understand traditions and develop tolerance for difference � Improve communication skills � Discover the hidden opportunities of diversity � Establish the code of conduct

Course Outline

Module 1: Why Diversity Management? � What is diversity? � Why should we be concerned? � Diversity mindset � Prevailing stereotypes

Module 2: The “isms” at work – race; sex; nationality � Confronting the issues Module 3: The impact of discrimination on individuals � Tolerance and traditions

Module 4: Overcoming discrimination � Improving diversity skills � The process towards Celebrating Diversity � Cementing the relationship

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MONITORING AND EVALUATION OF ORGANISATIONAL INITIATIVES Duration: 1 day

Purpose

The purpose of this workshop is to introduce learners on how to monitor interventions and evaluate the impact of these interventions on knowledge acquisition, individual behaviour, impact and organisational results.

Target Audience

The programme is applicable to all HR/HRD/OD practitioners. The programme matches learners’ needs in terms of the skills necessary to perform as a performance consultant, organisational development practitioner, or HR business partner.

Course Outline

Module 1: Overview of Monitoring and Evaluation � What is an effective monitoring and evaluation process? � What are the elements of a process � Models and evaluating evaluation � Various theories of Monitoring and Evaluation

Module 2: Planning the monitoring and evaluation process � Planning evaluations � Categories of Hard and Soft Data � Developing Objectives to measure � Collecting baseline data

Module 3: Implementing the monitoring and evaluation process � Collecting the Data � Analysing the Data � Compiling the Report

Module 4: Complexities of monitoring and evaluation � Common Errors in Evaluation � Contracting for services

By the end of this workshop participants will be able to:

� Understand the theory and principles that inform monitoring and evaluation � Follow the steps to monitor and measure the impact of interventions � Design monitoring and measurement instruments � Determine the criteria to monitor and evaluate interventions � Determine the levels to evaluate interventions � Implement a monitoring and evaluation process

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F. Other Programmes

MARKETING Duration: 2 days

Purpose

The purpose of this course is to assist leaders to gain a broad theoretical background in marketing principles and to be able to apply these principles within the specific industry environment

Unit Standards

In this workshop, you should attain the following objectives/outcomes related to marketing based on Unit Standard 252203: Demonstrate an understanding of the target market (NQF Level 4; Credits 4) � Describe market segmentation and market segmentation processes � Explain positioning strategies for chosen segments � Explain market segmentation in relation to the marketing mix

Target


Course Outline

Module 1: Marketing defined � Marketing definition � Marketing concept � Marketing environment � Competitive environment

Module 3: How to reach your market? � Understanding of the marketing mix � Branding and its benefits � Packaging � New product development strategies

Module 5: Marketing Management � Marketing management as a process

Module 2: Know your market � How to conduct market research � Understanding of human behaviour � Understanding of buying processes � Definition of markets � Market segmentation � Understanding of positioning

Module 4: Know your product � Product life cycle � Pricing objectives � Distinction between different types of

distribution � Communication and promotion

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CUSTOMER SERVICE

Duration: 2 day

Purpose

Providing excellent customer service is proving to be the key to business differentiation. Learners will focus on handling a range of customer complaints and to manage relationships with the customers.

Unit Standards

The module is accredited against Unit Standard 252210: Handle a range of customer complaints (NQF Level 4; Credits 4). The following are the key skills of qualifying learners: � Identifying customer's problem. � Committing to solving the customer complaint. � Arranging correct planning and solution to the customer's problems. � Communicating with all stakeholders. � Providing practical business solutions.

Course Outline

Module 1: Customer Service � Customer Service Defined � Law of customer service � The 10 Commandments of customer service � Why customer service matters

Module 2: Service Excellence � Customer service strategy � Crucial factors in excellent customer service � The fantastic service equation � Customer satisfaction model

Module 3: Manage Customer Complaints � Identify the customer’s problem � Types of complaints � Forms of complaints � Documenting the complaints � Analysing the complaint � Solving it

Module 4: Optimise Customer Service � Customer service culture � Team performance � The art of alliance

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BUSINESS WRITING FOR CUSTOMER SERVICE

Duration: 2 days

Purpose

To meet customer’s ever increasing expectations, companies need to effectively interact with their clients across a variety of channels, be that face to face or more importantly today, telephonically or online in writing. This programme trains participants to follow a process in writing to customers, internal and external. It is intended to promote clear, unambiguous communication in plain language and to improve the participant’s ability to effectively deal with difficult interactions and build strong relationships with the customer.

Unit Standards

This course is accredited by Services SETA against Unit Standard 12153: Use the writing process to compose texts required in the business environment (NQF Level 4; Credits 5)


� use textual features and conventions specific to texts � identify the intended audience for the communication � identify the purpose of a text � select the appropriate text type, format and layout for the purpose � organise and structure a technical text appropriately � use appropriate grammar conventions � draft and edit a technical text � recognise errors and check for accuracy � present the same information in different ways � use plain language in business

Course Outline

Module 1: Communicating with Customers � Faxes and emails � Language use � Structure of communication � Communication channels

Module 2: Manage Customer Expectations � Dealing with enquiries � Handling complaints � Fight starters and communication helpers � Replies to complaints


The training is very experiential with real cases and practical exercises.

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SUCCESSFUL EVENT MANAGEMENT

Duration: 2 days

Successful Event Management explores the power of events to build your organisation and promote its aims. It covers the planning process, going step by step through the different elements, along the way creating an effective timeline. Learners will look at how to get people to attend the event and how to manage the delegate process, how to find the best venues, facilities, catering and treats. Learners will also learn how to evaluate the event in order to be able to build on success.

Purpose

The purpose of the Successful Event Management programme is to provide delegates with the knowledge and skills needed to be an effective event planner and manager. Through the use of case studies and practical simulations, learners will learn to understand the fundamental components comprising a successful event

Learning Outcomes

� Understand the aspect of catering for needs. � Identify the key customer/s with whom you should be liaising with and satisfying � Build the customer/s relationship � Develop an events management plan � Determine your resources’ strengths and weaknesses and align accordingly � Develop an events management budget � Develop a check list for implementation � Management and control of suppliers � Manage and control event. � Manage the quality of service rendering and delivery � Techniques for crisis management � Evaluate event and apply new learning to next event

Course outline:

Module 1: Introduction to Events Management

Module 2: Managing the event project

Module 3: Event design and production

Module 4: The Events Management team

Module 5: Marketing the event

Module 6: Budgeting for the event

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PERSONAL / ADMINISTRATIVE ASSISTANT PROGRAMME

Duration: 2 days

Keeping the boss organised, on time and on track is often a challenge, especially when you are not in charge. During this programme, learners will learn how to run an office and stay in control, no matter how hectic the day gets. Additionally, they will discover how to build personal credibility, say “no” without closing doors, use techniques for better listening, deal with difficult people, handle stressful and negative situations, and more. The practical exercises are interactive, allowing learners to practice what they have learned in a fun, high-energy environment.

Purpose

The purpose of the programme is to give learners the knowledge, skills and tools to be more effective in their roles as Personal / Administrative Assistants.

Unit Standards

There is no Unit Standard alignment of this programme but the programme will be contextualised to the business environment so that the learners get to deal with real issues that arise in their day-to-day work environment.

Target

The programme is targeted at Personal Assistants and Secretaries as well as Administrative Assistants and Office Managers. It is also targeted at anyone who is in a support function to a Manager and plays a key role in getting work done for their Manager.

Course Outline

� Super Assistant: What the Boss Expects � Styles and Different Kinds of Bosses � Tools of the Trade - Voicemail, Email, Memos, and more � Professional Presence - Looking and Acting the Part, greeting visitors � Meetings and Diary Management � Time Management - Effective planning � Communication Skills - Being assertive and not aggressive � Difficult Personalities and Difficult Situations - Dealing with Challenges � Conflict Management � Stress Management � Personal Branding � Project Planning

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4. Keynote Address Our keynote sessions focus on the mindset and the attitudes of the individual and team. The sessions are based on the motivation to change, the belief systems that will sabotage or help the individual to deal with and embrace change, and the personal responsibility to actually make change happen.

Over the past several years there has been growing support for the use of 'mindset change'. Put simply, this focuses on the beliefs, attitudes and behaviours of individuals as opposed to their specialist skills and knowledge.

Our coaches are experts in the "inner game" and in enabling mindset and behavioural change. Our approach is to act as a catalyst in creating an emotional connection between the workforce and the key objectives of the team /organisation. This enables people to be engaged at many levels. Our programmes enable individuals to evaluate their responses to challenge and change, to understand their own strategy to achieve peak performance, and to appreciate how they can access this potential - readily and consistently.

We believe that to make change successful, it is not about what you know, but all about what you do with what you know - the blend of skills with attitude.

Our coaches can work with both small and large audiences, enabling them to have more control over their performance – both on the day of the event and long into the future. Whether hosting an event, leading a team build, delivering ‘energised’ sessions or delivering a keynote, their experience allows them to understand an audience and pinpoint what will hold their attention, what will keep them alert, engaged and inspired - to enjoy the sessions and absorb the key messages.

What are Keynotes?

� 60 minute speech on stage

� Focusing on one main point

Why use them?

� To break up a conference day

� To add external experience from outside your business or industry

� It will set the tempo and mood

� To create energy and motivation

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THE ENGAGED MINDSET

It’s not what happens to you that determine how far you will go in life; it is how

you handle what happens to you. ~ Zig Ziglar

The difference that makes the difference: why do some people perform better than others with similar inputs? How can you realise business strategies swiftly? How can you adopt the same energy and strategies of people who are always successful?

This keynote directly addresses self-motivation and attitude to work. It delivers the “how to’s” around the behavioural change to individuals. Through coaching, interaction and participation, delegates will learn techniques for achieving more: self-motivation; self-awareness; self-belief and personal responsibility, despite what is going on around them.

Focusing on the ATTITUDE that drives performance.

Faced with a challenge or change, an individual’s “Experience and Skill” level does not alter. The “Attitude” can. How they embrace or reject the challenge – how they feel about the challenge – will determine their behaviours, which in turn will affect the likely results. It’s not what they know, but what they do with what they know that makes the difference.

During the session, participants will also learn:

� What makes organisations and people outperform others with similar resources at their disposal;

� How to access potential by managing attitude; and

� How to create a positive and more resourceful response to difficult issues, problems, challenges, failure and rejection, and concentrate on achieving successful outcomes.

Furthermore, delegates will also begin to challenge habitual behaviours, understand the critical success factors for learning new skills to improve performance, and discover how to reproduce their best days consistently.

At the end of the presentation, two to three volunteers will get an opportunity to do the “Board-Break” exercise, a metaphorical activity representing the readiness to take action towards reaching a goal and ‘break-through’ to performance excellence. One of the key learns from the board-break experience is that not all successful people are successful all the time. However, they put themselves in a position to be successful by breakthrough limiting beliefs. Whether or not one breaks the board is not the most important aspect of the exercise, but rather the readiness to take action.

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THE POWER OF BELIEF

The thing always happens that you really believe in; and the belief in a thing makes it happen.

~ Frank Lloyd Wright

Beliefs are the driving force behind everything we do, think, and feel. They shape how we see the world and how we see ourselves. Beliefs can massively help or hinder the change process, releasing our full potential or severely limiting us.

During this session, the powerful relationship between personal beliefs; motivation and achievements are discussed broadly and their impact on our daily lives and performance. A memorable personal example of the power of belief is described. Moreover, the session questions wide-held belief systems and perceptions to determine whether they are empowering or disempowering in any given situation

During the session, delegates will:

� develop a greater awareness of their beliefs and attitudes, and how these manifest in everyday lives and interactions;

� learn to adopt a more positive set of beliefs and attitudes as to their own capabilities in view of the imminent merger;

� adopt behaviours that reinforce confidence and self-belief;

� fully capitalise on their existing skills;

� unleash the potential to achieve far more than they thought they could;

� become aware of how their own beliefs (positive or negative) about the world greatly influences the responses to extenral events and challenges in life; and

� break away from powerful limiting beliefs and pre-conceptions and make a conscious choice as to the ‘meaning’ they give to events and circumstances.

At the end of the session; two to three people will have the chance to break arrows at their necks. This is another powerful metaphorical exercise about the extent to which beliefs could hold us back from achieving our goals and taking actions.

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AIM

BLAME

FROM BLAME TO AIM: A PARADIGM SHIFT

“A wise man will make more opportunities than he finds.” ~ Francis Bacon

The mindset which accompanies a ‘victim mentality’ is expressed through the language which individuals use. A person who perceives themselves as a victim will use excuses, without thinking and as everyday part of the way that they talk. This reveals a lack of independence and a strong tendency to not take responsibility.

The first step to moving away from a victim mentality is to understand that we are ultimately responsible for the results we create. The key driver to our results is our mindset. By accepting this premise we move from dependency to independency, subsequently to a position in which we accept responsibility for our motivation, our attitude, our beliefs and our results.

During the session delegates will learn how to:

� recognise their perception of self – victim or empowered � make the shift from victim to empowered state of mind � develop an awareness of the state of others and the impact on relationships � learn to use questions which empower rather than disempower.

The delegates use two different types of questions around an issue to highlight one’s mindset and attitude determines the meaning, and their ability to embrace change.

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KEEPING YOUR POWER

“If we all did the things that we are capable of doing we would literally astound ourselves.” ~Thomas Edison

During the harsh economic times, companies and individuals are challenged to go further with the same or even lesser amount of resources. CEO and executives are faced with the challenge of re-allocating resources (both human and financial), whilst under pressure to achieve greater profitability. In the same token, in a highly competitive business world, peak performers know the secret – to hold on to their personal power and achieve results, regardless of external challenges and obstacles. Thus, embracing the responsibility for their actions and what happens to them. In South Africa today, there is a lot of talk about lack of sustainable energy, resources or that everyone is uneasy about the changing political power. In these challenging times, one has to work harder to achieve one’s desired goals. There is an old English proverb that says: ”A smooth sea never made a skilled mariner”, so how can we use these challenging times to build our skills and still keep on achieving our results - an engaged mindset will help us do this.

During the session delegates will learn how to:

� keep themselves energised and productive when the world is not supportive;

� have clarity and commitment in a turbulent environment

� use inner resources to achieve full potential and peak performance

� tap into their courage and essential creativity � choose whether to be a victim or a victor

The delegates try their hand at juggling and will be amazed with a magical metaphor of

regarding choice.

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SWITCH YOURSELF ON

“Move out of your comfort zone. You can only grow if you are willing to feel awkward and uncomfortable when you try something new.”

~Brian Tracy

The pain and pleasure principle is a key unconscious driver to the decisions we make. The perception that an action, event or behaviour will cause pain prevents us from doing anything. The perception that an action, event or behaviour will bring us pleasure motivates us to take action, engage in that event or exhibit that behaviour. The results of these perceptions create comfort zones (an area in which we feel comfortable) and our perceptions either keep in or out of those comfort zones. The longer we stay inside a comfort zone, the smaller it gets. The minute we step outside a comfort zone, the larger it gets. Subsequently, we become comfortable with more things. The key then is to transform our perceptions, when we begin to see the pleasure of change, the pleasure of new challenges and new elements; the more we can begin to embrace those changes as opposed to withdrawing from them.

In this session, delegates will learn how to:

� challenge entrenched and unhelpful ‘pain associated’ or ‘pleasure associated’ beliefs that affect the decision to take or avoid action;

� create new ‘pleasure associated’ beliefs that will lead to more productive behaviours; and

� use imagination and a future focus to structure a winning identity and a belief in ‘what’s possible’ rather than ‘what’s probable’.

Through an interactive process, the facilitator will allow the delegates to be comfortable with moving out of their comfort zones. A couple of people will try walk across a bed of broken glass with bare feet.

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EMOTIONAL REACTION TO CHANGE

“If you don't like something, change it. If you can't change it, change your attitude.” ~ Maya Angelou

It is a normal human reaction and tendency to feel comfortable with what we know and are familiar with. Our survival instincts kick in as soon as there is uncertainty; a sense of fear and anxiety. The adrenalin Parasympathetic System triggers the fight or flight response which is crucial to survival, whether there is a real or perceived threat. The reality of life is that change is inevitable, and the few individuals that can endure change are a step ahead of their counterparts. Evolutionary, for a species to continue to survive, they need to adapt to change in a manner that ensures survival. This keynote session focuses on unleashing the ability and potential to deal with change in ways that are adaptive. During the session, delegates will be taken through a virtual change journey and will learn how to anticipate and deal with the "wilderness" period of change when the old ways have gone and the new ways are still being forged. They will be shown how to manage their own individual reactions to change, which may be emotional, rational or political. Delegates will find out where they are currently on the emotional cycle of change and what they can do to advance from loss and doubt to discovery and understanding.

Delegates will learn:

� a method for interpreting and dealing with their current emotions and behaviour; � to develop a more realistic expectation of the future; and � to move to a more positive outcome and view of change that is occurring around

them. Through an interactive and reflective facilitated process, and case examples, the delegates will learn to critically analyse their own reactions to change, whether adaptive or maladaptive. Subsequently, delegates will come up with their own strategies to tap into their own resilience and effectively deal with change.

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ENERGISED ACTION

"We are accountable for our decisions in our personal life so why shouldn't we be just as accountable in our work life."

~ Catherine Pulsifer In today’s highly competitive business world, there is no room for mistakes, although they there are great opportunities for growth. As such, very frequently, people often duck and dive in attempts to run away from accountability and responsibility for certain decisions and activities that proved disastrous. Furthermore, for some people it is difficult to accept failures in life. Thus, may have difficulty taking responsibility for when things go wrong, or not as

planned. Very frequently, a culture where people avoid consequences and tend to blame others diverts attention away from fixing the problem and achieving their goals. The “Energised Action” session allows people to achieve a framework for success based on personal responsibility and accountability. It enables individuals to develop a willingness to be self-led and to take responsibility and be held accountable for their own actions. It replaces a limiting disempowerment attitude rather with one of goal orientation. Delegates will learn how to:

� take responsibility for the success of themselves and the organisation;

� adopt a growth mindset to accept failure and capitalise on successes;

� develop their own potential;

� turn situations favourable for themselves;

� benefit from role models and other team members.

Delegates will use an acronym which will enable them to achieve their desired outcomes, even when they do not feel like it.

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WIN / LEARN / CHANGE IN ACTION

“Follow effective action with quiet reflection. From the quiet reflection will come even more effective action.” ~ James Levin

In the 21st century, the world of business and everyday lives involve a lot of vacillating between activities e.g. emails, phone call, face-to-face interactions, meetings etc. In the last workshop or conference you attended, you are more likely to have noticed a few people busy on the BlackBerries, iPads, iPods etc. while attending the session. The ability to juggle between various tasks and activities has become a central part of life. In any given work day we are juggling a lot of things – and that’s before we begin to add the personal elements to the mix. We often drop the ball when we are attempting to do a lot of things at once. That is to be expected, but there must be a way to allow us to function more effectively and to stop dropping the ball. Our perception and interpretations of these events is crucial in the whole process, whether we label the event as a failure and evoke all the associated emotions and actions of that label; or do we change the label and make it a learn. The ‘learn’ label is an empowering one as it pushes us to reflect on and learn from actions we have taken or the behaviours we have exhibited which brought about that result (positive or negative). By developing a strategy for ourselves which is outcome-focussed and emotional empowering, we learn to make changes which bring about the results we require. So by changing the response and developing a strategy we develop behaviours which allow us to juggle more and drop less. Delegates will learn how to: � challenge their established negative mindsets and move towards the open positive

mindset that precedes productive outcomes � pro-actively manage memory, past experiences and mental self-talk � use juggling as a metaphor to define the critical success factors for learning new skills

and improving performance � be conscious of, and manage, their personal ‘resourceful state’ This session continues the juggling metaphor and revives and reviews the concepts for greater sustainability.

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IT’S YOUR CHOICE! EXPLORING HIDDEN OPPORTUNITIES

"Information can bring you choices and choices bring power - educate yourself about your options and choices. Never remain in the dark of ignorance."

~ Colleen-Joy Page

The human mind is a powerful tool humans possess. It plays such a huge role in how we perceive and react to the world around us. It is cornerstone to the realities we create for ourselves. It is widely accepted by psychologists that there are numerous factors that affect and influence human perceptions. Such perceptions have a role to play in personal and profession lives. Thus, an employee’s approach to diagnosis and solving of problems is hugely influenced by such perceptions.

In this fun-filled and energetic keynote, the meaning of perception is explored. The facilitator challenges the notion of reality and how is constructed – or is it just our perception of reality?

Using an interactive process, delegates look at how their perceptions either allow them to spot and pursue opportunities, or how perceptions hinder the identification of opportunity, and hence the ability to thrive.

Sometimes what we think we see and what we are really seeing are vastly different and that drives our approach to setting and realising solutions. It is our mindset that creates this reality.

Often a ‘victim’ of perception will prevent us from achieving short and long term objectives. During this session we investigate how to question perception and establish goals.

Delegates will learn how to: � challenge themselves to look at issues in a different and creative way; � appreciate the role of perception and how people create their own world view; � think differently and creatively. The coach challenges the delegates with tricks of perception throughout and in the finale gets the delegates to either do an arrow snap with THREE arrows, or break a board with an

egg in one’s hand which should not break! – Sounds astounding – well it is.

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POLISHING YOUR PRESENTATIONS - Lessons from the Ancient Greeks

In the movie, My Big Fat Greek Wedding, Toula’s father, Gus Portokalos believed that everything could be traced back to the Greeks. As he said: “Kimono, kimono, kimono. Ha! Of course! Kimono is come from the Greek word himona, is mean winter. So, what do you

wear in the wintertime to stay warm? A robe. You see: robe, kimono. There you go!

It is said that people fear presenting even more than death. Even the best of presenters need a uplift. We believe that everyone is capable of being a powerful presenter. How is it that some presenters have a great impact, whilst others put people to sleep.

Presenting is about getting other people to change their minds about your passion.

In this keynote session The Human Resource Practice will inspire you with techniques and tips on Polishing your Presentations, giving you the lessons that have stood the test of time, from the Greeks.

Examples are used from great orators, right from the time of the ancient Greeks. This presentation is also not “dead boring”.

In 45 minutes to an hour, delegates will be able to apply what they have learnt the very next hour, back at the workplace.

Delegates will be introduced to:

� Six elements of a riveting presentation;

� Five parts of a classical structure for any speech;

� Four rhetorical devices to deliver inspiring and moving speeches;

� Three additional tips to deliver inspiring and moving presentations;

� Two secrets to connecting with your audience;

� One hour of entertaining personal development.

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COACHING FOR PEAK PERFORMANCE

“A good coach will make his players see what they can be, rather than what they are” Ara Parasheghian

People are often promoted to management on the basis of line function success rather than

team leadership record. Many managers underestimate the abilities of their team, so the

team under performs.

Join us for a snapshot on “Coaching for Peak Performance” and discover techniques on how

line managers can coach their people to Peak Performance.

‘Coaching for Peak Performance’ transforms managers into successful team coaches who

can empower their people to work more effectively together.

Coaching aims to enhance the performance and learning ability of others. It involves

providing feedback, but it also uses other techniques such as motivation, effective

questioning and consciously matching your management style to the coachee’s readiness to

undertake a particular task. It is based on helping the coachee to help her/himself through

dynamic interaction – it does not rely on a one way flow of telling and instructing.

Delegates will learn how to:

� Appreciate how a line manager can be a coach to their people;

� Connect employee engagement with a relevant coaching style;

� A quick and easy coaching technique that can be applied the very next day at work;

� Motivate people continuously to achieve organisational goals;

� Enable people to achieve their potential.

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ENGAGING LEADERS CREATE FLOW AND AN ENGAGED WORKFORCE!

Imagine you enjoyed working so much that time ran away with itself; that you felt energised and passionate about your job. Imagine that work never felt like a slog and everything

seemed to FLOW! Now imagine if you could create a similar situation for the people you lead.

We all know that engaged employees give more than expected, connect more with others,

are aligned to the purpose of the organisation and are more likely to stay with the

organisation.

The Human Resource Practice has conducted two National Employee Engagement

benchmarking studies, plus numerous engagement surveys for various clients. One

consistent finding is the importance of the line manager’s role in creating engaged

employees. But how do these leaders achieve this? What skills do engaging leaders need?

Delegates will learn how to:

� Highlight research on the role of the leader in creating an engaged workforce;

� Explore the reasons leaders need to focus on employee engagement;

� Enable you to discover the essential skills every leader needs to create engagement at

work;

� Appreciate the influence of the brain and its chemicals on creating engagement;

� Provide you with quick-wins skills and takeaway tools to use the very next day to win

over your people and create flow at work;

� Recommend what organisations can do to create the leaders that people need.

the human resource practice - course outlines - 2016

Documents