Leadership Management Programme (Accredited)

DURATION: 4 DAYS

CONTENT

The course provides a platform for talent management of a team in order to match skills in a team and a gap in relation to achieving desired goals. The learner is required to apply the learning in respect of his/her own area of responsibility.

1. Analysing education, training and development needs of members of a unit.

• The skills gaps and training needs of staff in the work unit are determined through the training needs analysis.
• The results from the recent performance appraisal are integrated into the training needs analysis.
• The entity’s talent management strategy was used as a basis for conducting the training needs analysis of staff in the unit.
• Stakeholder input was obtained to reach agreement on the interpretation of the results of the training needs analysis.

2. Recording the results of the training needs analysis.

• The development needs of staff to be addressed through training and non-training interventions are recorded in the training needs analysis report.
• The development needs are related to the career development paths of individual staff members in accordance with the requirements of the entity.

3. Compiling a people development plan for a work unit.

• The types of the learning programmes described in the plan are motivated in terms of the development needs identified through the training needs analysis conducted.
• The objectives and desired outcomes of the planned learning programmes are appropriately linked to the needs identified in the training needs analysis.
• The responsibilities for the implementation of the plan and time frames are stipulated to enhance effective implementation.

4. Managing the implementation of a people development plan for a unit. 

• The implementation is monitored to track progress against the people development plan and the quality requirements of the national skills development system.
• Implementation reports submitted are analysed to evaluate whether the planned objectives and outcomes were achieved.
• The evaluation of learners and other interested parties is integrated into a final evaluation report with recommendations on improvements.

Learners receive course material. Various training techniques are used to make training practical and interesting

DURATION: 2 Days

CONTENT

The course provides a manager with skills on constructing relationships within a team and/or with a group. Often time’s targets are not reached because of broken relations within a group. The learner is required to apply the learning in respect of his/her own area of responsibility.

1. Liaising and networking with internal and external stakeholders.

• Opportunities for networking are identified or created with internal and external stakeholders relevant to a unit.
• Avenues for communicating with stakeholders are explored and appropriate strategies implemented to mutual benefit of all people involved.

2. Devising and applying a strategy to establish constructive relationships with team members in a unit.

• Managers are kept informed of activities, progress and results of the unit through verbal or written feedback in accordance with the entity’s policies and procedures.
• A process for seeking and exchanging information, and seeking advice is agreed to in consultation with all managers in a unit.
• Managers in the unit are consulted on issues that are relevant to their area of responsibility to promote constructive relationships and interaction between units in the entity.

3. Devising and applying a strategy to establish constructive relationships with managers.

• Information on the procedures for dealing with conflict in a unit is communicated to team members.
• Actions taken to resolve potential and actual conflict are taken to deal promptly in accordance with the entity’s policies and procedures.

4. Identifying and minimising personal conflict in the workplace. 

• The strategy is developed through a consultative process that involved all team members in the development of goals and objectives.
• Opportunities for team members to discuss work-related and personal issues are identified and used when appropriate.
• Feedback and advice to team members are offered in a positive manner to contribute towards constructive relationships.
• Team members are informed about developments and changes that may affect them.

Learners receive course material. Various training techniques are used to make training practical and interesting.

DURATION: 2 Days

CONTENT

As workforce of companies is becoming so diverse often times managing these various groups become a challenge for managers. The course provides managers with skills in dealing with various groups of people who might be different to him/her. The learner is required to apply the learning in respect of his/her own area of responsibility.

1. Demonstrating knowledge and understanding of diversity in the workplace.

• Diversity is defined in terms of differences within a unit, including difference in backgrounds, culture, beliefs, values, race, age, sex, language and education.
• Diversity is explored as a potential source of discrimination.
• The implications of diversity for external and internal relationships is examined and explained with examples.
• Cultural biases, stereotypes and perceptions are identified together with the influence they can have on dealing with diversity.

2. Demonstrating understanding of the reality of diversity and its value in a unit.

• The benefits of diversity in team members and clients are explained with examples.
• Ways of utilising the diversity among team members are explored with a view to enhancing relationships and improving the productivity of a unit.
• Ways of meeting the diverse needs and goals of team members in a unit are explored in relation to the goals and objectives of a unit.

3. Managing team members taking into account similarities and differences.

• Diversity in beliefs, values, interests and attitudes are identified through interaction within a unit.
• Common beliefs, values, interests and attitudes that will serve a basis for leading the team are recognised through interaction within a unit.
• Sensitivity towards and understanding of diversity are demonstrated through management activities.

4. Dealing with disagreements and conflicts arising from diversity in a unit. 

• Incidents of conflict and disagreement are acknowledged and managed in a way that enhances relationships in a unit.
• Cases of unfair discrimination and discriminatory practices are identified and managed at the appropriate level of authority in the entity.

Learners receive course material. Various training techniques are used to make training practical and interesting.

DURATION: 2 DAY

CONTENT

The course provides managers with understanding of the relationship between values, ethics and organisational culture and its impact on achieving goals and objectives. Applying the concept of corporate ethics to a unit and analysing the unit in relation to the principles of corporate ethics. The learner is required to apply the learning in respect of his/her own area of responsibility.

1. Demonstrating understanding of the relationship between values, ethics and organisational culture and its impact on achieving goals and objectives.

• The relationship between personal values, organisational ethics, and the entity’s culture is demonstrated through examples from the South African workplace.
• The complexity of the conflicts between personal values and the entity’s values and ethical codes is illustrated with examples from the South African workplace.
• The potential impact of organisational values and culture on the entity’s triple bottom line are analysed and described.

2. Applying the concept of corporate ethics to a unit.

• The imperatives for ethical conduct in South African organisations are explained with reference to acts, regulations, codes and other documents relevant to the entity.
• The role of corporate governance within an entity is analysed to determine the contribution of a unit in promoting internal organisational codes and ethical practices.

3. Analysing the unit in relation to the principles of corporate ethics.

• An instrument is selected for analysing individual and organisational conduct in respect of organisational values, codes of conduct and corporate ethics.
• The instrument is applied to gather and record information within a unit in respect of organisational values, codes of conduct and corporate ethics.
• The instrument is applied to evaluate the current state in a unit against the desired state in respect of organisational values, codes of conduct and corporate ethics.

4. Formulating recommendations for promoting organisational values, the code of conduct and ethical practices within a unit and entity. 

• An implementation plan is prepared that described the strengthening of the entity’s values, code of conduct and ethical practices in the unit.
• The role and responsibilities of the manager are described in terms of decision making to strengthen the values, code of conduct and ethical practices in a unit and the entity.

Learners receive course material. Various training techniques are used to make training practical and interesting.

DURATION: 4 Days

CONTENT

1. Develop operational strategies for a unit.

• The strategic plan of an entity is examined to determine the purpose of a unit in contributing to the achievement of the entity’s strategy.
• Operational strategies for achieving the purpose of a unit are developed and recorded.
• The operational strategy of a unit is aligned with the overall strategy of an entity.
• A systematic process is followed to develop goals, objectives and performance standards that are clear, concise, measurable and achievable.
• Stakeholders are involved in the formulation of the goals, objectives and performance standards of a unit to obtain their commitment.

2. Developing an operational plan for a unit.

• The operation plan is developed to transform the goals and objectives into tasks, responsibilities, time frames, performance measures, resource needs and contingencies.
• Measurable parameters are validated against customer and unit performance requirements.
• Feedback on the operational plan is obtained from team members to promote buy-in in the implementation of the plan.

3. Implementing an operational plan.

• The operational plan is implemented, with amendments where necessary, to meet the specified goals, objectives and performance standards.
• Optimal use of available resources is ensured during implementation to promote cost-effectiveness.

4. Monitoring, measuring and evaluating the achievement of goals and objectives. 

• The performance of the unit is monitored against the goals, objectives and performance standards in the plan using established monitoring systems.
• Recommendations on corrective action are implemented with the agreement of the responsible first line managers.
• Results are evaluated in terms of the teams’ contribution to the performance of a unit.

Learners receive course material. Various training techniques are used to make training practical and interesting.

DURATION: 2 Days

CONTENT

1. Demonstrate knowledge of and insight into the need for change within the context of environment change.

• The nature of change and its impact on organisational sustainability are explained with reference to internal and external environmental change affecting a specific unit.
• The need for change is motivated by identifying the benefits of change for a unit.

2. Analyse an area requiring the implementation of a change process.
   • The need for change in a unit of an entity is identified in terms of a desired state compared with the current state.
   • The results of a SWOT or other suitable analysis are presented to substantiate the argument in favour of a change process. (The SWOT analysis should include the benefits of implementing change, the main risks and obstacles, the positive forces to be harnessed and the change resilience in the unit).

3. Select a model for implementing a change management process.

• The characteristics of two change models are described with reference to their appropriateness for different change processes.
• The reasons for selecting the model are described with reference to the findings of the analysis.

4. Formulate recommendations on implementing the change process.

• The actions proposed for managing the anticipated human responses to the change process are appropriate to the findings of the SWOT analysis.
• The role and competencies of the change leader responsible for facilitating the dynamics of the change process are motivated in relation to the proposed change process.

Learners receive course material. Various training techniques are used to make training practical and interesting.

DURATION: 2 Days

CONTENT

1. Explain the concept of leadership.

• Various definitions of leadership are identified and explained with examples in the workplace. (At least four definitions are provided).
• The roles and qualities of a leader are explained using examples.

2. Differentiate between leadership and management.

• Leadership and management are defined and differentiated using examples.
• The roles and qualities of a leader are differentiated and compared with those of a manager in a work context.
• The concepts of accountability and responsibility pertaining to a leader and manager are discussed and explained in terms of advantages and disadvantages in the work place.
• The role of a leader and a manager is compared in terms of their complementary roles in the work place.

3. Analyse leadership theories.

• The various theories of leadership are identified and discussed in a work context.
• Trends and developments relating to the different leadership theories are examined with examples.
• The various leadership theories are justified in terms of advantages and disadvantages.

4. Apply the different roles and qualities of leadership in a work context.

• The roles and qualities within leadership contexts are analysed with examples.
• The leadership style of selected leaders are analysed in order to determine its effect in a context.
• The term role-model is analysed in order to establish its effect on the work context.
• Leadership roles, qualities and abilities are analysed in order to formulate own leadership development strategy.

Learners receive course material. Various training techniques are used to make training practical and interesting.

DURATION: 2 Days

CONTENT

1. Use mathematical techniques to collect and organise data.

• Appropriate methods are selected for collecting, recording and organising financial and/economic data.
• Financial and demographic relevant to the unit are collected.
• Financial and demographic relevant to the unit are recorded in a usable format.

2. Apply mathematical techniques to calculate and represent financial and economic data.

• Averages and standard deviations are calculated using the data collected.
• The lines of best fit are calculated using the data collected.
• Calculations relating to the time value of money are performed for different transactions.
• Data collected and calculations are represented in a graphical format.

3. Apply mathematical analysis to indicate economic relationships.

• Economic relationships are indicated through graphical representation techniques.
• Graphical representations and numerical summaries are consistent with the data, are clear and appropriate to the situation.
• Projections are made on the basis of mathematical analysis.

Learners receive course material. Various training techniques are used to make training practical and interesting.

DURATION: 2 Days

CONTENT

Communication is one of vital tools needed to effect progress in a group. Managers lacking this skill in their leadership might destroy the effectiveness of the group. This course will equip managers in using various forms of communications to effect progress within a group.

1. Discuss and explain a range of written and oral communication techniques used in the workplace

• An understanding of a range of written and oral communication techniques used in the workplace and applicable communication theory is demonstrated.
• Discussions are led and meetings chaired in an effective manner according to standard meeting procedures.
• Presentations are effectively delivered and meet the needs of the target audience.

2. Lead discussions and chair meetings.

• Discussions are led and meetings chaired in an effective manner according to standard meeting procedures.
• A variety of generated workplace reports and presentations are available for scrutiny.
• Presentations are effectively delivered and meet the needs of the target audience.

3. Generate a variety of workplace reports using various data gathering techniques.

• A variety of generated workplace reports and presentations are available for scrutiny.
• Discussions are led and meetings chaired in an effective manner according to standard meeting procedures.
• Presentations are effectively delivered and meet the needs of the target audience.

4. Deliver presentations.

• Presentations are effectively delivered and meet the needs of the target audience.
• Discussions are led and meetings chaired in an effective manner according to standard meeting procedures.
• A variety of generated workplace reports and presentations are available for scrutiny.

Learners receive course material. Various training techniques are used to make training practical and interesting.

DURATION: 2 Days

CONTENT

1. Apply critical and analytical skills to analyse an issue or problem.

• Critical and analytical skills are applied to analyse and define an issue/problem affecting the functioning of a unit.
• Critical and analytical skills are applied to determine factors impacting on the issue/problem and other areas in a unit and the entity affected by the issue/problem.

2. Engage with stakeholders in analysing the issue/problem and developing solutions.

• The critical and analytical processes for analysing the issue/problem and generating ideas on addressing the issue/problem are explained with examples.
• The participation of stakeholders is obtained in analysing the unit’s internal and external environment to identify factors relevant to the issue/problem.

3. Select feasible solutions through a systems approach.

• The inputs from stakeholders are analysed to identify feasible solutions to the issue/problem that would improve the functioning of the unit and the broader system within which it operates.
• A solution(s) is selected that is most appropriate within a systems context taking into consideration interrelated issues that impact on the solution and areas that will be impacted upon by the implementation of the solution.

4. Formulate and communicate the decision.

• The decision on addressing the issue/problem is formulated with reference to the impact of the decision on the unit and the broader system within which it operates.
• The decision is communicated to relevant team members in the unit and other stakeholders who will be involved in its implementation in a user-friendly format.

Learners receive course material. Various training techniques are used to make training practical and interesting.

DURATION: 2 Days

CONTENT

1. Demonstrate knowledge and understanding of the concepts and components of knowledge management.

• The driving forces of the knowledge economy are explained with examples.
• The components of a system for institutionalising knowledge management are described according to accepted knowledge management theory and practice.
• The importance of knowledge management in managing the knowledge assets for achieving competitive advantage is explained in relation to an entity.
• The results of managing knowledge are explained in relation to an entity.

2. Analyse a unit according the entity’s knowledge management policies and procedures.

• Analyse the current practices in a unit in relation to the knowledge management policies and procedures of an entity.
• Compare the knowledge management practices of a unit to those of other units in an entity.
• Interpret the findings of the analysis to identify strengths and weaknesses.
• Consolidate the findings in a report with recommendations on improvements within a unit and an entity.

3. Develop a knowledge management implementation plan for a unit.

• The role of the unit manager in implementing the knowledge management plan is described in relation to other role players in the entity.
• An operational plan is developed for managing knowledge in a unit in relation to the policies and procedures of an entity.
• The operational plan is promoted within a unit and an entity in order to encourage commitment.
• The implementation of the plan is described in accordance generally accepted knowledge management theory and practice.

Learners receive course material. Various training techniques are used to make training practical and interesting.

DURATION: 2 Days

CONTENT

1. Analyse own unit in terms of opportunities for innovation.

• Identify features of an environment that promotes innovation.
• Analyse own unit in relation to the features of an environment conducive to innovation.
• The findings of the analysis are interpreted to determine whether the current environment promotes innovation.

2. Demonstrate understanding of the techniques for promoting creativity.

• Creativity and innovation techniques are identified in terms of generally accepted theory and practice.
• Three techniques for promoting creativity are explained with practical examples.

3. Develop a plan for creating an environment conducive to innovation.

• The role of the unit manager in creating an environment conducive to innovation is described with reference to continuous improvement and innovation of the unit.
• The processes, actions and approaches necessary to create an environment conducive to innovation are recorded in the plan.
• The implementation of the plan is described with reference to the environment and availability of resources.

4. Lead a team through a creative thinking process.

• Techniques for promoting innovation and creativity are applied to generate ideas for a new or improved process, project or product.
• A number of alternative solutions are generated in relation to the process, project or product.
• The concept is recorded and communicated for implementation.

Learners receive course material. Various training techniques are used to make training practical and interesting.

DURATION: 2 Days

CONTENT

1. Formulate performance standards for team members in a unit.

• Performance standards to be achieved by team members are formulated in relation to the unit’s goals, objectives and deliverables.
• Performance standards are clear and concise and specify the activities to be performed and the standards to which they are to be performed.

2. Establish systems for monitoring performance.

• A variety of performance monitoring systems are identified and reviewed for possible use in a unit.
• The performance monitoring system selected is in line with the entity’s policies and procedures for performance assessment.

3. Prepare for a performance review of a team member.

• The arrangements for the performance review are agreed with team member, including the time, place and nature of the review.
• Preliminary assessment of performance against the agreed standards is conducted using monitoring systems.

4. Conduct performance review interview.

• The review is conducted in accordance with the arrangements previously agreed with the team member.
• Feedback provided to the team member is relevant and fair and communicated in a constructive and supportive manner.
• An action plan to address performance gaps and build on positive performance is agreed upon with the employee.
• Agreed actions are documented and signed by both parties.

Learners receive course material. Various training techniques are used to make training practical and interesting.

DURATION: 2 Days

CONTENT

1. Demonstrate an understanding of potential risks to a unit.

• The concept of risk is explained with reference to accepted theory and practice.
• The factors that could constitute risks to a unit are identified and explained.
• The role of organisational policies and procedures are explained in relation to risk management.

2. Identify potential risks and assess the impact thereof in a unit.

• Potential risk factors for critical processes in a unit are identified and documented.
• Possible scenarios that could constitute a risk are identified and documented.
• The possibility of each scenario occurring is evaluated and recorded for future use.

3. Develop contingency plans for managing risk.

• Contingency plans are developed and documented in accordance with the entity’s policies and procedures.
• Contingency plans are communicated to relevant stakeholders in accordance with the entity’s risk management procedures.
• Contingency plans are distributed and stored in accordance with the entity’s risk management procedures.

4. Test and revise contingency plans.

• Contingency plans are tested in accordance with the entity’s risk management procedures.
• Recommendations on improvements to the contingency plans are documented in relation to the findings of the testing.
• Contingency plans are revised to incorporate recommendations from the testing in accordance with the entity’s policies and procedures.

Learners receive course material. Various training techniques are used to make training practical and interesting.

DURATION: 2 Day

CONTENT

1. Select first line manager for a specific position.

• An analysis is conducted of the job profile to determine the key performance areas for the first line management position.
• Selection and weighting criteria for the Key Results Areas of the first line management position are described on the basis of the job profile.
• Liaison with the recruitment function of the entity is undertaken to ensure understanding of the requirements of the position.

2. Plan the coaching process of a first line manager.

• A coaching plan and schedule is drawn up according to identified priorities in a unit.
• Records of expected performance against the manager’s Key Results Areas are prepared to serve as a basis for discussions with the selected manager.
• A system is implemented for recording the decisions, commitments made and other relevant information from the discussions.

3. Coach selected first line manager.

• The purpose, content and schedule of the coaching process is explained to the selected manager in order to reach agreement on the coaching process.
• During the coaching sessions the selected manager’s performance is discussed against the Key Result Areas and recorded for future reference.
• Identified gaps and actions to close them are agreed upon and recorded in the coaching action plan.

4. Monitor and measure the results of coaching sessions.

• Actions agreed to at a coaching session are monitored at the times agreed to during the coaching session.
• Positive feedback is given to the selected manager for accomplishments against the coaching action plan.
• Corrective actions agreed upon are recorded in areas where requirements in the coaching action plan have not been met.

Learners receive course material. Various training techniques are used to make training practical and interesting.

DURATION: 2 Days

CONTENT

1. Select a work-based project for a unit.

• Project alternatives are considered in relation to their viability in achieving objectives.
• The decision on the preferred alternative is motivated in terms of viability, cost and results.

2. Scope a work-based project for a unit.

• The scope of work and deliverables are defined in relation to the unit objectives.
• The principal work activities are determined that will be required.
• The potential risks are identified and analysed.

3. Develop a project plan.

• The overall objectives of the plan are described with reference to the achievement of unit objectives.
• A work breakdown structure (WBS) is developed to describe the main activities of the project and the interrelationship between them.
• The project activities, required performance levels and quality criteria are stipulated and communicated to team members and other stakeholders.

4. Develop tools to measure key performance parameters.

• A Gantt chart is developed for managing and evaluating the time dimension.
• A budget is developed for managing and evaluating the cost dimension.
• Quality parameters are developed for managing and evaluating quality.

5. Implement the plan and evaluate project progress.

• Project implementation is monitored and evaluated against the plan.
• Project results are monitored to establish progress and effectiveness.
• Deviations from the project plan are identified and analysed.

Learners receive course material. Various training techniques are used to make training practical and interesting.

DURATION: 2 Days

CONTENT

1. Plan and prepare for recruitment and selection.

• Information is obtained on the position that is relevant and complete.
• A selection procedure is selected or designed and is ensured to be appropriate for the specific position and in line with organisational and legal requirements.
• Resources and methods needed for recruitment and selection are identified and budgets prepared and managed.

2. Recruit applicants.

• Recruitment is conducted in accordance with the plan and in such a way as to have the potential to elicit the desired response from the target market.
• Responses are dealt with in accordance to planned control procedures.
• The initial screening determines if applicants meet critical job specifications and requirements to expedite departure of unsuitable applicants.
• A list of potential candidates is prepared to facilitate selection.

3. Select staff.

• Backgrounds and qualifications are validated using appropriate verification methods.
• Candidates are interviewed using best practice techniques appropriate to the defined position.
• A shortlist is drawn up to reflect the results of the assessment of candidates.
• Selections are made in accordance with planned strategy and can be justified in terms of best match between candidate profile and job and organisation requirements and meeting legislative requirements.
• Feedback is relevant to the enquiry and the job requirements, and is given to both successful and unsuccessful candidates tactfully according to the planned time framework and legal requirements.

Learners receive course material. Various training techniques are used to make training practical and interesting.

DURATION: 2 Days

CONTENT

1. Demonstrating an understanding of the key concepts of managerial finance.

• The accounting cycle is explained by means of a diagram.
• The role of budgeting and forecasting in the strategic planning process is explained with reference to the manager’s specific organisational context.
• The accounting conventions applied in the financial management of a unit are explained with examples.

2. Interpret financial statements.

• Financial statements are analysed, using data sources identified and evaluated for authenticity and accuracy.
• The ratios are applied to measure the profitability and liquidity of an entity.
• The ratios are applied to measure the working capital and asset utilisation of an entity.
• The ratios are applied to measure the return of an entity.

3. Describe and prepare financial forecasts.

• The types and formats of financial forecasts are identified with examples.
• Sources of financial forecasts are identified as per the entity’s standard practice.
• Factors in preparing financial forecasts are outlined in line with entity’s SOP.

4. Draft budgets according to the operational plan of the unit.

• Budget plans are linked to operational objectives.
• Operational objectives are established in line with the unit’s strategic plan.
• The budget is formulated according to standard operating procedures.

5. Supervise financial management of a unit against given requirements.

• Monitoring systems are agreed and adhered to, according to SOP.
• Expenditure reports are monitored for the year for each team within the unit.

Learners receive course material. Various training techniques are used to make training practical and interesting.

DURATION: 2 Days

CONTENT

1. Describe the main sources of conflict.

• A list of possible sources of conflict, including perceptions and assumptions, is drawn up with examples of where they are most likely to occur. .
• Positive and negative characteristics of conflict in the workplace are discussed with examples.
• Organisational conflict modes are explained with examples.

2. Explain appropriate techniques in conflict management.

• The various business conflict modes are discussed with examples.
• Useful steps to be taken to manage conflict are explained with examples.
• The route, which conflicts normally follow toward resolution, can be described with examples.

3. Describe the appropriate action plan and strategies to manage conflict.

• Methods available to resolve conflict in terms of the LRA are listed with examples.
• The most appropriate strategy to resolve a particular conflict is chosen with a justification for the choice of strategy.
• The role of policies and procedures in place in the organisation are explained in terms of their role in preventing and/or resolving conflicts.

4. Explain the attributes of an effective conflict manager.

• Personal attributes of a good conflict manager can be listed with examples of how each characteristic contributes to conflict resolution.
• A skills audit is done by the learner to identify the skills he/she needs to develop to be an effective conflict manager is identified.
• The negative attributes which should be avoided or controlled by an effective conflict manager are listed.

Learners receive course material. Various training techniques are used to make training practical and interesting. content goes here, click edit button to change this text.

DURATION: 1 Day

CONTENT

1. Explain the factors that impact on wellness in a business environment.

• The factors that can impact on wellness in a business environment are named and an indication is given of how at least five of the factors impact positively or negatively.
• The contribution of organisational support to the wellness of an organisation is discussed with reference to resources, conflict resolution, communication systems etc.
• The impact of a lack of peer support on organisational wellness is explained with examples.

2. Research the corporate culture in a specific business unit or small organisation.

• The factors to be included in a corporate wellness culture survey are identified to determine the impact of organisational wellness on a business unit.
• Information relating to corporate wellness is analysed and interpreted and a written report is produced with reference to values and norms, organisational support, peer support and climate.

3. Explain the benefits of wellness on an organisation.

• Direct benefits of improved organisational wellness are explained with examples.
• Indirect benefits of organisational wellness are explained with examples.
• The consequences of not implementing wellness interventions are indicated.

4. Develop a strategy to improve organisational wellness in a business unit or small organisation.

• The key issues to be addressed in a wellness strategy are identified and substantiated based on research.
• One issue is selected and a strategy is developed to implement change in the business unit with reference to communication, implementation, reward and evaluation.

Learners receive course material. Various training techniques are used to make training practical and interesting.

DURATION: 2 Days

CONTENT

1. Identify dread diseases and their impact on the unit.

• The definition and scope of dread diseases are described with examples.
• The nature and transmission of at least three dread diseases are described that are prevalent to the work context.
• Prevailing assumptions, fears and prejudices are identified with examples.

2. Promote a non-discriminatory work environment and practices in relation to dread diseases.

• Relevant elements of national legislation and organisational policies relating to dread diseases are identified in terms of their impact on the unit.
• Issues of personal privacy and confidentiality relating to dread diseases are described with examples.
• Types of unfair discrimination relating to dread diseases are describe with examples.
• Measures for countering discrimination in the workplace are communicated in the unit.

3. Describe ways of dealing with the effects of dread diseases in a unit.

• The potential impact of dread diseases on the unit is assessed in relation to the performance of the unit.
• Findings and recommendations are compiled in a report.
• An action plan is developed to implement the recommendations for dealing with the impact of dread diseases in the unit.

Learners receive course material. Various training techniques are used to make training practical and interesting.

DURATION: 1 Day

CONTENT

1. Set goals and objectives

• Goals and objectives are set in line with the core business of the organisation and its vision, mission and overall goals
• The objectives are clear, concise, measurable and achievable

2. Establish performance standards

• Performance standards are determined in accordance with the business plan.
• Performance standards are clear and concise.

3. Set up monitoring systems and establish performance standards

• The functions, activities and information systems to be monitored are determined.
• Performance standards are agreed in consultation with the relevant individuals

4. Monitor and measure the achievement of objectives

• The performance of the section/division/department is monitored.
• Data is collected and analysed against the performance standards
• Results of data analysis is presented in accordance with organisational requirements

5. Prepare for performance review of team member

• Time, place and format for performance review are agreed with team member
• Preliminary assessment of performance against the agreed standards is conducted using monitoring systems

6. Conduct performance review interview

• Positive and negative performance is documented for report back purposes
• An action plan to further improve performance is established with the employee
• Agreed actions are documented and signed by both parties

Learners receive course material. Various training techniques are used to make training practical and interesting.

DURATION: 1 Day

CONTENT

1. Recognise team member performance

• The role, duties and responsibilities of each team member in the section/division/department are identified together with the level of performance.
• Team members are told what they do well, what needs improvement and what is expected in the future.
• Feedback is given at the time that the event occurs and is honest, simple, specific and constructive.

2. Encourage participation in decision-making

• Team members are included in division/section/department decision-making by fully informing them of the situation and the decision(s) that needs to be taken.
• Team members are encouraged to think of solutions to the problem.
• Team members must be asked to provide alternatives.

3. Delegate tasks

• The work plan or task is analysed and broken down into smaller tasks, programmes or units of work and a decision taken as to who in the section is best suited to carry them.
• The delegated tasks must be clearly communicated to employees indicating what is expected, how it must be done and where to get help, if necessary.
• A regular feedback and reporting schedule must be agreed upon.

4. Review decisions and performance of delegated tasks

• Decisions taken are reviewed in small-group and/or whole group situations to decide on their success in reaching the stated objectives.
• Correct decisions are confirmed and incorrect decisions are rescinded or amended so as to enable the objectives to be met.

Learners receive course material. Various training techniques are used to make training practical and interesting.