22 Day HRM Seminar

Human Resource Management Seminar (public course) - An Award-Bearing Human Resource Management Programme

Leading To: HRODC Postgraduate Diploma in Human Resource Management: A Practitioner's Approach

This 22-Day HRM Seminar (public course) will also be held in Jeddah Saudi Arabia from February 1, 2006 to March 4, 2006. The Wolverhampton UK Delivery of this Seminar (public course) will take place from March 6 to April 4, 2006.

Human Resource Management: A Practitioner’s View – A 22-Day HRM Seminar (public course) To be held in London, UK

Seminars & Courses of 1 – 3 Months Duration, Lead To HRODC Postgraduate Diploma. Shorter Seminars & Courses, of 2 Days & More Lead To HRODC Diploma - Postgraduate. Attainment Requirement for Postgraduate Diploma and Diploma at Postgraduate Level is 50% Minimum.

Seminar No.

Seminar – Public Course - Title

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Dates

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Highest Award

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Delegate

MODULE Number & TITLE	OBJECTIVES	CONTENTS	DURATION
1.Human Resource and Personnel Management	By the conclusion of the established learning activities, delegate will be able to: Demonstrate understanding of distinguish between personal management and human resource management. Indicate the significant aspects in development of human resource management and personal management. Demonstrate an appreciation of important of welfare in the development of personal management and human resource management. Relate the part played by Cadburys roundtree in the development of personal management and human resource management. Manage the strategic role. Illustrate the difference between the Hard approach to HRM and Soft approach to HRM.	The Development Of HRM. Personnel and HRM: A Distinction. The advent of welfare management. The role of Rowntree in industrial welfare development. Welfare workers and recruitment and selection. The development of professional personnel and human resource management. Concerns of personnel management: Recruitment and Selection Workers’ Welfare and Benefits Industrial Relations Staff Appraisal Staff Training The strategic significance of human resource management. Concerns of human resource management: Recruitment Selection Motivation Human Resource Planning Workforce Management Strategy E.g. Workforce Flexibility Flexible Working Strategy	1 Day
2. Human Resource Planning	By the conclusion of the established learning activities, delegate will be able to: 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. Determine the factors influencing human resource planning.	The rationale for human resource planning (HRP). The Approaches to HRP The link between HRP and corporate planning. The investigation and forecasting processes-understanding contextual influences. Designing, implementing and reviewing the effectiveness of HRP.	1 Day Ú
3. The Strategic Significance of Employee Resourcing & Approaches to Employee Resourcing		The role of employee Resourcing in contributing to corporate strategies and goals. The role of internal and stakeholders in the employee Resourcing process and managing their potentially conflicting concerns, values and expectations. Understanding the different approaches to Employee Resourcing Traditional, new paradigms and contingency-based Employee Resourcing.	1 Day
4. Employee Flexibility and Workforce Flexibility	By the conclusion of the established learning activities, delegate will be able to: Demonstrate understanding of different type and levels of organisational flexibility, from an Industrial Relation or Employee Relations prospective. Suggest what Numerical Flexibility means. Indicate the benefits of functional flexibility of workers and managers Indicate the relationship between Temporal Flexibility and Financial Flexibility. Decide what workers or managers are likely to gain from Geographical Flexibility.	1. Alternative patterns of work and the increase in the non-standard contracts: The different forms of worker flexibility Elements of Workforce Flexibility Numerical Flexibility Functional Flexibility Temporal Flexibility Financial Flexibility Geographical Flexibility Hard and Soft HRM The flexibility debate: The concept of the ‘flexible firm’ The strategic use of flexible workers Flexibility strategies for economic development	1 Day Ú
5. Job Design and Recruitment and Selection: The legal parameter		Effective job design-HRP and job design; difference approaches to job design; link with motivation theory. The recruitment process: Job analysis, job description Person specifications Drafting job advertisements Methods recruitment The selection process: principle methods and techniques (application forms, CVs, references, interview, psychometric tests, assessment centres, use of technology). Measuring the effectiveness of recruitment and selection: Validity Reliability Monitoring outcomes Continuous improvement processes	1 Day Ú
6. People and Performance: A Behaviourist Approach		Managing entry into the organisation: Induction programmers Transmitting corporate values Probationary periods Early leavers	.5 Day
7.Employee Retention		Career management career theory, career development, management and succession planning Management succession charts Psychometric testing The psychological contract and the impact on employee retention	.5 Day
8. 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.	.5 Day Ú
9. Organisational Development		What is Organisational Development (OD)? OD and Organisational Effectiveness: Differing Perspectives Micro-OD Macro-OD OD Interventions Determining OD Success	.5 Day
10. Dynamics of Organisational Change Management	By the conclusion of the specific learning & development activities, delegates will be able to: Demonstrate their awareness of the inevitability of organisational cha Demonstrate the need for a proactive stance in relation to Organisational chan Determine the factors, which contribute to workers’ resistance to change. Suggest the efforts, which an organisation might employ to reduce workers’ resistance to change. Demonstrate their awareness of change management and human resource implications. Distinguish between change strategies and approaches to change. Illustrate the advantages and disadvantages of each strategy. Manage latent and manifest resistance to change. Determine the situations when a particular approach might be appropriate. Determine the most effective ways of communicating change decisions to workers. Illustrate the advantages and drawbacks of group involvement in decisions related to change. Design measures, which will ensure change institutionalisation. Demonstrate leadership in the implementation of change, whilst avoiding whilst avoiding Human and Organisational Casualties.	Change and Its Inevitability. Anticipating The Need For Change. Resistance To Change: Latent & Manifest. Change Management And Human Resources Implications. Pertinent Factors Associated With Change Implementation. Approaches To Change: Their Merits & Demerits. The Big Bang Approach. The Incremental Approach. Strategies For Effecting Change. Influence Change Strategies: When They Should Be Used Or Avoided. Control Change Strategies: When They Should Be Used Or Avoided. Communicating Organisational Change. (organizational change). Communication Media: Mass or Personalised Communication? Mode and Channels of Communication. Getting The Message Right. Timing of Communication. Who Should Communicate What, When? Use of Groups In Change Process. Managing latent and manifest resistance to change. Effective, overall, change leadership. Leading change implementation. Selecting the Appropriate Change Agent Internal or External. Speed of Change. Change Acceleration: Averting Organisational (organizational) and Individual casualties. Confidence. Change Tolerance and Individual Stress Levels. Managing the External Environment: Improving Perception and Instilling Stakeholders, generally. Shareholders and Funding Agents. Customers and Clients. Potential Customers and Clients. Change Institutionalisation: Returning To Normality.	2 days Ú
11. Diversity Management Seminar (public course) 'The Management of Workforce Diversity A Value Added Inclusion'	By the conclusion of the specific learning & development activities, delegates will: Distinguish between equal opportunities and diversity management. Demonstrate their awareness of the bases for racial, ethnic and gender discrimination, focusing on the social identity perspective. Be able to determine the organisational benefits of organisational diversity, on the bases of cost, resource acquisition, marketing, and creativity & system flexibility. Be aware of vital diversity factoids, useful to their organisation’s effective operation. Be able to design a system by which organisational diversity will be managed. Have devised a managed approach to organisational culture. Have devised a strategy for the creation of a bias-free human resource management. Have devised ways to encourage a ‘gender friendly’ work environment - manifest in a bias-free career & promotion system and reduction in work-family conflict. Demonstrate their understanding of ‘sentience’ as a basis for discrimination. Have devised a system by which gender, racial and ethnic heterogeneity are promoted. Be aware of the de-moralising effect of ‘resonation’. Be able to recognise resonation, taking the necessary steps to avert or prevent its reoccurrence. Demonstrate their ability to manage complaints and disciplinary systems in such a way that all opportunities for discrimination are removed. Demonstrate their ability to apply their knowledge of organisational diversity to reducing the likelihood of ‘sentience’. Have applied their understanding of organisational diversity to promote a desirable level of cohesiveness, reducing the likelihood of ‘groupthink’. Have demonstrated competence in ‘diversity counselling’. Have demonstrated expertise in ‘relationship management’. Have exhibited the ability to detect tendencies towards ‘sentience’ as a direct result of diversity. Have demonstrated the ability to effectively manage in situations where sentience exists, progressing towards its elimination. Have demonstrated their ability to formulate, implement and monitor an effective diversity policy. Demonstrate exceptional leadership in the management of a diverse workforce.	The concepts of equal opportunities and diversity management. Exploring Workforce Diversity Cultural Diversity, generally Gender Diversity Racial Diversity Ethnic Diversity Age Diversity Perceptual and Mental Diversity Physical Diversity Sexuality Diversity Sentience as a basis for racial, ethnic and gender discrimination. Racial, ethnic and gender discrimination: the social identity Perspective. Equal Opportunities in employment and the British Legislation. Gender and sex discrimination. Age Discrimination (ageism and reverse ageism). Disability discrimination. Racial discrimination. Discrimination as Social Identity. Understanding and dealing with Sentience. The effectiveness of the British Legislation in protecting the rights of the disadvantaged groups. Gender Disparity in Organisations: An Analysis of the status of women in the workplace Diversity Mismanagement and its consequence for organisational survival: Some case examples Beyond Equal Opportunities: Towards Diversity Management Diversity management and effective human resource utilization. Constitution of committees and task forces. Gate keeping: Avoiding ‘resonation’ Utilizing marketing intelligence. Activities Necessary For An Effective Management of Organisational Diversity: Managing Organisational Culture Ensuring Human Resource Management System Is Bias Free. Managing Diversity through: Recruitment Training Education Development Managing Diversity in: Appraisal Compensation Benefits Promotion. Creating a Higher Career Involvement of Women: Eliminating Dual Career Routes Managing Diversity through the Prevention of Subtle Sexual Harassment.	3 days Ú
12. Organisational Culture & Communication		Organisational Culture Task Culture Role Person Power Cultures The relationship between Organisational Culture and Organisational Structure. Communication: A Definition The communication process Methods of communication Oral communication Written communication Non-verbal communication Electronic (Computer aided communication)	.5 Day Ú
13. Communication & the Organisation’s Cross Cultural Environment		Barriers to effective communication - e.g.: Filtering Selective perception Emotions Language Culture Miss-management of multiculturalism Gender differences Conflict between body language and spoken words Efforts to avert or eliminate communication barriers.	.5 Day
14. Employee Resourcing: Recruitment and Selection	By the conclusion of the specific learning & development activities, delegates will be able to: Exhibit an understanding of the desirability of a limited turnover of staff. Demonstrate their ability to determine the type of commitment that motivates particular individuals to join an organisation. Have designed ways of stabilizing staff turnover/high turnover. Be aware of how personnel demand forecast (PDF) is conducted. Demonstrate their ability to conduct a human resource audit. Be aware of the non-conventional selection methods. Be able to conduct periodic and exit interviews. Demonstrate their ability to conduct job analysis. Be able to design job description and personnel specification for particular roles. Be able to weight a candidate assessment form, on the basis of job description and personnel specification. Be able to use candidate assessment form in short listing and Interviews. Be able to conduct individual and panel interviews. Be capable of arriving at objective decisions in personnel Selection. Be able to analyse education, training and development programmes. Be able to design an effective induction package. Demonstrate an understanding of the legal bases of Employee Resourcing. Relate specific recruitment, selection, retention and exit issues to UK and European legislation. Cite Specific legislation and related cases relevant particular job design issues. Suggest the constraints that specific UK Protective Legislation place on the recruitment, selection and management of employees. Demonstrate their ability to lead a recruitment and Selection team. Be able to manage recruitment and selection within a ‘Resourcing context’.	Staff turnover and negative and positive impact on the organisation; Levels of Individual Commitment of potential and new recruits. Moral Commitment. Remunerative Commitment. Calculative Commitment. Recruitment and Selection as a Resourcing activity. Training, Education, Development as facilities for new recruits. The importance of Human resource Forecasts. Methods of forecasting human Resource needs of the Organisation. Strategic Operational Review’ (SOR) as prerequisite for Human resource forecasting. The legal bases of Recruitment and Selection. Importance of Human Resource Audit. Conducting Human Resource Audit. Periodic and Exit Interviews. Systematic Recruitment and Selection Process. Conducting Job Analysis. Designing Job Description. Designing Personnel Specification. Market Targeting. Designing and placing Advertisement. Weighting and Using Candidate Assessment Form (CAF). Conducting Interviews. Non-conventional Personnel Selection. The value of Staff Induction. Organising an induction programme. Running an induction Programme. Short-listing candidates. Conducting Interviews. The value of and problems of e-recruitment. The different types and levels of e-recruitment. Conducting periodic interviews. Conducting exit interviews. Job design and the law.	3 days Ú Ú
15. Trainer Training	By the conclusion of the specific learning & development activities, delegates will: 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 Ice-Breaker And Closure Activities. Creating An ‘Ideal’ Setting. Designing Course Evaluation Questionnaires.	3 days Ú Ú
16. Customer or Client Care	By the conclusion of the specific learning & development activities, delegates will be able to: Demonstrate an understanding of value of front-line staff to organisational effectiveness. Exhibit competence in fundamental aspects of customer/ client service - incorporating sensitivity to clients’ needs. Exhibit a ‘functional’ level of interpersonal relationship. Communicate effectively with: Clients Colleagues Juniors Managers Demonstrate an understanding of the legal framework of client service. Recall fundamental elements of the ‘Sale of Goods Act 1979’. Recall the obligations of the retailer/ service provider under the ‘Sale of Goods Act 1979’. Recall the obligation of the producer of goods and service, under the ‘Sale of Goods Act 1979’. Demonstrate their ability to remain calm and courteous during unpleasant situations such as an encounter with an irate client. Exhibit an understanding of the functioning of a ‘client-driven organisation’. Exhibit an awareness of the high standard of service, which each client anticipates. Demonstrate their ability to initiate improvements in client service. Assist clients in solving their problems relating to products and service. Illustrate their ability to manage internal and external customer/client care environments. Demonstrate their expertise in leading a customer/client care team. An understanding of the fundamentals of leadership and management. Exhibit leadership in dealing with ‘the irate customer/ client’. Provide examples of the legal application of ‘Fitness For Purpose’. Demonstrate their ability to contribute to the maintenance of customer/ client loyalty. Illustrate their understanding of the need to Empower Front-line Staff to Redress ‘Dissatisfactory Client/ Customer Situations’. Exhibit a willingness to seek help and advice from colleagues and managers, when faced with difficult situations. Appreciate the need to maintain a ‘generalised client/ customer information system’. Recall the obligation of the service provider/ product retailer, and manufacturer under The Supply of Goods and Services Act 1982. Determine what constitutes a ‘non-binding’ contract, under The Unfair Terms in Consumer Contracts Regulations 1999. Suggest the role of the Office of Fair Trading (OFT), in dealing with consumers’ complaints under The Unfair Terms in Consumer Contracts Regulations 1999. Indicate The Powers of the Office of Fair Trading, under the Unfair Terms in Consumer Contract Regulations 1999. Determine the role of Trading Standards in dealing with consumer complaints. Recall important points of law in the Unfair Terms in Consumer Contract Regulations 1999.	Who is a ‘front-line staff’? Who has customer/ client-relation and customer/ client-relation responsibility? Value of front-line staff to organisational effectiveness: Features of a Client-Driven Organisation Internal & External Factors Influencing Client Behaviour Client Motivation Responsibility of the service provider/ goods retailer, and manufacturer under The Supply of Goods and Services Act 1982. How Can We Assure Clients That They Are Getting a Good Deal? Working Towards Clients’ Continued Accessing of Service The ‘Sale of Goods Act’ Legal Interpretation of ‘Fitness For Purpose’ Sensitisation & Client Needs: Role Transposition What To Know About Your Clients Maintaining a Generalised Client Information System Dealing With Sensitive Situations: Confidentiality VS Disclosure Dealing With an Irate Client: Understanding Clients’ Frustration Improving Worker-Client Relation Dealing with ‘the irate customer/ client. Communication: Perfecting ‘The Approach’ & Offering Assistance Contributing to the maintenance of customer/ client loyalty Empowering Front-line Staff to Redress ‘Dissatisfactory Client/ Customer Situations’ Seeking help and advice from colleagues and managers, when faced with difficult situations Dealing with conflict between client/ customer and front-line staff. The responsibility of service provider/ goods retailer under The Sale and Supply of Goods to Consumers Regulations 2002. Client Service: The Legal Environment Obligations of the retailer/ service provider under the ‘Sale of Goods Act 1979’ The responsibility of service provider/ goods retailer under The Sale and Supply of Goods to Consumers Regulations 2002. The Unfair Terms in Consumer Contract Regulations 1999. What constitutes a ‘non-binding’ contract, under The Unfair Terms in Consumer Contracts Regulations 1999. The role of the Office of Fair Trading (OFT), in dealing with consumers’ complaints under The Unfair Terms in Consumer Contracts Regulations 1999. The Powers of the Office of Fair Trading, under the Unfair Terms in Consumer Contract Regulations 1999s. The role of Trading Standards in dealing with consumer complaints.	2 days Ú Ú Ú
17.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. Illustrate how the contingency approach to motivation might be applied to different situations. Indicate the part that training and development play in worker motivation. Manage the process of motivation, taking account of socio cultural and economic differences. Manage the motivation process, taking account of the differences in preferences and expectation of workers. Apply the ‘equity’ theory to work situation from a ‘differentiation perspective’, rather than and equality perspective’. 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.	2 days Ú

Human Resource Management: A Practitioner’s View – A 22-Day HRM Seminar (public course) To be held in London, UK

Duration

Sep 2006

Copyright © 2003-2011 Human Resource and Organisational Development Consultancy (HRODC) Postgraduate Training Institute
Last modified: 29-01-12

Human Resource Management: A Practitioner’s View – A 22-Day HRM Seminar (public course) To be held in London, UK

Duration

Sep 2006

Copyright © 2003-2011 Human Resource and Organisational Development Consultancy (HRODC) Postgraduate Training Institute Last modified: 29-01-12

Copyright © 2003-2011 Human Resource and Organisational Development Consultancy (HRODC) Postgraduate Training Institute
Last modified: 29-01-12