1

. Human Resource Planning

By the conclusion of the established learning activities, delegate will be able to:

¨        Determine the factors influencing human resource planning

¨  Suggest the importance of human resource planning in organisation management.

¨  Illustrate the significance of effective human resource.

¨  Determine the links between corporate planning and human resource planning.

¨  Indicate how human resource planning can support business systems.

¨  Determine when there is a need to review an organisation human resource plans.

¨  The rationale for human resource planning (HRP).

¨  The link between HRP and corporate planning.

¨  The investigation and forecasting processes-understanding contextual influences.

Designing, implementing and reviewing the effectiveness of HRP.

Employee Retention: An Introduction To Talent Management

¨  Career management: career theory, career development, management and succession planning:

¨  Management succession charts

¨  Psychometric testing

The psychological contract and the impact on employee retention.

Human Resource and Performance Management

¨  Assessing the nature and causes of performance problems:

¨  Managing poor performance

¨  Managing absence

¨  Dealing with harassment

¨  The effective management of retirement, redundancy, dismissal and voluntary turnover.

¨        Evaluating the mechanisms available for preventing or alleviating poor performance

2

Trainer Training

By the conclusion of the specific learning & development activities, delegates will be able to:

¨  Be conversant with the theories of learning and memory crucial to the development and implementation of training programmes.

¨  Be aware of the taxonomy of educational objectives and translate these into individual capability and achievements.

¨  Determine the most appropriate way to organise training and development courses.

¨  Be able to equip a training room for maximum impact and effectiveness, within organisational budget and other constraints.

¨  Design courses that account for individual training needs and learning curve.

¨  Design learning objectives, mindful of what can be realistically achieved in terms of the experience and motivation of delegates.

¨  Be able to design learning experiences that will ensure that learning objectives are met taking account of relevant factors associated with established principles of learning.

¨  Be able to design appropriate delegate activities relevant to the stated learning objectives.

¨  Demonstrate their ability to prepare for and make effective oral presentations.

¨  Demonstrate their ability to conduct individual, team and organisational training needs analysis.

¨  Be able to use different internal sources of information to assess individual, team and organisation-wide immediate and future training and development needs.

¨  Be capable of designing evaluation questionnaire for individual courses, training programmes, and presenters.

¨        Be able to determine when training intervention is necessary.

¨  Be able to link organisational and subsystem business strategy to training and development strategy.

¨  Be able to position the training department within organisational corporate structure.

¨        Be able to design appropriate in-course evaluation.

¨        Design appropriate assessments and assessment strategy of award-bearing components of training programmes.

¨        Effectively structure training courses to incorporate formal presentations, delegate activities and evaluation.

¨        Be able to incorporate appropriate 'Ice-breaker' and 'Closure' activities that will enhance the effectiveness of individual training courses.

¨        Demonstrate exceptional leadership in the management of the learning environment.

¨        Effectively manage commissioning relationships.

Effectively manage a training department.

¨  Learning And Memory.

¨  Conditions Conducive To Learning And Memory.

¨  The Taxonomy Of Educational Objectives.

¨  Establishing Learning Objectives.

¨  Value Of Varied Learning Experiences.

¨  Determining The Content Of Training Programmes.

¨  Designing Delegate Activities, In Line With Established Objectives.

¨  Effective Oral Presentations.

¨  Designing Training Courses.

¨  Designing Icebreaker And Closure Activities.

¨  Creating An ‘Ideal’ Setting.

Designing Course Evaluation Questionnaires.

3

Motivating Workers: Intrinsic and Extrinsic Rewards

By the conclusion of the specific learning & development activities, delegates will be able to:

¨  Demonstrate an understanding of the concept of motives and their value in organisational and subsystem effectiveness.

¨  Distinguish between the different sets of motivation theories, notably content, process and reinforcement.

¨  Demonstrate their ability to translate motivation theory into practice.

¨  Evaluate the appropriateness of the application of particular theoretical aspects of motivation to specific situations.

¨  Demonstrate their ability to formulate a comprehensive motivation strategy.

¨  Critically appraise existing motivation strategy within their organisations, identifying and addressing gaps.

¨  Formulate a workable motivation strategy.

¨  Follows the common trends in the popular motivation theories.

¨  Demonstrate their appreciation of the need for a variance in intrinsic and extrinsic values if motivation.

¨  Demonstrate how popular motivation theories have contributed to our understanding of worker behaviour.

¨  Locate performance related pay, productivity bonuses and other remuneration inducement within existing motivation theory.

¨  Indicate the part that training and development play in worker motivation.

¨  Manage the process of motivation, taking account of socio cultural and economic differences.

¨  Apply the ‘equity’ theory to work situation from a ‘differentiation perspective’, rather than and equality perspective’.

¨  Illustrate how the contingency approach to motivation might be applied to different situations.

¨  Manage the motivation process, taking account of the differences in preferences and expectation of workers.

¨  Demonstrate the need to balance the ‘individualist’ and ‘collectivist’ perspective to motivation.

¨  Directing Or Leading.

¨  The Concept of Motivation.

¨  Theories of Motivation.

¨  Content Theories & Some of Their Contributors.

¨  Maslow’s Hierarchy of Needs.

¨  Analysis of Maslow’s Claims.

¨  McClelland's Studies.

¨  Taylor: Money & Motivation.

¨  Motivator-Hygiene Factor: Hertzberg’s Contribution.

¨  Process Theories.

¨  Equity Theory.

¨  Goal-Setting Theory.

¨  Expectancy Theory.

¨  Equitable Reward Systems.

¨  Reinforcement Theories.

¨  Reinforcement Theory.

¨  Motivation & Contingency Theory.

¨  Designing An Effective Motivation Strategy.

¨  The collectivist Vs the individualist perspective of motivation.

¨  Common trends in Motivation theories.

¨  Intrinsic and extrinsic values of motivation.

¨  Motivation and worker behaviour.

¨  The extent to which salary or wages inducement motivate workers.

¨  Performance Related Pay (PRP).

¨  Productivity Bonuses.

¨  Efficiency Gains.

¨  Profit Share.

¨  The contingency approach to motivation.

¨        Social differentiation in motivation.

¨        Culture differentiation in motivation.

¨        Wealth as a factor in motivation.

¨        Class as an issue in Motivation.

¨        Individual expectation and motivation.

¨        Individual preferences as a motivating factor.

4

Training Needs Analysis: Determining Training Needs – Part 1

¨   

¨  Rationale For and Definition of Training Needs Analysis (TNA)

¨   Organisational Training Needs Analysis

¨   Subsystem Training Needs Analysis

¨  Individual Training Needs Analysis

¨  Approaches, Methods and Techniques of Training Needs Analysis.

¨  Approaches to and Methods of Training Needs Analysis

¨  Approaches to Training Needs Analysis

¨  Methods of Training Needs Analysis

¨  Focus Groups

¨  Action Learning

¨  Learning By Doing;

¨  Experiential Learning;

¨  Reflecting On Practice;

¨  Being Open;

¨  Sharing Ideas;

¨        Collaborating

Training Needs Analysis:

Determining Training Needs – Part 2

¨        Methods of Training Needs Analysis continued.

¨        Action Learning -

¨        Synergy;

¨        Learning To Learn;

¨        Life-Long Learning; And

¨        Learning In The Workplace.

¨        “Improved Strategic Thinking Ability;

¨        Understanding Group Processes And Organisational Change;

¨        Improved Understanding Between Sections Of The Organisation;

¨        Development Of New Skills (E.G. Leadership, Problem-Solving, Communication, Questioning. Presentation And Process Facilitation Skills);

¨        Ideas For Future Projects And Programs;

¨        A Concrete Outcome Of Benefit To The Organisation And Program Participants; And

¨        High Proven Returns On Investment In The Action Learning Program”.

¨        Action Research

¨        Process Management

¨        Assessment Centres

¨        TNA 2000

¨        Techniques of TNA

¨        Sources of Information for Training Needs Analysis (TNA)

¨        Strategic Plans

¨        Tactical Plans

¨        Operational Plans

¨        Strategic Operational Review

¨        Human Resource Plan

¨        Succession Plan

¨        Human Resource Audit

¨        Critical Incident Reports

¨        Individual Performance Appraisal Reports

¨        Personnel Deployment Charts

¨        Business Plans

¨        Strategic Plans

¨        Job Evaluation or Job Tasks and Role Analysis

¨        Client or Customer Feedback.

¨        Throughput Accounting

¨        Throughput Accounting: An Introduction

¨        Determining whether a Programme or event Increases Throughput

¨        Effect of Reducing Investment (Inventory) (money that cannot be used) in Business and Non-Business Organisations

¨        Reducing Operating Expense

5

Training Needs Analysis:

Determining Training Needs – Part 3

¨        Efficiency Gains

¨        Defining Efficiency Gains

¨        Measuring Efficiency Gains

¨        Improving Efficiency Gains

¨        Substituting the concept of ‘Efficiency Gains’, in Throughput Accounting, for the Concept of Net Profit in Training Departments, as in:

¨        Net profit (NP) = Throughput - Operating Expense = T-OE

¨        Return on investment (ROI) = Net profit / Investment = NP/I

¨        Productivity (P) = Throughput / Operating expense = T/OE

¨        Investment turns (IT) = Throughput / Investment = T/I

¨        Difference Between Education, Training and Development

¨        Training and ‘Opportunity Cost’

¨        Calculating Rate of Return From Training Investment

¨        Investors In People (IIP): The British Model

Training Expenditure or Investment?: Training Needs Analysis, Costing & Budgeting For Accelerated Rate of Return – Part 1

¨        Organisational Control

¨        Organisational Control Systems

¨        Operational Control

¨        Loading –

¨        Sequencing - 

¨        Detailed Scheduling:

¨        Other control mechanism include:

¨        Inventory control

¨        Cost control

¨        Quality control

¨        Budgeting As an Control Mechanism

¨        Budgeting and the Controlling of Organisational Resources

¨        Traditional methods of resource allocation.

¨        Modern Approaches To Resource Allocation - Based on Assessment of the Potential of Subsystem to Succeed, In relation to prevailing environmental situation

Responsibility centres in the form of:

¨        Revenue centres,

¨        Expense or cost centres,

¨        Profit Centres

¨        Investment centres

¨        Managing Organisational Resources

¨        Relationship Between Strategic Management And Resource Management

Conflict Between Corporate And Operational Management In Relation To Resource Utilisation0

6

Training Expenditure or Investment?: Training Needs Analysis, Costing & Budgeting For Accelerated Rate of Return – Part 2

¨        The Functions of Management

¨        Planning As A Function Of Management

¨        Strategic Plans

¨        Tactical Plans

¨        Operational Plans

¨        Standing Plans

¨        Co-ordinating as a Function of Management: Training and Development Modification

¨        Co-ordinating through Mutual adjustment

¨        Co-ordinating through Direct supervision

¨        Co-ordinating through Standardisation of work Process

¨        Co-ordinating through Standardisation of input - skills, knowledge and attitudes

¨        Co-ordinating through Standardisation of output

¨        Costing and Cost-Benefit Analysis

¨        Activity-Based Costing

¨        Policy Planning and Budgeting Systems (PPBS)

¨        Zero Base Budgeting

¨        Paradigm-Based Budgeting

¨        Process-Based Budgeting

¨        Priority-Based Budgeting

¨        Performance-Based Budgeting

¨        Activity-Based Budgeting

¨        Efficiency Gains

¨        Defining Efficiency Gains

¨        Measuring Efficiency Gains

¨        Improving Efficiency Gains

¨        Substituting the concept of ‘Efficiency Gains’, in Throughput Accounting, for the Concept of Net Profit in Training Departments, as in:

¨        Net profit (NP) = Throughput - Operating Expense = T-OE

¨        Return on investment (ROI) = Net profit / Investment = NP/I

¨        Productivity (P) = Throughput / Operating expense = T/OE

¨        Investment turns (IT) = Throughput / Investment = T/I Difference Between Education, Training and Development

¨        Training and ‘Opportunity Cost’

¨        Calculating Rate of Return From Training Investment

¨        Investors In People (IIP): The British Model

7

Staff Performance Appraisal

By the conclusion of the established learning activities, delegates will be able to:

¨        Locate performance appraisal within performance management structure

¨        Determine the objectives of performance appraisal

¨        Illustrate the organisational individual and subsystems benefits of performance appraisal

¨        Explain at least three appraisals systems

¨        Evaluate the effective ness of individual appraisal systems

¨        Conduct an appraisal interview

¨        Implement a 360 degree appraisal programme

¨        Customise, through a synthesis of existing systems, and an appropriate appraisal scheme that takes account of their unique cultural setting

¨        Address some of the short coming s of traditional appraisal systems

Demonstrate their ability to avert the halo and thorny effects in appraisal

¨        Performance appraisal: A definition

¨        Objectives of performance appraisal

¨        Why some managers are afraid to appraise

¨        Performance and the halo effect

¨        Performance appraisal and the thorny effect

¨        Organisational benefits and performance appraisal

¨        Individual benefits of performance appraisal

¨        Subsystem benefits of performance appraisal

¨        The appraisal cycle

¨        Systematising performance appraisal

¨        Some problems with performance appraisal

¨        Punitive aspects of performance appraisal

¨        Some popular appraisal systems

¨        Graphic rating scales

¨        Ranking

¨        Paired comparison

¨        Self appraisal

¨        Critical incident

¨        Management by objectives (mbo)

¨        360 degree appraisal

¨        The appraisal setting

Reward Management: Developing an Effective and Equitable Career Structure

By the conclusion of the established learning activities, delegates will be able to:

¨        Define reward in an employee relation context

¨        Suggest the importance of reward management in organisation

¨        Explain the bases of reward management

¨        Explain the reward model

¨        Provide an appraisal of a specific remuneration system

¨        Determine the factors that negatively or positively affect remuneration systems

¨        Formulate and evaluate a recommended remuneration package

¨        Understand and formulate pay or remuneration structures

¨        Determine the criteria that are used to evaluate remuneration structure

¨        Explain and evaluate the rationale for performance related pay

Employee reward: A definition Defining reward management The basis of reward management

¨        Reward management strategies: provide support for corporate values

¨        Reward management   derived from business strategy and goals

¨        Reward management and its links to organizational performance

¨        Reward management and the driving force for individual behaviour

¨        Reward management and its relationship to leadership styles

¨        Reward management and competition

¨        Reward management   and the attraction to high calibre personnel

¨        Encouraging positive and effective organisational culture

¨        Culture and organisational values

¨        Level and type of motivation customer or clients, product or service,

¨        Degree of learning that is encouraged and general identity

¨        Remuneration systems:

¨        Factors affecting remuneration systems:

¨        Government’ reduced or increased spending

¨        Increased or decreased labour force availability

¨        Organization’s expansion, contraction or diversification plans

¨        Increased competition

¨        Increased demand for quality

¨        Remuneration packages, including salary and welfare benefits and payments

¨        Pay or remuneration structures

¨        Pay structures, purpose, criteria and types

¨        Performance related pay (PRP)