HR for Non-HR Managers

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

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

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. Explain organisational and legal policies, procedures for instituting disciplinary action.

• The difference between poor performance issues and misconduct issues is explained in terms of how each are handled.
• Procedure for instituting disciplinary action and applicable timeframes is explained in terms of the organisation’s procedures and legal requirements.
• Role players in the disciplinary process and their roles and rights are explained in terms of the organisation’s procedures and legal requirements.

2. Investigate the allegation.

• Statements are taken that meet legal and organisation requirements.
• The investigation is conducted in a fair and impartial manner.
• The various options open are discussed with relevant specialists and a way forward with the disciplinary action is decided upon in terms of the organisation’s disciplinary procedure.
• Where no further action is required the paperwork is completed and forwarded/filed according to organisational requirements.

3. Prepare for a hearing.

• Verbal/written notification to employees undergoing a hearing is given in terms of organisational prescripts.
• The employee is notified of his/her rights regarding the hearing in terms of legal and organisational requirements.
• The required information is identified and given to the employee prior to the hearing in terms of legal and organisational requirements.
• Preparation for the hearing in terms of human and physical resources is carried out and meets the requirements of the organisation.
• Internal and external resources available to help with the process/decision making are identified in terms of organisational policy.

4. Conduct a disciplinary hearing.

• The roles of all parties in the process are clarified at the start of the hearing in terms of legal and organisational requirements.

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

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 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.