IN-HOUSE TRAINING

This learning program is intended for people who are heading up a work unit or supervising a work unit.

Duration: 5 days

Accreditation: Full SETA Accreditation

NQF Level: 4

Credits: 12

This learning program is aligned to the following unit standard:

1. Supervise a Work Unit to Achieve Work Unit Objectives (individuals and teams)
2. Unit Standard ID: 10981

Learning Program Overview

This five-day learning program is aimed at providing supervisors with the foundational skills to effectively function in the work environment. This unique course provides the current or prospective supervisor with a combination of managerial and leadership skills designed to incorporate the principles of project management skills for non-project managers and how to apply these skills in managing individuals and leading a team.

The supervisor will be provided with the skills to plan, organise, lead and control a work unit, as well as allocating work to an individual or members of a work team, according to the defined business plan of a work unit within the organisation.

Project management basics

• The basics of project management and the Project Management Body of Knowledge (PMBOK).
• The principles of project management:
  • Project success factors.
  • Stakeholders and role-players.
  • The project concept.
  • The project scope creep: Inclusions and exclusions.
• Managing the project: skills, tools and processes.
• The project life cycle.
• Project structures.
• Project initiation or project “start-up”:
  • Scoping the project.
  • The project proposal: Defining the vision, objectives, scope and deliverables for the project.
  • Project constraints and risks.

Selecting your team

• Selecting a team and understanding Belbin’s team roles, model and task allocation: Selecting the right player for the right job and briefing each team member.
• The stages of team formation – Forming, storming, norming and performing.
• Developing team charters/documents that define the purpose of the team:
  • Defining a mission and setting objectives.
  • Allocating roles according to the team mission and objectives.
  • Establishing what the team can and cannot do: Authority and empowerment.
  • Identifying resources and support available to accomplish goals.
  • Operations and deciding how the team will operate.
  • Negotiating and agreeing on outcomes with team members.

Work unit planning

• Ensuring that the activities performed in the execution phase  are properly sequenced, resourced and executed:
  • Developing a project plan.
  • Understanding steps in project planning.
• Work Breakdown Structures (WBS).
• Team decision-making.
• Mapping resources and developing a resource plan.
• Developing a project organogram.
• The project schedule as a monitoring tool and methods of scheduling.
• Managing project budgets.
• Developing a procurement schedule and steps to a procurement plan.
• The Project Management Information System (PMIS) as critical tool of monitoring and control.
• Project administration system.
• Documenting the planning related to the project.

Managing, monitoring and evaluating

• Leadership styles and bases of power.
• The different types of management styles.
• Motivating your team.
• Goal setting and achievement.
• Mentoring and coaching.
• Managing conflict.
• Delegating for success.
• Methods of monitoring and evaluation:
  • Monitoring time lines.
  • Taking corrective action.
  • Monitoring team performance.
  • The Balanced Scorecard.
  • 360-degree feedback evaluation.
• Monitoring budget and expenditure.
• Arranging and managing project meetings.
• Reporting requirements for projects.
• Project closure and evaluation.

Assessment

Learners who attend this training, will receive a “Certificate of Attendance” directly after the training. Additionally, learners can also be enrolled to participate in the assessment process at an additional fee. Assessment entails the completion of a Portfolio of Evidence (PoE) and if being assessed as competent, the learner will be awarded 12 credits on NQF Level 4. In this case, a “Certificate of Competence”, endorsed by Services SETA, will be issued representing the credit value and NQF Level. Entry-level requirements for assessment according to the Unit Standard:  It is assumed that people starting to learn towards this standard are able to: function on basic industry and business knowledge, communicate at NQF level 3, interpret basic workflow principles, schedule activities and apply basic quality control principles.  

This program is suitable for employees in administrative positions who would like to develop their office administration skills.

Duration: 4 days

Accreditation: Full SETA accreditation

NQF Level: 2

Credits: 14

This learning program is aligned to the following Unit Standards:

1. Behave in a professional manner in a business environment: Unit Standard ID: 14359
2. Receive and execute instructions: Unit Standard ID: 14349
3. Process incoming and outgoing telephone calls: Unit Standard ID: 14348
4. Manage time and work processes within a business environment: Unit Standard ID: 14342

Learning Program Overview

The combination of skills office professionals will acquire by attending this learning program, are aimed at assisting them to confidently manage their work environment, perform the basic administrative functions, conduct themselves in a professional manner and communicate effectively with internal and external customers.

This four-day program provides office support staff and those working in a secretarial environment a once-off training intervention covering the foundational skills to manage the requirements of the office environment.

Learning Outcomes

Effective business communication

• The organisational communication system.
• Reporting levels and lines of authority.
• Verbal communication.
• The principles of active listening.
• Body language gestures.

Managing instructions

• Receiving and executing instructions – the process.
• Managing and executing delegated tasks and understanding the delegation process.
• Recording tasks delegated to others and administer follow-up actions.
• Working towards the manager’s expectations.

Professionalism and image building

• Guidelines on how to make a professional impact.
• The elements of personal image.
• Business etiquette guidelines.
• Business ethics.

Telephone skills and etiquette

• How telephone skills contribute to a positive corporate image.
• Telephone etiquette guidelines.
• Practising telephone communication, speech and voice (practical exercise: video recordings).
• Answering the telephone in a professional manner.
• Screening calls and managing callers on hold.
• Processing outgoing calls.
• Applying time management principles when using the telephone.
• Managing cell phone calls and cell phone etiquette.

Reception skills

• How first impressions count and why it is lasting.
• Why organisational knowledge is a tool towards efficiency and effectiveness.
• Receiving and directing visitors or customers.
• The guidelines of building rapport.
• Handling visitors or customer with or without appointments.
• Practising the moment of truth when dealing with a visitor or customer (practical exercise: video recordings).
• The importance of cultural diversity when dealing with visitors or customers and taking it into consideration.

Time and work-flow management

• Time is a critical resource.
• Planning work and how it saves time.
• Setting goals and objectives.
• Setting deadlines and working according to priorities.
• Organising to meet objectives within a given timeframe.
• The principles of workflow management.
• Scheduling work and effectively using time management tools.

Assessment

Learners who attend this training, will receive a “Certificate of Attendance” directly after the training. Additionally, learners can also be enrolled to participate in the assessment process at an additional fee. Assessment entails the completion of a Portfolio of Evidence (PoE) and if being assessed as competent, the learner will be awarded 14 credits on NQF Level 2. In this case, a “Certificate of Competence”, endorsed by Services SETA, will be issued representing the credit value and NQF Level. Entry-level requirements for assessment according to the Unit Standards:  Learners accessing these Unit Standards will have demonstrated competence in numeracy and literacy at NQF Level 2.

This one-day course is suitable for Secretaries, Personal Assistants, Executive Secretaries, Secretarial Support Staff, Clerical Staff and Administrative Staff.

Duration: 1 day

Accreditation: Full SETA accreditation

NQF Level: 3

Credits: 3

This learning program is aligned to the following unit standard:

1. Co-ordinate meetings, minor events and travel arrangements
2. Unit Standard ID: 13929

Learning Program Overview

Everyone is exposed to organising and arranging an event at some or other time, or otherwise continuously as an integral part of one’s job functions. Event planning is a specialised field requiring a step-by-step approach that equals project principles and hands-on active participation with role-players, taking actions according to deadlines, constant follow-up and evaluation of the level of success.

This learning program has been designed for non-event managers, such as office support staff, secretaries, and administrative professionals to acquire the skills to managing events and making travel arrangements effectively, within the two limitations: time and budget.  This training provides practical guidelines to follow a systematic approach and to keep track of all the actions related to the pre- and post-event activities according to deadlines. During the course, delegates will acquire the event management skills that will enable them to invest less effort in managing events and travel arrangements in future, and still be able to integrate the activities with their day-to-day administrative functions.

An introduction to event management

• Understanding the event sector.
• Exploring the different types of events and meetings.
• Evaluating tasks and actions the event organiser has to face.
• Creating an effective follow-up system for maximum results.

Preliminary actions

• Acquiring relevant and supportive information pertaining to the event.
• Negotiating and agreeing dates, time and venue location with stakeholders.
• Establishing the event or meeting program or agenda.
• Determining the requirements of the event or meeting.
• Compiling documentation for distribution before, during and after the event or meeting.
• Determining budget requirements and restrictions.

Event or meeting arrangements

• Understanding the process of selecting a venue.
• Catering and menu selection based on dietary requirements.
• Managing resources according to special requirements: Logistics, room lay-out, technical facilities, audio-visual and other equipment.
• Identifying and liaising with role players – agreeing on responsibilities and managing teamwork.
• Confirming final arrangements – The 24-hour follow-up actions and final confirmations.

Travel and accommodation arrangements

• Determining transportation and accommodation requirements.
• Analysing available sources when making travel and accommodation arrangements.
• Understanding the preliminary actions needed before making reservations.
• Arranging accommodation, transport and providing attendees with the necessary documentation.
• Securing and booking accommodation and transport.
• Preparing the itinerary.
• Understanding the guidelines when making international arrangements and bookings.
• Finalising expense reports.

Assessment

Learners who attend this training, will receive a “Certificate of Attendance” directly after the training. Additionally, learners can also be enrolled to participate in the assessment process at an additional fee. Assessment entails the completion of a Portfolio of Evidence (PoE) and if being assessed as competent, the learner will be awarded 3 credits on NQF Level 3. In this case, a “Certificate of Competence”, endorsed by Services SETA, will be issued representing the credit value and NQF Level. Entry-level requirements for assessment according to the Unit Standard:  Learners accessing this Unit Standard will have demonstrated competence in numeracy and literacy at NQF Level 2.

This generic learning program is suitable for organisational employees who wish to develop meeting and minute taking skills.

Duration: 2 days

Accreditation: Full SETA accreditation

NQF Level: 3

Credits: 4

This learning program is aligned to the following unit standard:

1. Plan and Prepare Meeting Communications
2. Unit Standard ID: 13934

Learning Program Overview

Meetings: an introduction

Understanding what a meeting is and the purpose of a meeting.
Evaluating different types of meetings.
Determining if a meeting is necessary.
Establishing who must attend.
Understanding meeting protocols and the elements of meetings.
Understanding who are the role-players and their responsibilities at meetings.
Exploring meeting procedures.
Overcoming meeting pitfalls (unfocussed meeting, deviation from topic, inaccurate minutes, exceeding time limits, etc.).
Applying the guidelines to manage meeting logistics.

The agenda

Compiling the agenda: do’s and don’ts.
Exploring the advantages of a well-constructed agenda.
Applying the guidelines to compile an agenda with agenda items in a logical sequence.
Identifying the sources of agenda matters.
Producing an agenda in the required format and time frame.

Minute taking

Establishing the resources required for minute taking.
Identifying the purpose and objectives of the minutes.
Understanding the characteristics of good minutes.
Analysing different types of minutes.
Eliminating barriers and apply active listening: Be alert and stay focused.
Note-taking techniques: Highlighting and identifying key points.
Recording accurately.
Analysing the importance of accurate and concise notes.

Compiling, finalising and presenting meeting documentation

Processing decisions.
Compiling the minutes:
Converting notes to text;
Arranging text to ensure logical sequence;
Ensuring correct use of language;
Format, structure and style of minutes;
Keeping the reader in mind.
Compiling the meeting pack and distributing meeting documentation:
Distribution of the minutes and supporting documents;
The distribution list;
Methods of distributing minutes;
The reasons for distributing minutes promptly and the recording of follow-up actions.

Assessment

Learners who attend this training, will receive a “Certificate of Attendance” directly after the training. Additionally, learners can also be enrolled to participate in the assessment process at an additional fee. Assessment entails the completion of a Portfolio of Evidence (PoE) and if being assessed as competent, the learner will be awarded 4 credits on NQF Level 4. In this case, a “Certificate of Competence”, endorsed by Services SETA, will be issued representing the credit value and NQF Level. Entry-level requirements for assessment according to the Unit Standard: Learners should have demonstrated competence in Communication at NQF Level 2 or equivalent.

This learning is suitable for organisational employees who wish to develop their organising, time management and workflow management skills.

Duration: 2 days

Accreditation: Full SETA accreditation

NQF Level: 2

Credits: 10

This learning program is aligned to the following unit standard:

1. Manage time and work processes within a business environment: Unit Standard ID: 14342
2. Manage a diary for self and others: Unit Standard ID: 14352
3. Receive and execute instructions: Unit Standard ID: 14349

Learning Program Overview

Time is one of the most valuable resources, and the most misused. We must constantly do a reality check to take stock of how we use our time, as each one of us has twenty-four hours a day and we can use it, or lose it.

Time management is in fact very easy, we must learn to rearrange the way we work and focus on using time effectively – not working harder, but smarter. Time management is self-management and ineffective time-use is a stress producer that results in decreased productivity. Time management is the art of organising our lives so that we feel we are in control. Being in control means that we know how to plan, determine priorities, organise and most important, to take action!

Learning Outcomes

Where is my time going?

• Understanding the concept of “time” as a critical resource.
• Conducting a reality check: How am I using my time?
• Labelling and identifying the top ten time wasters and determining where to take control.
  

Time management is self-management

• Changing old patterns of behaviour and adopt new habits using time more effectively.
• Analysing own personal style of leadership and how it influences time-use.
• Analysing the relevance of requests and how to say “no” assertively.
• Fighting procrastination, managing interruptions and protecting our time.
• Exploring means to ensure less stress and a more balanced life-style.

Time planning

• Understanding the importance of planning and how planning saves time.
• Setting goals and objectives.
• Setting deadlines to guide priorities.
• Setting priorities and working our priorities.
• Exploring the difference between “to-do lists” and action plans and how to use both.
  

Organising and the principles of workflow management

• Organising workspace and documents.
• Applying the guidelines of disciplined routine.
• Determining the sources of information, processing information and follow-up actions in office systems according to the principles of workflow-management (emails, documents, actions, etc.).
• Using time management and scheduling tools effectively.
• Managing the delegation process and instructions effectively.

Assessment

Learners who attend this training, will receive a “Certificate of Attendance” directly after the training. Additionally, learners can also be enrolled to participate in the assessment process at an additional fee. Assessment entails the completion of a Portfolio of Evidence (PoE) and if being assessed as competent, the learner will be awarded 10 credits on NQF Level 2. In this case, a “Certificate of Competence”, endorsed by Services SETA, will be issued representing the credit value and NQF Level. Entry requirements according to the Unit Standard: Learners accessing these Unit Standards will have demonstrated competence in numeracy, literacy, communication and mathematical literacy at NQF Level 1 or equivalent.

This generic learning program is suitable for organisational employees who wish to develop skills in conflict management.

Duration: 2 days

Accreditation: Full SETA accreditation

NQF Level: 3

Credits: 3

This learning program is aligned to the following unit standard:

1. Use communication skills to handle and resolve conflict in the workplace
2. Unit Standard ID: 9533

Learning Program Overview

Conflict is an integral part of human interaction and communication. People differ and have different perspectives that can lead to different approaches and conflict situations.

Constructive conflict resolution can have positive value if it excites to action, increases group cohesiveness, diffuses what might lead to more serious conflicts, serves as a measure of how important issues, ideas and people are to us.

Team members can benefit by attending this two-day learning program, as they will be able to identify conflict situations, learn how to deal with challenging conflict situations and to explore different means of approaching it.

Learning Outcomes

Identifying conflict situations

• Defining conflict.
• Understanding the different types of conflict situations.
• Analysing the role-players in conflict situations.
• Identifying the conflict within a conflict situation.
• Evaluating the effects of conflict.

Understanding the human factor in conflict

• Understanding behaviour patterns in conflict situations.
• Analysing the role of emotions in conflict.
• Using appropriate communication strategies in different situations.

Resolving the conflict

• Identifying a potential conflict situation.
• Analysing possible outcomes of conflict.
• Applying the W-I-N Formula.
• Deciding the most appropriate conflict style to apply.
• Understanding the process of conflict resolution.
• Negotiating win-win solutions (role-play and video recordings).

Assessment

Learners who attend this training, will receive a “Certificate of Attendance” directly after the training. Additionally, learners can also be enrolled to participate in the assessment process at an additional fee. Assessment entails the completion of a Portfolio of Evidence (PoE) and if being assessed as competent, the learner will be awarded 3 credits on NQF Level 3. In this case, a “Certificate of Competence”, endorsed by Services SETA, will be issued representing the credit value and NQF Level. Entry-level requirements for assessment according to the Unit Standard: ABET Level 4 Literacy.

This learning program is a generic learning intervention suitable for organisational employees who have to present information in a public setting.

Duration: 2 days

Accreditation: Full SETA accreditation

NQF Level: 4

Credits: 2

This learning program is aligned to the following unit standard:

1. Make oral presentations
2. Unit Standard ID: 242840

Learning Program Overview

Does stage fright paralyse you?

Or, do you want to touch-up on your public speaking and learn how to research, compile and present a presentation?

Either way, then this course is meant for you.

Today’s dynamic business world requires speakers who can present themselves with impact and display self-confidence. Everyone is exposed to a “moment of truth” throughout our career where we have to stand up and speak, whether in a formal setting delivering a presentation, providing inputs during meetings, or addressing delegates in small group context. The secret is that good speakers are not born, as it is not a talent, but a skill that has to be learnt and practised – a skill that can be used in all walks of life.

Learning Outcomes

An introduction to public speaking

• Understanding the basics of public speaking.
• Mastering the basics: Your 30-second speech.

Planning and researching the content

• Exploring the elements of a good presentation: Expectations, audience and purpose.
• Researching the topic.
• Gathering information and material.

Compiling and preparing the content of the presentation

• Applying the guidelines for the presentation preparation process.
• Drawing up a framework.
• Structuring the presentation content.
• Organising the content into a logical sequence.
• Using visual aids and notes.
• Revising and polishing the final talk.

Delivering the presentation

• Preparing yourself physically, mentally and emotionally.
• Using breathing and related techniques to overcome stage fright.
• Understanding the importance of appearance and image, and how first impressions count.
• Using the voice to enhance performance.
• Exploring body language gestures and using nonverbal messages to make an impact.
• Eliminating mannerisms.
• Guidelines on how to use repetition and memorising – understanding the do’s and don’ts.
• Building self-confidence (practical exercises – video recording, self and group evaluation & feedback).

Assessment

Learners who attend this training, will receive a “Certificate of Attendance” directly after the training. Additionally, learners can also be enrolled to participate in the assessment process at an additional fee. Assessment entails the completion of a Portfolio of Evidence (PoE) and if being assessed as competent, the learner will be awarded 2 credits on NQF Level 4. In this case, a “Certificate of Competence”, endorsed by Services SETA, will be issued representing the credit value and NQF Level. Entry-level requirements for assessment according to the Unit Standard: It is assumed that persons accessing this Unit Standard are competent in Communication at NQF Level 3.

This learning program is intended for all persons working in administration in commercial and non-commercial organisations and who is responsible for presenting information in report format.

Duration: 2 days

Accreditation: Full SETA accreditation

NQF Level: 6

Credits: 9

This learning program is aligned to the following unit standard:

1. Present Information in Report Format
2. Unit Standard ID: 110023

Learning Program Overview

Most employees, as part of their job responsibilities, have to present information in a report format. Reports differ from other written communications in that they provide specific research-based information, which results in decision-making or action to be taken. Reports are a form of informing and persuading people, as well as initiating change.  In most cases a report is the final step in the process of problem-solving. The most important aspects of report writing are to design a logical structure, to provide clear, focused information, and to use paragraphs and sentences to convey meaning effectively. Report writing is a creative process characterised by accuracy, validity, reasoning and good judgement.

Learning Outcomes

Understanding the different kinds of reports

• Exploring different kinds of reports and the purpose of each report.
• Understanding when reports are used in the business environment.

Planning and preparing for report writing

• Collecting, organising and interpreting data.
• Structuring ideas and information logically, with clear objectives.
• Determining the headings: hierarchy and numbering.
• Choosing the correct model for constructing the body.
• Creating questionnaires.

Writing the report

• Formulating an executive summary.
• Understanding terms of reference.
• Writing the problem statement.
• Compiling an informative introduction.
• Stating your case effectively.
• Writing effective conclusions and recommendations.

Correct, efficient grammar and style

• Using appropriate tone.
• Using effective, creative and correct style.
• Using tenses the most appropriately.
• Applying the principles of academic referencing: the essential elements when using data and how to refer to sources of the data.

Eye-catching layout and attractive presentation

• Creating a reader-friendly, professional and appealing layout.
• Understanding that first impressions count: what is the general impact of your report?
• Using the right wording – the title and subtitle.

Editing and evaluating your own writing

• Proofreading and editing the report.
• Clarifying the content against the purpose.
• Evaluating the relevance and accuracy of information.

Assessment

Learners who attend this training, will receive a “Certificate of Attendance” directly after the training. Additionally, learners can also be enrolled to participate in the assessment process at an additional fee. Assessment entails the completion of a Portfolio of Evidence (PoE) and if being assessed as competent, the learner will be awarded 6 credits on NQF Level 4. In this case, a “Certificate of Competence”, endorsed by Services SETA, will be issued representing the credit value and NQF Level. Entry-level requirements for assessment according to the Unit Standard: Learners should be competent in Communication at NQF Level 3, Mathematical Literacy at NQF Level 3 and Computer Literacy at NQF Level 3.

This learning program is suitable for organisational employees who wish to gain self-knowledge and develop their potential. It is also intended for the unemployed and out of school youth.

Duration: 2 days

Accreditation: Full SETA accreditation

NQF Level: 2

Credits: 3

This learning program is aligned to the following unit standard:

1. Apply knowledge of self in order to make a personal decision
2. Unit Standard ID: 120308

Learning Program Overview

Life skills are vital for those in entry-level positions or those who wish to build a successful career. It is all about a new orientation, a paradigm-shift to change thinking patterns and doing things differently with a different focus. Employees can have the technical skills required to perform, but these have to be combined with personal competence to successfully climb the corporate ladder, apply leadership qualities and to build a career. The aim of this training is to provide organisational employees with the foundational skills to gain self-knowledge, to take control, motivate themselves and adopt an assertive approach

This learning program requires learners to reflect on their interests and abilities in order to empower them to make informed life and personal decisions.

Learning Outcomes

Demonstrating knowledge and understanding of self as a unique individual

• Understanding the importance of self-knowledge and self-assessment.
• Understanding the term identity: Who am I, who do I want to be and how do I get there?
• Analysing role identity and reflecting on how to use different social roles.
• Establishing what are the driving forces in our lives and overcoming negative forces that are driving us.

Decision-making and taking control

• Understanding the different levels of control and the importance of decision-making.
• Exploring the two types of locus of control.
• Analysing how values guide decision-making.
• Establishing own core values and areas for development.
• Managing emotions and understanding emotional awareness in the decision-making process.

Generating the future: Self-motivation, goal-setting and achievement

• Mapping the future and determining destinations by means of effective goal-setting.
• Understanding S M A R T goal statements.
• Expanding boundaries and learn how to “get out of the box” of comfort zones.
• Understanding internal motivation as the fuel towards achieving goals.
• Exploring opportunities for career advancement using own ‘toolbox’ of skills, knowledge and experience in self-assessment activities.

The assertive approach

• Exploring the three behaviour styles: Aggressiveness, Submissiveness and Assertiveness.
• Applying the techniques on how to adopt an assertive approach.
• Giving and receiving feedback effectively.

Assessment

Learners who attend this training, will receive a “Certificate of Attendance” directly after the training. Additionally, learners can also be enrolled to participate in the assessment process at an additional fee. Assessment entails the completion of a Portfolio of Evidence (PoE) and if being assessed as competent, the learner will be awarded 3 credits on NQF Level 2. In this case, a “Certificate of Competence”, endorsed by Services SETA, will be issued representing the credit value and NQF Level. Entry-level requirements for assessment according to the Unit Standard: Learners should be competent in Communication and Mathematical Literacy at NQF Level 1.

This learning program is intended for managers in all economic sectors. These managers would typically be second-level managers such as heads of departments, section heads or divisional heads, who may have more than one team reporting to them.

Duration: 2 days

Accreditation: Full SETA accreditation

NQF Level: 5

Credits: 4

This learning program is aligned to the following unit standard:

1. Empower team members through recognising strengths, encouraging participation in decision-making and delegating tasks
2. Unit Standard ID: 15224

Learning Program Overview

Empowered employees create a work environment with increased self-motivation, production and skills.

Delegates who attend this training will gain insight on how to empower employees by giving them tools and resources to grow, develop and advance their careers.

Learning Outcomes

Recognising team member performance

• Identifying the role, duties and responsibilities of each team member, together with the level of performance expected.
• Informing team members what they do well, what needs improvement and what is expected in the future.
• Applying the guidelines to give honest, simple, specific and constructive feedback.
• Measuring all feedback against performance expectations.
• Dealing with team members as valued and trusted members of the team.

Encouraging participation in decision-making

• Including team members in decision-making by fully informing them of the situation and the decision(s) that need(s) to be taken.
• Encouraging team members to think of solutions to problems and applying innovative ideas.
• Requesting team members to provide alternatives, evaluate the alternatives and select the most appropriate  idea for implementation.
• Selecting the best solution through encouraging team members to debate their viewpoints and working towards finding common ground.

Delegating tasks

• Analysing the work plan/task and breaking it down into smaller tasks, program or units of work and taking a decision as to whom is best suited to carry them out.
• Communicating the delegated tasks to employees, indicating what is expected, how it must be done and where to obtain assistance, if necessary.
• Indicating decision-making authority required to execute the task, so that team members can react to situations immediately and effectively.
• Agreeing upon a regular feedback and reporting schedule.
• Establishing a system to enable the flow of information by the team members involved.
• Monitoring the successful completion of delegated tasks.
• Giving recognition to the successful achievement of delegated tasks.

Reviewing decisions and performance of delegated tasks

• Reviewing the success of decisions taken in relation to achieving the stated objectives.
• Confirming correct decisions and amend incorrect decisions in order to ensure the objectives are met.
• Reviewing delegated tasks with the relevant person, to ensure successful completion of the task/plan.
• Drawing up alternative plans of action by involving the group/team for incorrect decisions and delegated tasks which are not being carried out successfully.

Assessment

Learners who attend this training, will receive a “Certificate of Attendance” directly after the training. Additionally, learners can also be enrolled to participate in the assessment process at an additional fee. Assessment entails the completion of a Portfolio of Evidence (PoE) and if being assessed as competent, the learner will be awarded 4 credits on NQF Level 5. In this case, a “Certificate of Competence”, endorsed by Services SETA, will be issued representing the credit value and NQF Level. Entry-level requirements for assessment according to the Unit Standard: Learners should be competent in Communication, Mathematical Literacy and Computer Literacy at NQF Level 4.

This learning program is intended for managers in all economic sectors. These managers would typically be second-level managers such as heads of departments, section heads or divisional heads, who may have more than one team reporting to them.

Duration: 5 days

Accreditation: Full SETA accreditation

NQF Level: 5

Credits: 22

This learning program is aligned to the following unit standard:

1. Manage a diverse work force to add value: Unit Standard ID: 252043
2. Interpret and manage conflicts within the workplace: Unit Standard ID: 114226
3. Conduct negotiations to deal with conflict situations: Unit Standard ID: 117853

Learning Program Overview

Managers attending this learning program will acquire skills to manage the three most prominent managerial workplace challenges: Diversity, Conflict and Negotiations.

• Every person is diverse and managers need to manage and lead diversity.
• Conflict is part of life and team formation. Managers need to resolve differences and conflict situations amongst team members and groups.
• Negotiations form an integral part of settling disagreements or disputes in a win-win manner.

Learning Outcomes

Managing diversity

• Understanding diversity in the workplace.
• The implications of diversity for external and internal relationships to the organisation.
• The reality of diversity and its value in a unit.
• Ways of meeting the diverse needs and goals of team members and clients in relation to the goals and objectives of a unit.
• Managing diverse team members taking into account similarities and differences.
• Dealing with disagreements and conflicts arising from diversity in a unit.
• Recognising common beliefs, values, interests and attitudes that will serve as basis for leading the team through interaction.

Interpreting and managing conflict situations within the workplace

• The main sources of conflict.
• Positive and negative characteristics of conflict and organisational conflict modes.
• Analysing personality types and conflict.
• Techniques for different conflict situations.
• The process and steps towards conflict resolution.
• Conflict resolution strategies and plans.

Negotiation skills

• Preparing for negotiations and explaining the purpose of negotiation, clearly identifying and prioritising issues to be negotiated, using participatory processes.
• Negotiation strategies and processes in terms of process, application, strengths and weaknesses, and selecting an appropriate strategy based on the negotiation at hand.
• Identifying and informing relevant stakeholders about issues to be negotiated according to the agreed upon time-frame and through effective communication methods.
• Taking and initiating appropriate actions when obtaining mandates from constituencies.
• Collating and sharing relevant information about identified issues with all parties.
• Anticipating the negotiation process and identifying, selecting and motivating appropriate tactics to parties involved.
• Conducting negotiations in a manner that maintains or enhances relationships and promotes outcomes that are satisfactory or advantageous in terms of the purpose of the negotiation.
• Explaining and aligning behaviour and conduct during negotiations together with selected negotiation strategies and tactics.
• Facilitating the negotiation process using effective communication and interpersonal skills.
• Presenting, explaining and motivating negotiated outcomes to the constituency.
• Concluding negotiations and accurately recording proceedings and interim outcomes for feedback purposes.
• Evaluating negotiation processes in terms of strengths and weaknesses.
• Identifying and recording opportunities and mechanisms to improve upon the negotiation process for integration into future processes.

Assessment

Learners who attend this training, will receive a “Certificate of Attendance” directly after the training. Additionally, learners can also be enrolled to participate in the assessment process at an additional fee. Assessment entails the completion of a Portfolio of Evidence (PoE) and if being assessed as competent, the learner will be awarded 22 credits on NQF Level 5. In this case, a “Certificate of Competence”, endorsed by Services SETA, will be issued representing the credit value and NQF Level. Entry-level requirements for assessment according to the Unit Standard: Learners should be competent in Communication, Mathematical Literacy and Computer Literacy at NQF Level 4.

This learning program is intended for employees who deal with customers and clients telephonically and include: Contact Centre Staff, Secretaries, Receptionists, Frontline Staff or Office Administrators.

Duration: 1 day

Accreditation: Full SETA accreditation

NQF Level: 2

Credits: 3

This learning program is aligned to the following unit standard:

1. Process incoming and outgoing telephone calls
2. Unit Standard ID: 14348

Learning Program Overview

The telephone contributes to quick and cost-effective business communication, but this dynamic instrument can only be a tool to enhance business opportunities once we know how to use it effectively.

In most cases, the telephone is the first contact customers have with your organisation and the way in which you apply your telephone skills, can make or break the corporate image.

Learning Outcomes

An introduction to telephone etiquette

• Understanding the impact of telephone use on the corporate image.
• Telephone etiquette guidelines toward professionalism.
• Applying the principles of effective telephone communication.
• Practising to use the voice effectively in telephone conversations (practical exercise: video recordings & feedback).

Processing incoming calls

• Answering the telephone professionally and according to organisational procedures.
• Screening calls effectively.
• Handling callers on hold.
• Managing multiple lines.
• Taking messages and following up on  required actions.

Processing outgoing calls

• Understanding telephone etiquette guidelines when making a telephone call.
• Making calls on behalf of someone else.

Telephone management

• Applying the rules of security of information and confidentiality.
• Analysing the consequences of misusing the telephone.
• Guidelines for time efficient telephone use.
• Handling visitors and telephone calls simultaneously.
• Handling telephonic complaints and problem-solving.
• Cellular telephone etiquette guidelines.

Assessment

Learners who attend this training, will receive a “Certificate of Attendance” directly after the training. Additionally, learners can also be enrolled to participate in the assessment process at an additional fee. Assessment entails the completion of a Portfolio of Evidence (PoE) and if being assessed as competent, the learner will be awarded 6 credits on NQF Level 4. In this case, a “Certificate of Competence”, endorsed by Services SETA, will be issued representing the credit value and NQF Level. Entry-level requirements for assessment according to the Unit Standard: Learners should be competent in Communication at NQF Level 3, Mathematical Literacy at NQF Level 3 and Computer Literacy at NQF Level 3.

This two-day learning program is suitable for employees dealing with customers:Front-line Staff, Customer Contact Staff, Client Service Staff, Secretaries, Personal Assistants, Executive Secretaries, Secretarial Support Staff, Clerical Staff and Administrator.

Duration: 2 days

Accreditation: Full SETA accreditation

NQF Level: 4

Credits: 3

This learning program is aligned to the following unit standard:

1. Care for customers
2. Unit Standard ID: 246740

Learning Program Overview

Customers are the reason most organisations exist. Those interacting with valuable customers make critical business decisions on a daily basis – employees in contact with customers have to direct and assist them, provide information, solve problems, deal with difficult situations and display an image that represents the professionalism of the organisation.

Customer service is an art requiring behavioural skills, as well as a science requiring specialised methods, guidelines and techniques which have to be learned and practised in order to be truly effective. Knowing the expectations of customers and the requirements of customer relations, provide job satisfaction and most important, customer satisfaction. Good customer service enhances teamwork, as employees learn to what extent they are dependent on one another to satisfy the customer and how customer satisfaction enhances the reputation of the organisation.

Learning Outcomes

Customers… who they  are and what they want and need

• Exploring the role of customer contact employees in an organisation.
• Identifying who is the customer.
• Evaluating the value of customers to your organisation.
• Identifying customer needs and expectations.
• Understanding the importance of aiming at customer satisfaction.
• Evaluating the essence of ongoing customer feedback.
• Exploring the importance of organisational knowledge as a tool towards efficiency and effectiveness.
• Promoting services and products.

Customer problem-solving

• Understanding the value of complaints.
• Exploring reasons why customers complain.
• Negotiating win-win solutions and the four assertiveness styles.
• Identifying effective communication techniques when handling complaints.
• Managing difficult and irate customers.

Service aimed at quality

• Contributing to enhancing the organisation’s competitive advantage.
• Exploring how excellent companies define and deliver service.
• Understanding the levels of customer satisfaction.
• Balancing personal and technical competencies.
• Understanding the crucial determination of quality service.
• Setting service targets.

The moment of truth: Customer interaction

• Understanding effective communication as a vital link in customer interaction.
• Influencing others positively and the importance of human relations.
• Establishing rapport during interactions.
• Practising the process of customer interaction and techniques to get a 100% cooperation (practical exercise: video recordings & feedback).

Assessment

Learners who attend this training, will receive a “Certificate of Attendance” directly after the training. Additionally, learners can also be enrolled to participate in the assessment process at an additional fee. Assessment entails the completion of a Portfolio of Evidence (PoE) and if being assessed as competent, the learner will be awarded 3 credits on NQF Level 4. In this case, a “Certificate of Competence”, endorsed by Services SETA, will be issued representing the credit value and NQF Level. Entry-level requirements for assessment according to the Unit Standard: It is assumed that learners should be competent in Communication, Mathematical Literacy and Computer Literacy at NQF Level 3.

This learning program is suitable for office administrative staff, secretaries, personal assistants or employees who are responsible for records management.

Duration: 1 day

Accreditation: Full SETA accreditation

NQF Level: 3

Credits: 3

This learning program is aligned to the following unit standard:

1. Plan, Monitor and Control an Information System in a Business Environment
2. Unit Standard ID: 13933

Learning Program Overview

An effective organisational or departmental records management system enables employees to have access to information that is available when needed.  One lost or misfiled document can affect decision-making up to top management level in organisations.  Whether you have a small office filing system, manage a departmental system, or make use of a centrally located organisational system, the principles remain the same:

• A records management system must be planned to ensure its efficiency.
• The system must be implemented with careful consideration to enable quick retrieval of documents in line with security of information guidelines.
• The system must be maintained, managed and controlled in order to easily track and trace records.

Learning Outcomes

An introduction to records management

• Understanding the records cycle and the role of an effective filing system.
• Integrating and using the two types of filing systems: paper- and computer-based.
• Understanding the difference between a record and a non-record – when to file documents and when not, as well as the difference between active and inactive records.
• Analysing the prerequisites of a good records management system and evaluating if the current records management system makes provision for these fundamentals.

Planning a storage and retrieval system

• Determining the requirements and special features of the records management system and analysing areas that need to be adapted.
• Using different types of filing classification systems to suit the specific requirements of information stored in the records management system.
• Using paper-based or electronic cross-referencing systems.

Implementing and maintaining a records management system

• Understanding the different types of filing equipment and supplies, as well as the benefits.
• Establishing a procedure for filing documents based on effective time management principles.
• Controlling access to files by means of an effective tracking system and in accordance with organisational standard operating procedures.
• Applying the guidelines for retention and disposal of records based on the organisational retention schedule or policies and procedures.

Assessment

Learners who attend this training, will receive a “Certificate of Attendance” directly after the training. Additionally, learners can also be enrolled to participate in the assessment process at an additional fee. Assessment entails the completion of a Portfolio of Evidence (PoE) and if being assessed as competent, the learner will be awarded 3 credits on NQF Level 3. In this case, a “Certificate of Competence”, endorsed by Services SETA, will be issued representing the credit value and NQF Level. Entry-level requirements for assessment according to the Unit Standard:  Learners will have demonstrated competence in communication at NQF Level 2 or equivalent.

This qualification is intended for managers in all economic sectors. These managers would typically be second-level managers such as heads of departments, section heads or divisional heads, who may have more than one team reporting to them.

Duration: 12 months

Accreditation: Full SETA accreditation

NQF Level: 5

Credits: 163

This certificate is aligned to the following qualification:

1. Qualification: National Certificate: Generic Management
2. Qualification ID: 59201
3. Learning Programme: General Management
4. Learning Programme ID: 60269

Qualification Overview

The National Certificate: Generic Management, NQF Level 5 forms part of a learning pathway of management qualifications across various sectors and industries. It is specifically designed to develop management competencies required by learners in any occupation, particularly those who manage first-line managers. The qualification develops the key concepts, principles and practices of management that will enable learners to lead, manage, organise and control first-line managers and team leaders. The learners will typically be managers who have other junior managers or team leaders reporting to them. In smaller organisations or entities, the managers could primarily be responsible for managing the supervisors and staff within their section, division or business unit.

A person acquiring this qualification will be able to manage first-line managers in an organisational entity. First-line managers may include team leaders, supervisors, junior managers, section heads and foremen. The focus of this qualification is to enable learners to develop competence in a range of knowledge, skills, attitudes and values including:

• Initiating, developing, implementing and evaluating operational strategies, projects and action plans, and where appropriate, recommending change within teams and/or the unit so as to improve the effectiveness of the unit.
• Monitoring and measuring performance and applying continuous or innovative improvement interventions in the unit in order to attain its desired outcomes, including customer satisfaction, and thereby contributing towards the achievement of the objectives and vision of the entity.
• Leading a team of first-line managers, by capitalising on the talents of team members and promoting synergistic interaction between individuals and teams, to enhance individual, team and unit effectiveness in order to achieve the goals of the entity.
• Building relationships using communication processes both vertically and horizontally within the unit, with superiors and with stakeholders across the value chain to ensure the achievement of intended outcomes.
• Applying the principles of risk, financial and knowledge management and business ethics within internal and external regulatory frameworks in order to ensure the effectiveness and sustainability of the unit.
• Enhancing the development of teams and team members through facilitating the acquisition of skills, coaching, providing career direction, and capitalising on diversity in the unit.

The skills, knowledge and understanding demonstrated within this qualification are essential for the creation of a talent pool of experienced and effective middle managers that represent the demographics of South African society. This qualification will create a leadership cadre for the South African society throughout multiple industries and sectors, both private and public.

Learning Programs and Unit Standards

This qualification can be offered on a single unit standard basis or clusters of unit standards as per eight (8) learning programs below:

Entry Level Requirements

Learners should be competent in Communication and Mathematical Literacy at NQF Level 4.

Notional Hours & Coaching Sessions

The above duration of the learning programs reflects the contact sessions/formal training. In addition to the time-frames allocated for each learning program, coaching sessions are conducted after the formal training, to assist learners with the workplace practical activities and the completion of the Portfolios of Evidence.

This learning program is intended for managers in all economic sectors. These managers would typically be second-level managers such as heads of departments, section heads or divisional heads, who may have more than one team reporting to them.

Duration: 2 days

Accreditation: Full SETA accreditation

NQF Level: 5

Credits: 8

This learning program is aligned to the following unit standard:

1. Monitor, assess and manage risk
2. Unit Standard ID: 252025

Learning Program Overview

Risk management is an integral component of effective business planning, effective management, corporate governance and assists management to act more confidently on future business decisions.

Any business or organisation faces risk and an effective risk management system helps maintain the safety of staff, protects business resources and increases the likelihood of successfully achieving businesses or organisational objectives.

Organisations need to have risk management strategies in place, an effective risk management policy and using processes, methods and tools for dealing with risks the most cost-effective way.

This can be done by identifying and evaluating risks and implementing the strategies to deal with it before it affects the business.

This learning program provides delegates guidelines on how to identify and address potential risks in the four main risk categories: Strategic, compliance, financial and operational, with emphasis on monitoring, assessing, measuring, preventing or dealing with risk.

Learning Outcomes

Understanding potential risks to a unit

• Identifying risks and hazards.
• Risk management explained: benefits, concept, types and categories of risk.
• Factors that could constitute risks to a unit.
• Acts and regulations related to risk management.
• The role of organisational policies and procedures in relation to risk management.
• The risk management process.
• The risk management plan.

Identifying potential risks and assessing the impact thereof in a unit

• How to use the risk management process.
• Identifying potential risk factors for critical processes:
  • Risk description.
  • Methods and techniques for conducting risk assessment.
• Risk assessment tools
• Using data: Risk inspections, questionnaires and incident report forms.
• Identifying and documenting possible scenarios that could constitute a risk.
• Performing  and documenting an analysis to rate the impact of each scenario.
• Determining and documenting priorities resulting from the impact analysis for implementation in the event of the risk materialising.

Developing contingency plans for managing risk

• Contingency strategies.
• Developing and documenting contingency plans in accordance with the organisational policies and procedures.
• Communicating contingency plans to the relevant stakeholders.
• Distributing and storing contingency plans.

Testing and revising contingency plans

• Testing contingency plans.
• Documenting recommendations on improvements to the contingency plans.

Assessment

Learners who attend this training, will receive a “Certificate of Attendance” directly after the training. Additionally, learners can also be enrolled to participate in the assessment process at an additional fee. Assessment entails the completion of a Portfolio of Evidence (PoE) and if being assessed as competent, the learner will be awarded 8 credits on NQF Level 5. In this case, a “Certificate of Competence”, endorsed by Services SETA, will be issued representing the credit value and NQF Level. Entry-level requirements for assessment according to the Unit Standard: Learners should be competent in Communication, Mathematical Literacy and Computer Literacy at NQF Level 4.

This learning program is intended for managers in all economic sectors. These managers would typically be second-level managers such as heads of departments, section heads or divisional heads, who may have more than one team reporting to them.

Duration: 10 days

Accreditation: Full SETA accreditation

NQF Level: 5

Credits: 24

This learning program is aligned to the following unit standard:

1. Develop, implement and evaluate an operational plan: Unit Standard ID: 252032
2. Monitor, assess and manage risk: Unit Standard ID:252025
3. Develop, implement and evaluate a project plan: Unit Standard ID: 252022

Learning Program Overview

This learning program is suitable for managers who would like to develop skills in strategic management, principles of risk management and project planning. This programme is intended for managers in all economic sectors. These managers would typically be second-level managers such as heads of department, section heads or divisional heads, who may have more than one team reporting to them.

Learning Outcomes

Developing, implementing and evaluating an operational plan

• Developing strategies for a unit.
• Developing an operational plan for a unit.
• Implementing an operational plan.
• Monitoring, measuring and evaluating the achievement of goals and objectives.

Monitoring, assessing and managing risk

• Demonstrating an understanding of business processes and potential risks to a unit.
• Identifying potential risks and assessing the impact thereof in a unit.
• Developing contingency plans for managing risk.
• Testing and revising contingency plans.

Developing, implementing and evaluating a project plan

• Selecting a work-based project for a unit.
• Scoping a work-based project for a unit.
• Developing a project plan.
• Developing tools to measure key performance parameters.
• Implementing the plan and evaluate project progress.

Assessment

Learners who attend this training, will receive a “Certificate of Attendance” directly after the training. Additionally, learners can also be enrolled to participate in the assessment process at an additional fee. Assessment entails the completion of a Portfolio of Evidence (PoE) and if being assessed as competent, the learner will be awarded 24 credits on NQF Level 5. In this case, a “Certificate of Competence”, endorsed by Services SETA, will be issued representing the credit value and NQF Level. Entry-level requirements for assessment according to the Unit Standard: Learners should be competent in Communication, Mathematical Literacy and Computer Literacy at NQF Level 4.

This learning program is intended for managers in all economic sectors. These managers would typically be second-level managers such as heads of departments, section heads or divisional heads, who may have more than one team reporting to them.

Duration: 5 days

Accreditation: Full SETA accreditation

NQF Level: 5

Credits: 15

This learning program is aligned to the following unit standard:

1. Evaluate current practices against best practice: Unit Standard ID: 252024
2. Apply the principles of ethics to improve organisational culture: Unit Standard ID: 252042
3. Apply the principles of knowledge management: Unit Standard ID: 252044

Learning Program Overview

Managers attending this training, will gain knowledge and insight on how to evaluate current practices against best practices, apply the principle of ethics and knowledge management.

Learning Outcomes

Evaluating current practices against best practice

• Applying the concept of best practice to a unit.
• Analysing current practices in a unit in relation to identified best practice.
• Deciding on the best practices to be adopted by a unit.
• Formulating recommendations for implementing best practices.
• Drawing up a plan for implementing best practices.

Applying the principles of ethics to improve organisational culture

• Demonstrating an 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.
• Analysing a unit in relation to the principles of corporate ethics.
• Formulating recommendations for strengthening shared organisational values, the code of conduct and ethical practices.

Applying the principles of knowledge management

• Demonstrating knowledge and understanding of the concepts and components of knowledge management.
• Analysing a unit according to the entity’s knowledge management policies and procedures.
• Developing a knowledge management implementation plan for a unit.

Assessment

Learners who attend this training, will receive a “Certificate of Attendance” directly after the training. Additionally, learners can also be enrolled to participate in the assessment process at an additional fee. Assessment entails the completion of a Portfolio of Evidence (PoE) and if being assessed as competent, the learner will be awarded 15 credits on NQF Level 5. In this case, a “Certificate of Competence”, endorsed by Services SETA, will be issued representing the credit value and NQF Level. Entry-level requirements for assessment according to the Unit Standard: Learners should be competent in Communication, Mathematical Literacy and Computer Literacy at NQF Level 4.

This learning program is intended for managers in all economic sectors. These managers would typically be second-level managers such as heads of departments, section heads or divisional heads, who may have more than one team reporting to them.

Duration: 5 days

Accreditation: Full SETA accreditation

NQF Level: 5

Credits: 33

This learning program is aligned to the following unit standard:

1. Evaluate current practices against best practice: Unit Standard ID: 252024
2. Apply the principles of ethics to improve organisational culture: Unit Standard ID: 252042
3. Apply the principles of knowledge management: Unit Standard ID: 252044

Learning Program Overview

This program will enable managers to gain insight into a spectrum of skills related to the human resources management functions within their area  of responsibility.

The guidelines provided during the training will enable managers to ensure that the right people are appointed in positions, help them to invest in continuous people development, monitor and evaluate performance and to coach first line managers.

Learning Outcomes

Recruiting and selecting candidates to fill defined positions

• Planning and preparing for recruitment and selection.
• Recruiting applicants.
• Selecting staff.

Leading people development and talent management

• Analysing education, training and development needs of members in a unit.
• Recording the results of the training needs analysis.
• Compiling a people development plan for a unit.
• Managing the implementation of the people development plan of a unit.

Monitoring and evaluating team members against performance standards

• Formulating performance standards for team members in a unit.
• Establishing systems for monitoring performance.
• Preparing for a performance review of a team member.
• Conducting a performance review interview.

Selecting and coaching first-line managers

• Selecting first-line managers for a specific position.
• Planning the coaching process of a first-line manager.
• Coaching the selected first-line manager.
• Monitoring and measuring the results of coaching sessions.

Assessment

This learning program is intended for managers in all economic sectors. These managers would typically be second-level managers such as heads of departments, section heads or divisional heads, who may have more than one team reporting to them.

Duration: 2 days

Accreditation: Full SETA accreditation

NQF Level: 5

Credits: 8

This learning program is aligned to the following unit standard:

1. Select and coach first-line managers
2. Unit Standard ID: 252035

Learning Program Overview

This learning program is intended for managers who need to select and coach first-line managers in a unit

It is important to select a first-line manager that has the potential to grow into a specifically identified position.

Coaching is also referred to as “one-on-one workplace training” and involves a process of working alongside individual managers/employees to improve their skills in a defined area of application (task).  Coaching involves the systematic and deliberate guidance of an individual to develop knowledge and skills.  It may involve personal development in terms of attitudes and motivation for both the coach and the specific person.  Coaching is a two-way street:  both parties are influenced by one another and experience growth and development as a result.

Learning Outcomes

Selecting a first-line manager for a specific position

• Exploring the role of the coach.
• Understanding the difference between coaching versus mentoring.
• Conducting an analysis of the job profile.
• Describing the selection and weighting criteria.
• Undertaking liaison with human resources.
• Exploring various selection techniques to create a shortlist.
• Taking decisions and making offers to the selected manager.

Planning the coaching process

• Identifying learning and/or coaching needs.
• Conducting a skills audit.
• Drawing up a coaching plan and schedule.
• Preparing records of expected performance against Key Result Areas.
• Implementing a system for recordkeeping.

Coach the selected first-line manager

• Understanding the coaching process.
• Measuring performance against the Key Result Areas.
• Agreeing upon and recording gaps and actions.

Monitoring and measuring the results of coaching sessions

• Monitoring the actions agreed to at a coaching session.
• Giving feedback.
• Follow-up actions as required.
• Encouraging line managers to use the coaching process.

Assessment

This learning program is intended for managers in all economic sectors. These managers would typically be second-level managers such as heads of departments, section heads or divisional heads, who may have more than one team reporting to them.

Duration: 2 days

Accreditation: Full SETA accreditation

NQF Level: 5

Credits: 68

This learning program is aligned to the following unit standard:

1. Manage a diverse work force to add value
2. Unit Standard ID: 252043

Learning Program Overview

Addressing diversity in the workplace will entail addressing relationships in which the parties involved are different in key ways. Those differences include not only race, culture, and gender, but also such key differences as learning and communication styles, life experiences and personal interests.

Celebrating diversity means acknowledging, understanding, accepting and valuing those differences and the benefits they bring to the team and workplace.

The world’s increasing globalisation requires more interaction among people from diverse cultures, beliefs and backgrounds than ever before. People no longer live and work in an insular marketplace; they are now part of a worldwide economy with competition coming from nearly every continent. Consequently, companies need to focus on diversity and look for ways to become totally inclusive organisations, because diversity has the potential of yielding greater productivity and competitive advantage.

Managers need to recognise the ways in which the workplace is changing, evolving, diversifying and since managing diversity remains a significant organisational challenge, managers must learn the managerial skills needed in a multicultural work environment. They must be prepared to teach themselves and others within their organisations to value multicultural differences in both colleagues and customers, so that everyone is treated with dignity.

Managing and valuing diversity are key components of effective people management, which can improve workplace productivity. Workplace diversity is a critical dimension for those companies seeking to establish themselves as global enterprises.

Learning Outcomes

Understanding diversity in the workplace

• Diversity – defining what it entails.
• Exploring diversity as a potential source of discrimination.
• The implications of diversity for internal and external relationships.
• The need for workplace diversity.
• Dealing with diversity issues.

The reality of diversity and its value

• Benefits of diversity.
• Ways of utilising diversity.
• Diverse needs and goals of team members, clients and communities.

Managing diverse team members

• Strategies for promoting diversity.
• Techniques for diversity management.
• Identifying and recognising diverse beliefs, values, interests and attitudes.
• Encouraging diversity interaction.
• Sensitivity towards and understanding diversity.

Dealing with diversity disagreements and conflicts

• Acknowledging and managing incidents of conflict and disagreement.
• Types of conflict in the workplace.
• Conflict resolution methods.
• Managing unfair discrimination and discriminatory practices.
• Using disagreements and conflict as opportunities.

Assessment

This learning program is intended for managers in all economic sectors. These managers would typically be second-level managers such as heads of departments, section heads or divisional heads, who may have more than one team reporting to them.

Duration: 3 days

Accreditation: Full SETA accreditation

NQF Level: 5

Credits: 9

This learning program is aligned to the following unit standard:

1. Recruit and select candidates to fill defined positions
2. Unit Standard ID: 12140

Learning Program Overview

Recruitment and selection can be a challenging process that goes beyond interviewing candidates for a position. Managers often hire personnel based on how well job candidates present themselves or on their gut instinct, which they often later regret. This three-day course will enable managers to prepare, recruit and select suitable candidates according to ability and potential within an organisation and through the personnel recruitment industry.

Learning Outcomes

Planning and preparing for recruitment and selection

• Obtaining relevant and complete information on the specific position.
• Selecting or designing a selection procedure which is appropriate for the specific position.
• Identifying resources and methods needed for recruitment and selection.
• Preparing and managing budgets for the recruitment and selection process.
• Developing selection criteria in line with organisational and legal requirements.

Recruiting applicants

• Conducting recruitment.
• Dealing with the responses.
• Screening of applicants.
• Preparing a list of potential candidates.
• Managing an applicant database.
• Dealing with unplanned events.

Selecting staff

• Validating backgrounds and qualifications using appropriate verification methods.
• Assessing candidates against the requirements of the defined positions.
• Interviewing candidates using best practice techniques:
  • Setting Interview Questions.
  • Creating an Interview Guide.
  • Scheduling the Interviews.
  • Informing the candidates of the interview.
  • Preparing for the Interview.
  • Interviewing candidates.
• Drawing up a shortlist of candidates.
• Making selections in accordance with the planned strategy.
• Giving feedback to successful and unsuccessful candidates.
• Documenting records.

Assessment

This learning program is intended for managers in all economic sectors. These managers would typically be second-level managers such as heads of departments, section heads or divisional heads, who may have more than one team reporting to them.

Duration: 2 days

Accreditation: Full SETA accreditation

NQF Level: 5

Credits: 8

This learning program is aligned to the following unit standard:

1. Develop, implement and evaluate an operational plan
2. Unit Standard ID: 252032

Learning Program Overview

The aim of this learning program is to help managers to, through a process of on the job, action-based thinking-doing, learning-adapting cycles, grounded in the reality of the current organisational strategy and business environment, take ownership of the planning and implementation cycle.

Value is created by empowering key staff with a proven set of principles, tools and techniques to turn the strategy into effective operational actions.  The methodology will include analysis of the strategy; identifying critical factors for individuals, teams and departments in implementing the strategy effectively, provide a framework for robust decision-making required to implement the strategy and create organisational alignment behind achieving the goals and objectives of the strategy.

Learning Outcomes

Developing operational strategies for a unit

• Examining the strategic plan of an entity to determine the purpose of a unit in contributing to the achievement of the entity’s strategy.
• Developing and recording operational strategies for achieving the purpose of a unit.
• Aligning the operational strategy with the overall strategy of an entity.
• Following a systematic process to develop goals, objectives and performance standards that are clear, concise, measurable and achievable.
• Involving stakeholders in the formulation of the goals, objectives and performance standards of a unit to obtain their commitment.

Developing an operation plan for a unit

• Developing the operation plan to transform the goals and objectives into tasks, responsibilities, time frames, performance measures, resource needs and contingencies.
• Validating measurable parameters against customer and unit performance requirements.
• Describing monitoring systems in the operational plan to enable the measurement of progress and results against the performance standards.
• Obtaining feedback on the operational plan from team members to promote buy-in in the implementation of the plan.

Implementing an operational plan

• Implementing the operational plan, with amendments where necessary.
• Ensuring optimal use of available resources during implementation to promote cost-effectiveness.
• Encouraging the use of control measures by first-line managers in the areas of their responsibility.

Monitoring, measuring and evaluating the achievement of goals and objectives

• Monitoring the performance of the unit against the goals, objectives and performance standards in the plan using established monitoring systems.
• Conducting performance reviews to measure inputs and outputs of team members against the operational plan.
• Implementing recommendations on corrective action with the agreement of the responsible first-line managers.
• Evaluating results in terms of the teams’ contribution to the performance of a unit.

Assessment

This learning program is intended for managers in all economic sectors. These managers would typically be second-level managers such as heads of departments, section heads or divisional heads, who may have more than one team reporting to them.

Duration: 8 days

Accreditation: Full SETA accreditation

NQF Level: 5

Credits: 20

This learning program is aligned to the following unit standard:

• Formulate recommendations for a change process: Unit Standard ID: 252021
• Create and manage an environment that promotes innovation: Unit Standard ID: 252020
• Apply a systems approach to decision-making: Unit Standard ID: 252026

Learning Program Overview

Organisations have to adapt to change, apply innovative ideas and implement a systems approach to decision-making in order to maintain a competitive advantage.

To remain attractive as employers, organisations need to adapt and change constantly in accordance with the changing needs of their stakeholders.

Learning Outcomes

Creating and managing an environment that promotes innovation 

• Analysing own unit in terms of opportunities for innovation.
• Demonstrating an understanding of the techniques that promote creativity.
• Developing a plan for creating an environment conducive to innovation.
• Leading a team through a creative thinking process.

Formulating recommendations for a change process

• Demonstrating knowledge of and insight into the need for change within the context of change in the environment.
• Analysing an area requiring a change process.
• Selecting a model for implementing a change management process.
• Formulating recommendations on implementing the change process.

Applying a systems approach to decision-making 

• Applying critical and analytical skills to analyse an issue or problem.
• Engaging with stakeholders in analysing the issue/problem and developing solutions.
• Selecting feasible solutions through a systems approach.
• Formulating and communicating the decision.

Assessment

This learning program is intended for managers in all economic sectors. These managers would typically be second-level managers such as heads of departments, section heads or divisional heads, who may have more than one team reporting to them.

Duration: 2 days

Accreditation: Full SETA accreditation

NQF Level: 5

Credits: 8

This learning program is aligned to the following unit standard:

1. Monitor and evaluate team members against performance standards
2. Unit Standard ID: 252034

Learning Program Overview

Performance Management is a systematic review of an individual or a group’s performance in the workplace. It is the process according to which the performance and development of individuals and entities within an organisation are actively managed, to ensure that the strategy and vision of the organisation are achieved.

Learning Outcomes

Formulating performance standards for team members in a unit

• Formulating of performance standards to be achieved by team members in relation to the unit’s goals, objectives and deliverables.
• Specifying clear and concise performance standards and activities to be performed.
• Feedback from team members is incorporated into the performance standards to promote the buy-in of team members in a unit.
• Recording and documenting performance standards according to the unit’s policies and procedures.

Establishing systems for monitoring performance

• Identifying and reviewing a variety of performance monitoring systems for possible use in a unit.
• Selecting a performance monitoring system in line with the unit’s policies and procedures for performance assessment.
• Communicating the performance monitoring system to team members to promote buy-in.
• Setting up a system for monitoring performance against standards in accordance with the unit’s policy and procedures.

Preparing for a performance review of a team member

• Agreeing on the arrangements for the performance review with  the team member, including the time, place and nature of the review.
• Conducting a preliminary assessment of performance against the agreed standards using monitoring systems.
• Documenting information gathered during the preliminary assessment to be available for future reference.
• Identifying methods for giving constructive feedback that make provision for reporting positive and negative findings.
• Preparing documents to be used during the review in accordance with the entity’s policies and procedures.

Conducting the performance review interview

• Communicating relevant and fair feedback to the team member in a constructive and supportive manner.
• Recording findings on positive and negative aspects of the member’s performance accurately, fairly and honestly, for report back and follow-up.
• Agreeing upon an action plan to address performance gaps and building on positive performance with the employee.
• Documenting and signing off on agreed actions by both parties.

Assessment

This learning program is intended for managers in all economic sectors. These managers would typically be second-level managers such as heads of departments, section heads or divisional heads, who may have more than one team reporting to them..

Duration: 8 days

Accreditation: Full SETA accreditation

NQF Level: 5

Credits: 18

This learning program is aligned to the following unit standard:

1. Use communication techniques effectively: Unit Standard ID: 12433
2. Devise and apply strategies to establish and maintain workplace relationships: Unit Standard ID: 252027
3. Apply the principles and concepts of emotional intelligence to the management of self and others: Unit Standard ID: 252031

Learning Program Overview

This generic learning program has specifically been designed to provide managers with the whole spectrum of communication skills applicable to their leadership roles.

Learning Outcomes

Using communication techniques effectively

• Exploring the keys to effective communication and the relationship between communication techniques and job functioning.
• Explaining a range of written and oral communication techniques in the workplace.
• Chairing meetings and leading discussions.
• Generating a variety of workplace reports.
• Compiling and delivering presentations.

Devising and applying strategies to establishing and maintaining workplace relationships

• Identifying and creating opportunities for networking.
• Applying interpersonal communication techniques.
• Developing relationships with team members and contributing to team effectiveness.
• Providing feedback and advice to team members.
• Establishing relationships with managers.
• Consulting with managers in a unit and promoting interactions towards quality work.
• Identifying and minimising conflict.

Applying the principles and concepts of emotional intelligence

• Demonstrating knowledge and understanding of the principles and concepts of emotional intelligence in respect of life and work relationships.
• Analysing the role of emotional intelligence in interpersonal and intrapersonal relationships in life and work situations.
• Analysing the impact of emotional intelligence on life and work interactions.
• Evaluating own level of emotional intelligence in order to determine development areas.

Assessment

This learning program is intended for managers in all economic sectors. These managers would typically be second-level managers such as heads of departments, section heads or divisional heads, who may have more than one team reporting to them.

Duration: 2 days

Accreditation: Full SETA accreditation

NQF Level: 5

Credits: 6

This learning program is aligned to the following unit standard:

1. Devise and apply strategies to establish and maintain workplace relationships
2. Unit Standard ID: 252027

Learning Program Overview

People are the most valuable organisational asset. Building positive workplace relationships can help managers to achieve their goals and can become their single greatest resource for future success.

As part of the management function, managers are expected to set an example.  In setting this example, managers need to realise that successful and effective communication is not a one-way process. Communication is a matter of creating and building human relationships and not just about facts.

Managers have to deal with their operational functions, but also deal with their own set of challenging pressures and priorities. Managing their relationship within their team perhaps is the single most important ingredient to perform at their best to accomplish the unit’s objectives.

Learning Outcomes

Liaising and networking with internal and external stakeholders 

• Identifying or creating opportunities for networking with internal and external stakeholders.
• Identifying networking opportunities, attending meetings and establishing new contacts to mutual benefit.
• Exploring avenues for communicating with stakeholders and implementing appropriate strategies to the mutual benefit of all people involved.

Devising and applying a strategy to establish constructive relationships with manager(s)

• Keeping managers informed of activities, progress and results.
• Agreeing to a process for seeking and exchanging information, and seeking advice in consultation with all managers in units.
• Consulting managers on issues that are relevant to their area of responsibility to promote constructive relationships and interaction between units in the organisation.
• Raising concerns over the quality of work directly with the relevant managers.
• Presenting information to the managers clearly, accurately and timely.

Identifying and minimising personal conflict in a unit

• Communicating information on the procedures for dealing with conflict in a unit to team members.
• Taking actions to resolve potential and actual conflict.
• Referring conflict situations to appropriate managers where required in terms of the unit’s policies and procedures.

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

• Developing the strategy through a consultative process that involve all team members in the development of goals and objectives to obtain commitment and support.
• Identifying and using opportunities for team members to discuss work-related and personal issues when appropriate.
• Offering feedback and advice to team members in a positive manner to contribute towards constructive relationships.
• Informing team members about developments and changes that may affect them.

Assessment

Managers in all economic sectors can benefit by attending this program. These managers would typically be second-level managers such as heads of departments, section heads or divisional heads, and who may have more than one team reporting to them..

Duration: 2 days

Accreditation: Full SETA accreditation

NQF Level: 5

Credits: 18

This learning program is aligned to the following unit standard:

1. Analyse leadership and related theories in a work context: Unit Standard ID: 120300
2. Build teams to achieve goals and objectives: Unit Standard ID: 252037
3. Empower team members through recognising strengths, encouraging participation in decision-making and delegating tasks: Unit Standard ID: 15224

Learning Program Overview

This learning program will enable managers to gain insight into the role of leadership within a work context, and thus providing them with the skills and knowledge to add value to their jobs. The content is also applicable to officials who are involved in integrated development planning or public sector management and administration specialists.

Learning Outcomes

Analysing leadership and related theories in a work context

• Explaining the concept of leadership.
• Exploring the roles and qualities of a leader.
• Differentiating between leadership and  management.
• Analysing and comparing leadership theories.
• Applying the different roles and qualities of leadership in a work context.
• Analysing the term “role-model” in order to establish its effect on the work context.

Building teams to achieve goals and objectives

• Demonstrating knowledge of and insight into the theory of teams and the importance of teams in workplace activities.
• Applying the theory of teams to team dynamics.
• Managing conflict within a team and unique challenges with reference to cross-functional and virtual teams.
• Explaining the process of building teams and analysing the stages of team development.
• Analysing the role of a team leader in promoting team effectiveness.
• Evaluating the effectiveness of a team and proposing ways to improve team effectiveness.

Empowering team members through recognising strengths, encouraging participation in decision-making and delegating tasks

• Recognising team member performance.
• Encouraging participation in decision-making.
• Delegating tasks.
• Reviewing decisions and the progress with delegated tasks.

Assessment

Managers in all economic sectors can benefit by attending this program. These managers would typically be second-level managers such as heads of departments, section heads or divisional heads, and who may have more than one team reporting to them..

Duration: 4 days

Accreditation: Full SETA accreditation

NQF Level: 4

Credits: 7

This learning program is aligned to the following unit standard:

1. Write/present/sign for a wide range of contexts: Unit Standard ID: 119459
2. Make oral presentations: Unit Standard ID: 242840

Learning Program Overview

Writing and presenting information in written documents or otherwise in a public setting, are both an art – conveying ideas and feelings from one mind to another. It must be clear, concise, consistent, coherent and make an impact.

Good writing is clear, unpretentious and error-free. Poor sentence structure draws attention away from your ideas. Faulty spelling undermines confidence in your ideas. Poor punctuation can distort your ideas. Learn how to clarify your message by using the technical “tools” of the language to assist your reader to grasp your point – in other words, to communicate more effectively.

Various activities and aspects directly related to the business of your organisation are reflected in written documents and in some instances you have to deliver the information in a presentation.  Many people do not read documents or listen to a presentation, or misunderstand information provided, because the documents or presentations are badly compiled or presented. Discover the best format for memos, letters and other business-related correspondence, and learn to compile and deliver powerful presentations. Evaluating and improving your writing and public speaking is like playing a musical instrument, sports, any hobby – it has to be practised all the time in order to be truly effective. Increase clarity and effectiveness by ensuring accurate and correct communication, analysing how to evaluate what you have written and how you convey information to your audience.

Learning Outcomes

Creative writing and practical language usage

• Remembering the readers.
• Planning your written document and presentation: structure.
• Drafting your written document and presentation: content.
• Achieving cohesiveness, conciseness, clarity and correctness.
• Using plain, unpretentious style: style watch points.
• Mind-mapping the unmanageable mind.
• Instilling liveliness and brightness into your writing.

Language structures and features and stylistic devices

• Paragraphing for clarity and fluency.
• Punctuating for sense.
• To hyphenate or not?
• Understanding what paragraphs are for.
• Concord – watch that verb!
• The uses and abuses of the apostrophe “s”.
• An “open” section to discuss practical writing problems that you experience.
• Paragraphing for clarity and influence.

Professional corporate communication and documents

• Industry specific and legislative requirements.
• Selection of format and structure for texts.
• Compiling business letters.
• Compiling memoranda.
• Writing a report.
• Writing a proposal.
• Writing for meetings.
• Compiling a presentation.

The art of editing

• Professional layout of documents.
• Analysing and editing your writing.
• Proofreading and finishing written communication.
• Common spelling problems in English and improving spelling.

Verbal/oral communication to deliver an effective public presentation

• Exploring the principles of effective communication.
• Using the voice effectively.
• Body language: using nonverbal messages.
• The use of words and language in a public presentation.

The PPP: Presentation Preparation Process and Research

• Truths about public speaking: what is a business presentation and what is a good presentation?
• Researching the topic and gathering information and material.
• Converting ideas into writing.
• Using visual aids.
• Preparing yourself for the presentation.

The moment of truth: Presentation delivery

• Physical and mental preparation.
• Appearance and image: first impressions count.
• Using the voice to enhance performance.
• Using breathing techniques.
• Mannerisms: learn how to change your habits.
• Repetition and memorising – the do’s and don’ts.
• Building self-confidence and overcoming stage freight: practical exercises (video recording, self and group evaluation & feedback).

Assessment

Managers in all economic sectors can benefit by attending this program. These managers would typically be second-level managers such as heads of departments, section heads or divisional heads, and who may have more than one team reporting to them..

Duration: 2 days

Accreditation: Full SETA accreditation

NQF Level: 4

Credits: 6

This learning program is aligned to the following unit standard:

1. Identify responsibilities of a team leader in ensuring that organisational standards are met
2. Unit Standard ID: 242821

Learning Program Overview

Team leaders, supervisors and junior managers who have acquired leadership skills are able to motivate staff, have knowledge of team dynamics and know how to communicate effectively.

This learning program is intended to assist team leaders supervising their teams, performing junior management functions and contributing to achieving organisational goals through their work teams.

This training assists team leaders exploring their roles in the organisation and understanding the concepts of authority, responsibility and accountability.

Team leaders who attend this training will focus their efforts on teamwork, gaining commitment from the members and will gain knowledge to apply the guidelines of performance management.

Learning Outcomes

The role of a team leader in an organisation

• Exploring the role of the team leader with reference to their job descriptions.
• Analysing the responsibilities of a team leader within the context of a work environment.
• Understanding the concepts of authority, responsibility and accountability with reference to the team leader’s own position in an organisation.

The purpose of the team

• Analysing the concept of a team according to accepted theory and practice.
• Explaining the purpose of the team to the team members according to organisational requirements.
• Identifying the role and expected outputs of each member of the team in relation to the purpose.

Gaining commitment from team members

• Discussing and agreeing on tasks, performance plans, targets and standards with team members.
• Agreeing time allocations for achieving individual and team objectives through a process of consultation.

Implementing, monitoring and evaluating performance

• Implementing agreed plans according to Standard Operating Procedures.
• Anticipating potential difficulties in achieving the plan through reflection and feedback.
• Monitoring team outputs against agreed targets and time allocations.
• Identifying variances to required outputs and taking corrective action where necessary.

Assessment

This learning program is intended for managers in all economic sectors. These managers would typically be second-level managers such as heads of departments, section heads or divisional heads, who may have more than one team reporting to them.

Duration: 2 days

Accreditation: Full SETA accreditation

NQF Level: 5

Credits: 6

This learning program is aligned to the following unit standard:

1. Create and manage an environment that promotes innovation
2. Unit Standard ID: 252020

Learning Program Overview

Innovation is the introduction of new ideas, products, services and practices. Innovation and creativity are important factors in the economic and organisational growth, as organisations have to adapt to constant change in their environment, as well as to the changing needs of those involved, whether internal or external to the organisation.  Managers and supervisors can use the information gained during this training to implement processes to enhance innovation within their work teams, as this course will assist them to apply innovation systems, tools and assist them to create an organisational culture where new perspectives become the norm.

Learning Outcomes

Analysing opportunities for innovation

• Exploring the features of an innovative environment.
• Understanding team participation in the innovation process.

Techniques to promoting creativity

• Exploring creativity and innovation techniques.
• Understanding different problem-solving techniques.
• Analysing the characteristics that promote the creative process.

Developing a plan for creating an innovative environment

• Exploring the role of the manager in creating an environment conducive to innovation.
• Planning to create an innovative environment.
• Recording processes, actions and approaches necessary to create an environment conducive to innovation in the plan.
• Implementing the plan.

Leading a team through a creative thinking process

• Applying techniques for promoting innovation and creativity.
• Generating alternative solutions and selecting the best approach.

Assessment

This learning program is intended for managers in all economic sectors. These managers would typically be second-level managers such as heads of departments, section heads or divisional heads, who may have more than one team reporting to them.

Duration: 2 days

Accreditation: Full SETA accreditation

NQF Level: 5

Credits: 8

This learning program is aligned to the following unit standard:

1. Interpret and manage conflicts within the workplace
2. Unit Standard ID: 114226

Learning Program Overview

The art of conflict management is the key to effective communication and a positive team spirit. Managers must be able to identify possible sources of conflict and use a variety of techniques to effectively deal  with conflict situations.

The purpose of this learning program is to gain an understanding of conflict, why it exists and how to resolve issues resulting in conflict.

Learning Outcomes

The main sources of conflict

• Drawing up a list of possible sources of conflict, including perceptions and assumptions of where they are most likely to occur.
• Analysing the positive and negative characteristics of conflict in the workplace with examples.
• Explaining organisational conflict modes.
• Using transactional analysis to describe conflict, which may arise in personality types.

Appropriate techniques in conflict management

• Discussing the various business conflict modes with examples.
• Analysing useful steps to be taken to manage conflict, with examples.
• Exploring the route which conflicts normally follows toward resolution.

Using an appropriate action plan and strategies to manage conflict

• Identifying methods available to resolve conflict in terms of the Labour Relations Act.
• Choosing the most appropriate strategy to resolve a particular conflict situation, justifying the choice of strategy.
• Explaining the need to adopt action plans and adapting them to particular conflict situations.
• Explaining the role of policies and procedures that should be in place in the organisation in terms of its role in preventing and/or resolving conflicts.

The attributes of an effective conflict manager

• Identifying personal attributes of a good conflict manager and how each characteristic contributes to conflict resolution.
• Conducting a skills audit to identify the skills managers need to develop to be effective conflict managers.

Assessment

This learning program is intended for managers in all economic sectors. These managers would typically be second-level managers such as heads of departments, section heads or divisional heads, who may have more than one team reporting to them.

Duration: 2 days

Accreditation: Full SETA accreditation

NQF Level: 5

Credits: 6

This learning program is aligned to the following unit standard:

1. Build teams to achieve goals and objectives
2. Unit Standard ID: 252031

Learning Program Overview

The word TEAM stands for… Together Everyone Achieves More. It has also been said that “cooperation” is spelt with two letters: WE! Leaders must tap into the potential of their teams. A high-performance team is an ideal vehicle to empower team members, to achieve a system of participative management, to ensure multi-skilling and creating mobilisation of employees within the entity.  Managers who attend this training will obtain the tools to apply different theories of team dynamics, understand the importance of teamwork in their units, continuously invest efforts to build stronger teams to achieve organisational goals and evaluate their roles within the team.

“Teamwork divides the task and multiplies the success” – Author Unknown

Learning Outcomes

Understanding the importance and theory of teams in workplace activities 

• Comparing the characteristics of a team and team interaction in relation to groups.
• Analysing and describing different types of teams in terms of their unique roles and characteristics.
• Motivating the importance of teams for achieving workplace goals and objectives.

Applying the theory of teams to team dynamics

• Using practical examples to explain the dynamics of teams.
• Analysing the reasons for disagreements and conflict in a team.
• Identifying unique challenges presented by different types of teams.

The process of building teams

• Understanding the process of building a team and the steps in the process.
• Analysing stages of team development and human behaviour that drives the different stages.

The role of the team leader in promoting team effectiveness

• Analysing the role of the team leader and how to contribute to improving team effectiveness.
• Considering the impact of different leadership styles and the role of the team leader in promoting team effectiveness.
• Promoting trust, cohesion, creativity and productivity by applying techniques for the constructive management of team dynamics and conflict.

Evaluating and improving team effectiveness

• Evaluating the functioning of a team against the characteristics of high performance teams.
• Developing an action plan for improving the effectiveness of the team.

Assessment

This learning program is suitable for supervisors and junior management who wish to develop their leadership skills.

Duration: 3 days

Accreditation: Full SETA accreditation

NQF Level: 4

Credits: 12

This learning program is aligned to the following unit standard:

1. Apply leadership concepts in a work context
2. Unit Standard ID: 242824

Learning Program Overview

This learning program will provide supervisors and junior management with a thorough understanding of the difference between management and leadership, the various leadership roles, the qualities of leaders, different leadership approaches and applying leadership techniques/styles to improve group dynamics.

Delegates who attend this training will gain a thorough understanding of leadership concepts and influencing tactics.

Training is particularly recommended for anyone who has recently taken on, or who is considering a new leadership role.

Learning Outcomes

Concepts of leadership

• Defining leadership.
• Exploring the roles and qualities of a leader.
• Understanding the five bases of power.
• Exploring influencing tactics.

Differentiating between management and leadership

• Understanding and comparing the concepts of leadership and management.
• Balancing leadership and management competencies.

Applying leadership in the work context

• Identifying and understanding various leadership theories.
• Identifying and understanding the various leadership techniques and styles.
• Identifying and applying the appropriate leadership approach according to individual needs and organisational requirements.
• Understanding the different roles of team members within a team context.
• Applying leadership techniques in order to improve group dynamics and achieve objectives.

Evaluating the impact of leadership techniques/styles applied

• Measuring the impact of leadership techniques/styles against organisational requirements.
• Evaluating the effectiveness of the techniques/styles against theory and practice.
• Taking corrective actions, where appropriate, to improve individual and/or team effectiveness.

Assessment

This learning program is intended for managers in all economic sectors. These managers would typically be second-level managers such as heads of departments, section heads or divisional heads, who may have more than one team reporting to them.

Duration: 2 days

Accreditation: Full SETA accreditation

NQF Level: 5

Credits: 6

This learning program is aligned to the following unit standard:

1. Apply leadership concepts in a work context
2. Unit Standard ID: 242824

Learning Program Overview

Knowledge Management is an integrative discipline aimed at achieving organisational objectives by making best use of knowledge to increase competitive advantage, performance and innovation. It consists of innovative responses to new opportunities and challenges. It is a process of effectively using, sharing and developing knowledge towards continuous improvement and is a strategic asset that overlaps with organisational learning. Knowledge Management links up with organisational strategy to ensure that the right person obtains the right knowledge at the most appropriate time.

“Managing knowledge is something all companies have to master if they expect to compete in the global economy. Those that can learn quickly and then leverage and use that knowledge within the company will have a big advantage over those that can’t. And this will be true whether knowledge is developed internally or acquired elsewhere.”

Learning Outcomes

The concepts and components of Knowledge Management

• Understanding the driving forces of the knowledge economy.
• The components of a system for institutionalising Knowledge Management according to accepted Knowledge Management theory and practice.
• The importance and results of Knowledge Management in managing the knowledge assets towards achieving a competitive advantage in relation to an organisation.

Analysing a unit according to the entity’s Knowledge Management policies and procedures

• Analysing the current practices in a unit in relation to the Knowledge Management policies and procedures of an organisation.
• Comparing Knowledge Management practices of a unit to those of other units in an organisation.
• Interpreting the findings of the analysis to identify strengths and weaknesses.
• Consolidating the findings in a report with recommendations on improvements within a unit and an organisation.

Developing a Knowledge Management implementation plan for a unit

• The role of the unit manager in implementing the Knowledge Management plan, in relation to other role players in the organisation.
• Developing an operational plan for managing knowledge in a unit, in relation to the policies and procedures of an organisation.
• Promoting the operational plan within a unit and an organisation in order to encourage commitment.
• Implementation of the plan in accordance with generally accepted Knowledge Management theory and practice.

Assessment

This learning program is a generic learning intervention suitable for organisational employees who wish to develop their financial skills..

Duration: 5 days

Accreditation: Full SETA accreditation

NQF Level: 4

Credits: 15

This learning program is aligned to the following unit standard:

1. Prepare and process documents for financial and banking processes: Unit Standard ID: 13932
2. Interpret basic financial statements: Unit Standard ID: 117156
3. Manage expenditure against a budget: Unit Standard ID: 242810

Learning Program Overview

This five-day learning program is intended to assist non-financial managers and office professionals to gain insight in the financial aspects related to their day-to-day job functions and to be more effective in their roles. This training will provide delegates with the most important spectrum of skills required to process documents for financial and banking processes, interpret financial statements and managing the budget.  The aim is to create a better understanding of how the organisation works with its finances, to make better business decisions and provide an understanding of financial documents and processes. Most managerial roles involve the review of financial documents, analysis of financial performance and budgeting, and this course can add value to understanding the basics of finance.

Learning Outcomes

Preparing and processing documents for financial and banking processes

• Following the petty cash procedures according to organisational requirements.
• Processing petty cash transactions.
• Conducting the banking procedures within the organisational context.
• Processing payments and invoicing.
• Processing banking transactions.

Interpreting basic financial statements

• Analysing the basic elements of an income and expenditure statement.
• Analysing the basic elements of a balance sheet.
• Compiling a personal assets and liabilities statement.
• Using the evidence in financial statements to make a financial decision:
  • The financial strengths and weaknesses of an entity are analysed and suggestions are made of ways to improve income and reduce costs.
  • Understanding the concept of a cost to income ratio.
  • Exploring relationship between turnover, income, revenue, sales/earnings and profit.
  • Understanding the concept of cash flow in terms of liquidity.

Managing a Budget

• Explaining the concept of budgeting pertinent to an area of responsibility.
• Determining the elements of a budget in an area of responsibility:
  • Identifying the elements of the budget.
  • Identifying internal and external constraints on a budget in terms of own organisational context.
• Monitoring and controlling actual expenses against the budget:
  • Monitoring actual expenses according to Standard Operating Procedures.
  • Identifying variances and corrective measures are proposed and/or taken according to Standard Operating Procedures.

Assessment

This learning program is intended for all persons involved in administration in commercial or non-commercial organisations.

Duration: 3 days

Accreditation: Full SETA accreditation

NQF Level: 4

Credits: 6

This learning program is aligned to the following unit standard:

1. Achieving Personal Effectiveness In Business
2. Unit Standard ID: 110021

Learning Program Overview

Office administrators and secretaries, as part of their work responsibilities, manage their own and others’ workloads. They lead to balance efficiency and effectiveness in the workplace.

This three-day course is based on the principles of growth and development to ensure that they grab the opportunities at their disposal to create a productive work environment through building success. This learning program covers a variety of areas critical to understanding how office professionals can apply a combination of leadership and management skills in the workplace towards career advancement.

Learning Outcomes

Understanding the business world

• Understanding the business environment and how businesses function in general.
• Exploring the structure of the business (organigram of own organisation or unit).
• Explaining the functions required in an office environment.

Your dynamic role in the organisation

• Explaining the importance, purpose and contribution of own role in the organisation.
• Defining own areas of responsibility and the variety of roles expected to fulfil.
• Analysing the critical success factors to fulfil variety of own roles.
• Obtaining feedback from the manager.
• Analysing how to show initiative, innovation, and implementing new ideas in own job role in order to go “beyond a job description”.
• Explaining the concept “professionalism” and understanding the elements of personal image.
• Applying the principles to making a professional impact.
• Explaining business etiquette guidelines.
• Receiving visitors with or without appointments.

Building personal power in the work environment

• Exploring the qualities needed to expand the boundaries of own role creating a competitive advantage and increase own level of influence towards increased power.
• Increasing own marketability and visibility.
• Understanding the value of good work practice to increase personal power.
• Explaining the management functions.
• Explaining the concept “leadership” and the qualities of a leader.
• Understanding the difference between management and leadership in own areas of responsibilities.

Organisational effectiveness

• Exploring the benefits of teamwork and working towards the manager’s expectations.
• Understanding the importance of effective communication:
  • Body language;
  • Active listening;
  • Verbal communication.
• Analysing the link between positive working relationships and productivity.
• Applying the principles of emotional intelligence.
• Solving problems and managing personal and team conflict situations.
• Managing stress for healthy productivity.

Planning my work

• Analysing how planning saves time and why it is crucial for effective time management.
• Applying the principles of workflow management.
• Using personal organisers and time management tools effectively.
• Prioritising work flow.
• Planning work and work the plans.

Records management towards efficiency

• Understanding the essence of an effective records management system.
• Explaining the essential features of a good records management system.
• Analysing the different filing classification systems.
• Using effective indexing systems.
• Understanding the process of filing documents.

Assessment

This learning program is intended for all persons involved in administration in commercial or non-commercial organisations.

Duration: 2 days

Accreditation: Full SETA accreditation

NQF Level: 5

Credits: 8

This learning program is aligned to the following unit standard:

1. Formulate remommendations for a change process
2. Unit Standard ID: 252021

Learning Program Overview

We live and work in times of extraordinary change. To remain competitive and attractive as employers, organisations constantly need to adapt and change, in accordance with the changing needs of their stakeholders. Understanding change, and therefore knowing how to manage it, is a crucial part of the knowledge and skills of people management in a successful organisation. Managing change is a complex process and involves people and a structured approach, but relatively easy to instigate with the right tools. The aim of this two-day learning program is to assist managers in delivering their organisation’s change initiatives.

Learning Outcomes

The need for change

• The nature of change and its impact on organisational sustainability.
• Areas and types of organisational change and change categories.
• The basics of change management theories.
• Structured approach to change management.
• The need for change: benefits and misconceptions

Analysing an area requiring the implementation of a change process

• Understanding the change process.
• Identifying the need for change.
• How to make a decision to change.
• Presenting results of a SWOT analysis to substantiate the change process.

Selecting a model for implementing a change management process

• Characteristics of change management.
• Change management models and theories.
• Selecting a model and setting goals and objectives.

Formulating recommendations on implementing the change process

• Making recommendations on implementing the change process.
• Presenting the change management plan.
• Proposing actions for managing the responses to the change process.
• The role and competencies of the change leader.
• Management styles during change.

Assessment

This learning program is intended for managers in all economic sectors. These managers would typically be second-level managers such as heads of departments, section heads or divisional heads, who may have more than one team reporting to them.

Duration: 2 days

Accreditation: Full SETA accreditation

NQF Level: 5

Credits: 8

This learning program is aligned to the following unit standard:

1. Lead people development and talent management
2. Unit Standard ID: 252029

Learning Program Overview

In today’s changing and fast-paced world, industry leaders experience heightened competition for the best and most productive employees. Ensuring employees are competent and professional, underpins the performance of any organisation. High standards of competence and professionalism, and the availability of skilled personnel, are generally cited by business leaders as “critically important” and a key factor in maintaining the superiority of an organisation over its competitors.

Providing training and development, will have a time and cost impact on any organisation. It is important to retain the benefits of that investment within the organisation. Able and motivated employees are an organisation’s greatest asset, but these skills and attitudes do not develop and grow overnight and need to be planned and managed.  Effective training is essential to ensure that employees achieve the required level of competence and help organisations remain competitive.

In order to create a strong economy, South Africa needs to encourage the acquisition of new and better skills to make the country overall more competitive and productive.

Learning Outcomes

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

• Determining the skills gaps and training needs of staff in the work unit through the training needs analysis.
• Integrating the results from the recent performance appraisal into the training needs analysis.
• Using the entity’s talent management strategy as a basis for conducting the training needs analysis of staff in the unit.
• Obtaining stakeholder input to reach agreement on the interpretation of the results of the training needs analysis.

Recording the results of the training needs analysis

• Recording the development needs of staff to be addressed through training and non-training interventions in the training needs analysis report.
• Relating the development needs to the career development paths of individual staff members in accordance with the requirements of the entity.
• Linking the development needs to the talent management strategy of the entity.
• Communicating the report on the training needs analysis to interested parties in a usable format.

Compiling a people development plan for a unit

• Motivating the types of the learning programs described in the plan in terms of the development needs identified through the training needs analysis conducted.
• Linking the objectives and desired outcomes of the planned learning programs appropriately to the needs identified in the training needs analysis.
• Stipulating the responsibilities for the implementation of the plan and time frames to enhance effective implementation.
• Motivating the role of the unit manager in relation to talent management and people development within a unit.
• Aligning the plan to the legal framework and internal requirements relating to skills development.
• Reflecting the commitment to promoting lifelong learning within a learning culture in the development plan.

Managing the implementation of the people development plan of a unit

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

Assessment

This learning program is intended for managers in all economic sectors. These managers would typically be second-level managers such as heads of departments, section heads or divisional heads, who may have more than one team reporting to them.

Duration: 1 days

Accreditation: Full SETA accreditation

NQF Level: 5

Credits: 4

This learning program is aligned to the following unit standard:

1. Evaluate current practices against best practice
2. Unit Standard ID: 252024

Learning Program Overview

All organisations strive to maintain or achieve a level of excellence. A means to achieve this is to evaluate current practices against best practices interwoven with a good quality management system. This helps to improve the effectiveness of the organisation in the marketplace and increases its competitive advantage.

By attending this training, managers will learn how the management idea of best practice represents techniques, activities, methods, processes, rewards or incentives aiming at the more effective delivering of specific outcomes. This can illuminate or decrease unforeseen complications and or problems.

Best practice management makes provision for flexibility and changing practice, an approach of continuous learning and continual improvement.

This learning program provides a thorough overview of best practice and explains the importance of a sound quality management system to support best practice initiatives.

Learning Outcomes

Understanding the concept of best practice to a unit

• Explaining the concept of best practice in terms of the practices in a unit.
• Identifying best practices that are relevant to a unit.
• Analysing if the best practices identified define world-class practices for a specific context/unit.

Analysing current practices in a unit in relation to identified best practice

• Comparing current practices in a unit with best practice.
• Evaluating current product/service reliability in terms of internal and external customer expectations.
• Identifying the best opportunities for maximum gain for a unit.

Deciding on the best practices to be adopted by the unit

• Describing the performance outcomes to be achieved by replacing the current practice with best practice.
• Describing the current practices to be retained with a motivation.
• Describing the best practices to be introduced with the motivation for the introduction.

Formulating recommendations for implementing best practice

• Analysing current practices and appropriate recommendations for implementation.
• Analysing if the recommendations presented are in line with best practices.
• Communicating recommendations to stakeholders in order to obtain feedback.

Drawing up a plan for implementing best practice

• Exploring the change processes required to support the implementation of best practice.
• Identifying resources required in terms of the needs for implementing best practice.
• Incorporating tasks, responsibilities, time-scales and performance measures in the plan.
• Including contingencies that are reasonable in relation to the proposed plan.
• The monitoring, recording and evaluation of the implementation are described in order to promote effective implementation.

Assessment

This learning program is intended for managers in all economic sectors. These managers would typically be second-level managers such as heads of departments, section heads or divisional heads, who may have more than one team reporting to them.

Duration: 2 days

Accreditation: Full SETA accreditation

NQF Level: 5

Credits: 8

This learning program is aligned to the following unit standard:

1. Conduct negotiations to deal with conflict situations
2. Unit Standard ID: 117853

Learning Program Overview

Negotiation can be defined as developing an ability to resolve disputes and conflicts – a win-win strategy to find a solution that is acceptable to both parties, leaving both with a feeling that the outcomes benefit each party.

Effective negotiation requires a willingness to work together with other people, to reach solutions that all parties involved agree to. It is usually considered as a compromise to settle an argument or issue – a problem-solving process in which two or more individuals voluntarily dis- cuss their differences and attempt to reach a joint decision on their common concerns.

Negotiation requires those involved, to identify issues about things they differ on, raise their needs, interests, identify possible settlement options and bargain over the terms of the final agreement. Successful negotiations generally result in some kind of give-and-take or promise being made by the negotiators to each other. Negotiation and discussion are the greatest weapons we have to promoting peace and development

Learning Outcomes

Preparing for negotiations

• Identifying and effectively dealing with administrative arrangements for negotiation processes.
• Using participatory processes to explain, identify and prioritise the purpose of negotiation and issues to be negotiated.
• Identifying and explaining a variety of negotiation strategies and processes in terms of application, strengths and weaknesses.
• Selecting an appropriate strategy based on the negotiation at hand.
• Identifying and motivating negotiation ranges for all identified issues.
• Identifying and informing relevant stakeholders about issues to be negotiated according to the agreed upon time-frame and through effective communication methods.
• Taking and initiating appropriate actions when obtaining mandates from constituencies.
• Collating and sharing relevant information about identified issues with all parties concerned.
• Anticipating the negotiation process and identifying appropriate tactics.
• Selecting and motivating the appropriate tactics to parties
  involved. 

Engaging in negotiations

• Aligning and explaining behaviour and conduct during nego- tiations, taking into consideration the selected negotiation  strategy and tactics.   
• Conducting negotiations in a manner that maintains or enhances relationships and promotes outcomes that are satisfactory or advantageous in terms of the purpose of the negotiation. 
• Facilitating the negotiation process using effective communication and interpersonal skills. 
• Identifying, exploring and explaining relevant options throughout the process.   
• Initiating and taking appropriate action to obtain an amended mandate. 
•  Presenting, explaining and motivating the negotiated outcomes clearly to the constituency. 
• Accurate recording of proceedings and interim outcomes for feedback purposes.

Finalising negotiations and communicating agree- ments  

• Verbally finalising and agreeing agreements by all parties involved.   
• Recording final agreements accurately according to best  practices.   
• Disseminating final agreements and making it accessible to all constituents and stakeholders.  

Evaluating negotiation processes  

• Evaluating the negotiation processes in terms of strengths and weaknesses, as well as the extent to which the brief was achieved.   
• Identifying and recording opportunities and mechanisms to improve upon the negotiation process for integration into future processes.   
• Analysing the reactions of the participants to the process in  line with the negotiation purposes.

Assessment