COR PO R ATE PROFILE TR AI NI NG & CO NSULTING
HUMAN RESOURCES
LEADERSHIP
INDUSTRIAL RELATIONS
DIVERSITY
DURBAN • 031 309 4627 JOHANNESBURG • 0861 47 47 22 PORT ELIZABETH • 021 201 6996 CAPE TOWN • 021 201 6996
w w w.bru niq u el. co. z a
EMPLOYMENT EQUITY
CONTENTS INTRODUCTION B&A EMPOWERMENT TRAINING B&A BRANCHES VISION, MISSION & VALUES PRODUCTS & SERVICES and PORTFOLIO OF EVIDENCE ACCREDITATION B-BBEE CERTIFICATES CONSULTING SERVICES HUMAN CAPITAL APPROACH
3 4-5 6 7 8-9 10 11 12-13 14
LABOUR LAW , INDUSTRIAL RELATIONS & HUMAN RESOURCES Supervising / Managing in a Unionised Environment + Basic Labour Law Practical Labour Law + Discipline & Dismissals Managing Poor Performance & Incapacity + Initiating Disciplinary Enquiries Rules of Evidence + Chairing Disciplinary Enquiries Handling Disciplinary Hearings + Practical Arbitration Skills Practical Negotiating Skills - Labour Relations + Commercial Negotiations Assertive Conflict Handling + Handling Complaints & Grievances HR Role in Discipline + Shopfloor Role Dynamics Employment Equity Act Performance Management + Paterson Job Evaluation Selecting For Excellence + Sexual Harassment Shop Steward Leadership Skills + Disciplinary Handling Skills for Shop Stewards Shop Steward Functional Skills PRACTICAL LEADERSHIP SKILLS PROGRAMME - NQF 4 Leadership Communication Skills + Understanding Leadership Role of the Leader + Motivating a Work Team Job Instruction & Coaching PRACTICAL LEADERSHIP SKILLS PROGRAMME - NQF 5 Leadership Communication Skills + Team Building Skills Understanding Operational Leadership + Selection & Coaching Skills Instruction, Training & Coaching Skills SPECIALISED TRAINING PROGRAMMES Workplace Coaching & Mentoring + Disciplinary Handling Refresher Basic Business Awareness + Employee Business Awareness Assertiveness & Time Management Course Facilitator Skills + Interact with Customers Conducting Outcomes-based Assessments + Championing Diversity Induction Programme
16 17 18 19 20 21 22 23 24 25 26 27 28
Effective Presentation Skills + Introducing Leadership
45
Energized Teams + Energized Teams Discovery Leadership Development Workshop Results Driven Leadership + Reaching Resolutions Workshop
46 47 48
32 33 34 36 37 38 39 40 41 42 43 44
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INTRODUCTION Pioneer in diversity and labour relations Bruniquel & Associates, one of SA’s early pioneers in diversity and labour relations training has been in business for over 35 years. B&A’s mission is to facilitate transformation, reduce conflict and normalise workplace relations by: –– making parties aware of their rights and duties and the need to enforce boundaries; –– providing advice and proven pragmatic policies, procedures and systems; –– creating awareness of the need for leadership to change the cycle of conflict; and –– providing practical systems based training to ensure role players have the necessary knowledge and skills. Comprehensive offering B&A broad product offering of more than 40 different courses meet the majority of needs and can also be customised to each client’s specifications. 7619 learners were trained in various B&A training courses in 2016. Highly skilled and qualified staff & facilitators Dedicated key account managers get to understand your business and develop a positive working relationship in order to, provide excellent service and ensure the correct interventions to meet your specific needs. B&As’ training facilitators are subject matter experts who are licenced to train HR and IR courses. The company uses internal consultants and over 25 contracted external consultants to make sure it can meet the demands of clients irrespective of their location. National presence With offices in Durban, Johannesburg, Port Elizabeth and Cape Town, B&A can provide consulting services and run courses nationwide ensuring consistency and cost savings. Pedigree B&A has a Level 1 B-BBEE rating, is endorsed by the South African Board for Personnel Practice and is fully accredited with the Services SETA. B&A has a reputation for ethical conduct.
CFO: What if we invest in our people and they leave? CEO: What if we don’t and they stay?
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B&A EMPOWERMENT TRAINING TRAINING PROGRAM
DAYS
NQF LEVEL
CREDITS
SAQA US No.
INDUSTRIAL RELATIONS Supervising in a Unionised Environment
2
4
-
-
Managing in a Unionised Environment
2
5
-
-
Basic Labour Law
2
4
-
-
*Practical Labour Law
3
4
8
13952
Discipline & Dismissals under the LRA
1
4
-
-
Managing Poor Performance & Incapacity
2
5
-
-
*Initiating Disciplinary Enquiries
2
5
8
11286
*Rules of Evidence
1
5
6
119952
*Chairing Disciplinary Enquiries
2
6
5
10985
Handling Disciplinary Hearings
3
5/6
8/5
11286/10985
Practical Arbitration Skills
2
6
-
-
*Practical Negotiation Skills - Labour
2
4
5
13948
*Practical Negotiating Skills – Commercial
2
4
5
13948
*Assertive Conflict Handling
2
5
8
114226
Handling Complaints and Grievances
1
5
-
-
HUMAN RESOURCES HR Role in Discipline
2
5
-
-
Shopfloor Role Dynamics
2
4
-
-
Employment Equity Act
1
4
5
10983
*Performance Management
2
5
8
252034
Paterson Job Evaluation (includes job profiling)
1
4
-
-
*Selecting for Excellence
2
5
9
12140
Sexual Harassment: Code of Good Practice
½
5
-
-
SHOP STEWARD TRAINING Shop Steward Leadership Skills
3
4
12
242824
Disciplinary Handling Skills for Shop Stewards
3
5
8
11286
Shop Steward Functional Skills
4
5
16
11286/114226
SPECIALISED COURSES Workplace Coaching & Mentoring
2
3
9
113909/117877
Disciplinary Handling Refresher
1
5
-
-
Basic Business Awareness
2
3
15
243803
Employee Business Awareness
1
3
-
-
Assertiveness & Time Management
2
4
-
-
*Course Facilitator Skills
3
5
10
117871
Interact with Customers
2
3
-
-
*Conducting Outcomes-based Assessments
4
5
15
15753
Championing Diversity
1
4
-
-
Induction Programme
This course must be customised for each organisation and is sold as a training package subject to quotation based on requirements.
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DAYS
NQF LEVEL
CREDITS
SAQA US No.
LEADERSHIP AND ORGANISATIONAL DEVELOPMENT PRACTICAL LEADERSHIP SKILLS - NQF 4 *Leadership Communication Skills
2
4
10
119462/12153
*Understanding Leadership
2
4
12
242824
*Role of the Leader
2
4
17
242821/242814/ 242811
*Motivating a Work Team
2
4
10
242819
Job Instruction & Coaching
1
3
3
117877/ 113909
PRACTICAL LEADERSHIP SKILLS - NQF 5 *Leadership Communication Skills
2
5
8
12433
*Team Building Skills
2
5
6
252037
*Understanding Operational Leadership
2
5
8
120300
*Selection & Coaching Skills (2 days Selection 2 days Coaching)
4
5
8
252035
SPECIALISED COURSES Effective Presentation Skills
2
5
-
-
Introducing Leadership
1
4
-
-
Energised Teams
2
5
-
-
1 day or 2 hr briefing session
5
-
-
3
4
-
-
1 day sessions consisting of 5 sessions
5
-
Customised
2
4
-
Customised
Energised Team Discovery Leadership Development Workshop Results Driven Leadership Reaching Resolution Workshop
NOTE: *
denotes Seta accredited courses. These require Portfolios of Evidence and are longer for that reason. A minimum of an additional 1 day is required for a POE building workshop.
Italics denotes that the course has been aligned with the unit standard(s) but Seta accreditation is awaited.
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B&A BRANCHES Bruniquel & Associates Head Office 6 Henwood Road Greyville Durban 4023 Tel: 031 309 4627
Bruniquel & Associates Eastern Cape P.O.Box 28090 Sunridge Park Port Elizabeth 6045 Tel: 021 201 6996
Bruniquel & Associates Inland 334 Equestrian Road Ruimsig Gauteng 1732 Tel: 0861 474 722
Bruniquel & Associates Kokstad 94 Hope Street Kokstad Kwa-zulu Natal 4700 Tel: 039 727 1773
Bruniquel & Associates Richards Bay P.O.Box 101813 Meerensee Kwa-zulu Natal 3901 Tel: 035 753 1255
Bruniquel & Associates Western Cape Waverley Business Park Wyecroft Road, Mowbray Cape Town 7925 Tel: 021 201 6996
CONTACT YOUR NEAREST ACCOUNT MANAGER Kwazulu Natal / Durban Paul Steyn: paul@bruniquel.co.za Cell: 082 443 4524 - Skype: paulsteyn1970 Muvashan Naguran: muvashan@bruniquel.co.za Cell: 082 443 4467 - Skype: m.naguran
Tony Jordaan: tony@ba-inland.co.za Cell: 082 888 6318 Nolene Smith: NoleneSmith@ba-inland.co.za Cell: 082 578 3033
Julia Hamilton: julia@bruniquel.co.za Cell: 073 620-2601 - Skype: julia.hamilton38
Western Cape Lisa Bradley: lisa@bruniquel.co.za Cell: 072 630 2638 - Skype: lisabradley83
Nkululeko Mthiyane: nkululeko@bruniquel.co.za Cell: 078 466 9127 - Skype: nkululeko.m
Sheryl Appollis: sheryl@bruniquel.co.za Cell: 082 443 4070 - Skype: sheryl.appollis
Kwazulu Natal / Kokstad Burtie Terblanche: burtie@bruniquel.co.za Cell: 083 635 0226
Eastern Cape Lisa Bradley: lisa@bruniquel.co.za Cell: 072 630 2638 - Skype: lisabradley83
Kwazulu Natal / Richards Bay RenĂŠ de Waal: rene@bruniquel.co.za Cell: 083 417 0130 - Skype: renedewaal2
Northern Cape Lisa Bradley: lisa@bruniquel.co.za Cell: 072 630 2638 - Skype: lisabradley83
Inland / Gauteng Hannetjie Hock: hannetjie@ba-inland.co.za Cell: 082 446 7684
Free State Hannetjie Hock: hannetjie@ba-inland.co.za Cell: 082 446 7684
Philippa Swan: philippa@ba-inland.co.za Cell: 083 442 6657 - Skype: philippa.swan
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VISION & MISSION VISION We believe in helping people to realise their potential, driving positive change and inspiring leadership in the workplace. In promoting these beliefs we strive to be recognised as the leading HR/IR & training consultants with the best, most practical solutions in Southern Africa. MISSION To create harmony in workplaces by providing clients with practical advice, systems and training in people skills with a view to spreading respect, peace and economic prosperity for all businesses to meet global standards.
VALUES INTEGRITY Honesty, authenticity, principle and respect are the four pillars upon which relationships with clients and the B&A team are built.
CONSISTENCY B&A seeks to consistently provide advice, products and services that are informed and dependable.
EXCELLENCE B&A prides itself as a company of excellence, where we continually strive to perfect the basics in everything that we do.
TEAMWORK Teamwork is at the core of the integrity, excellence, consistency, and fun that defines who we are.
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PRODUCTS & SERVICES – KEY DIFFERENTIALS “It’s hard to make things simple” Sir Richard Branson Simplicity The simplicity and practicality of B&A courses is what distinguishes them. Based on proven systems, they make labour law understandable to managers, supervisors and shop stewards. The training methodology used in the courses is unique as it combines various training technques to ensure that the skills learnt are transferred to the workplace. Experienced, competent facilitators are used to stimulate group discussions, facilitate role plays and practical exercises. B&A is one of the few, if not the only consultancy, which produces its own training videos. These are made to broadcast standards and have won national television awards in the past. The programmes are augmented by DVDs based on actual South African cases and footage. However, if people are to master the skills portrayed in the DVDs, they need the opportunity to practice them and to receive feedback on their performance by a subject matter expert. Role plays and practical exercises during the training therefore form an integral part of B&A’s training methodology. Ready reference booklets are supplied to facilitate easy reference of core material being trained. Formative and Summative tests are used during the training and may be augmented by workplace assignments, so as to ensure transfer of knowledge and skills from the classroom. Free Telephonic advice is offered to all delegates that have attended an IR B&A training programme for a period of 6 months after their training. B&A’s consulting approach is practical and personalised to ensure your business requirements are best met while ensuring legislative compliance.
PORTFOLIO OF EVIDENCE (POE) B&A courses are designed around registered unit standards, where available, and are targeted at management, supervisors, team leaders and shop stewards. A Certificate of Completion is issued by B&A to all participants who attend training and are not undergoing assessment. This certificate is included in the course fee. The certificate will depict the learning outcomes of the course attended. To ensure comprehension and reinforcement during the training intervention, participants do formative tests and/or a summative test. If required by the client, some training programmes have a final assignment that learners may be required to complete. This will indicate competence but is not sufficient for Seta certification which requires the submission of a Portfolio of Evidence. A Certificate of Competence can only be issued on the authorisation of the Services SETA or the ETDP SETA. Each learner receives a Portfolio of Evidence File, which must be completed and submitted for assessment and moderation in order to receive a Certificate of Competence. An accredited B&A assessor (normally the course facilitator) will assess the POE. If a learner is found ‘not yet competent’, the learner will be required to do remedial work as indicated and re-submit the POE for re-assessment. The POE’s are moderated externally by a registered moderator. Once the SETA approves and authorises certification, B&A will issue Certificates of Competence.
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ACCREDITATION
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CONSULTING SERVICES Bruniquel & Associates provides a comprehensive Human Resources consulting service to businesses nationally. This includes the following:
Administration & Control
Risk Management & Compliance
HR AREA
ISSUE HR /IR Audits
HR Strategy
Employment Equity Skills Development Employment Contracts
ACTION • • •
Conducting independent HR/IR risk and compliance audits. Identifying risks and preparing appropriate feedback reports to management. Recommended appropriate risk mitigation interventions.
•
Conducting HR Strategy Workshops and assisting employers to develop and implement a comprehensive HR Strategy and Action Plan. Analysing current structures and advising on appropriate structures best suited to meet the needs of the business.
• •
Facilitating the establishment and training of Employment Equity & Training Committees and the compilation of EE plans and reports.
•
Assisting clients to develop Workplace Skills Plans and Annual Training Reports and to claim SD levies from the appropriate SETA.
•
Drafting of employment contracts, in accordance with relevant legislation and customised in line with the policies of the Company.
•
Development of customised HR policies, procedures and systems to suit the culture and needs of the business, which are legally compliant and based on best practice. (B&A have developed a set of comprehensive policies and procedures).
• •
Job profiling. Implementation of the Paterson Job Evaluation system including preparing job profiles, training of management and employee representatives on the Paterson system, convening and managing job grading panels. Organisational design analysis and human capital costing.
HR Policies & Procedures
Job Evaluation & Organisational Design
• Attraction & retention
• Recruitment & Selection • • •
Analysing and formalising pay structures. Analysing remuneration and benefits against local and national pay surveys and recommending adjustments where relevant.
•
Analysing and designing reward & recognition schemes based on best practice and customised to the client’s needs.
•
Organisational culture analysis and submitting proposals related to human resources and leadership practices.
HR Strategy
•
Developing an HR Strategy aligned to the National HR Standards.
Pre-Audit Gap Analysis
•
Conducting a audit to identify shortfalls against the National HR Standards.
Remuneration & Benefits Reward & Recognition Organisational Culture
SABPP National HR Standards
Implementation of a job competency based employment procedure with appropriate documentation. Facilitation of interview and selection processes.
Aligning Policies & HR • Practices with the National Standards
Developing and implementing action plans to ensure the business complies with the National HR Standards and becomes accredited against thee Standards.
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CONSULTING SERVICES HR AREA
ISSUE
Performance & Development
Skills Audits Career Paths & Succession Planning
Performance Management
Team Building
ACTION • •
Conducting skills audits to identify skills gaps, training needs and development. Ensuring WSP is aligned with business needs and skills gaps.
•
Developing Career Paths and Succession Plans to promote employee development whilst promoting business continuity. Facilitate the establishment of Mentorship and Coaching Programmes.
• • • •
Development of Company, Department and Team Balanced Scorecards. Development of KPAs, KPIs and Standards for all jobs. Conducting Performance Management workshops for managers and supervisors who will be conducting performance assessments.
•
Facilitating team building sessions to improve the synergy and effectiveness of teams, by combining theory with practice in a fun environment.
•
Analysis of current absenteeism and sick leave records and development of appropriate corrective measures. Implementation of a formal referral system for dealing with troubled employees. Training of line management to identify and deal constructively with intermittent absenteeism.
Absenteeism
• •
Coaching & Mentoring
•
One on one engagement for individual performance and personal development.
•
Advising on corrective action and facilitating referral of employees for medical evaluations or professional counselling, and the preparation of appropriate documentation to record corrective action taken. Advising and assisting with the investigation of and preparation for complex cases e.g. organised theft. Assisting managers to prepare for the cases. B&A provides experienced chairpersons to conduct disciplinary hearings and arbitrations.
Discipline & Dismissals
•
Industrial Relations
• • Trade union negotiations • • Strike Handling & Contingency Planning
•
Managing disputes including preparing appropriate correspondence and records and advising on appropriate strategies and tactics in conflict situations . Handling work stoppages and strikes including the implementation of contingency plans, advising on strategy, preparing notices, correspondence and other documentation and negotiating a resolution.
•
Advising on retrenchments including preparing appropriate documentation and facilitating retrenchment consultations with employees and trade unions, if applicable.
•
Implementing absenteeism monitoring and formal referral systems to deal with absenteeism and sick leave abuse.
Retrenchments Absenteeism
Advising on trade union approaches, including verifying representation, the drafting of Recognition & Procedural Agreements and the negotiation of these with the representative union. Advising and assisting with wage negotiations with the representative union.
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HUMAN CAPITAL APPROACH HR PARTNER ROLES CHANGE AGENT
Risk Management & Compliance HR Audit HR Strategy HR Risk Management Legal Compliance • Employment Equity • Skills Development • BCEA • LRA • COIDA • UIF • OHSA (associate company)
BUSINESS PARTNER
EMPLOYEE CHAMPION
ADMINISTRATIVE EXPERT
B&A CONSULTING - Retainer OR Ad-hoc Consulting Administration & Attraction & Performance & Control Retention Development Employment contracts
Recruitment & Selection
HR Policies & Procedures
Remuneration & benefits • Salary structuring • Benchmarking
HR Systems establishment HR Systems administration Job Evaluation • Job Profiles • Job Grading
Industrial Relations
Skills Development
Union Relations
Education Assistance
Staff Relations
Performance Management
Discipline & Dismissals • Chairing Disciplinary Enquiries • Dismissals & ULP Resolution • CCMA Representation
Scorecards Career Paths
Reward & Recognition
Mentorship & Coaching
Organisational Culture
Succession Planning
Negotiations
Team Building
Conflict & Dispute Resolution Contingency Planning
B&A ACCREDITED TRAINING PROGRAMMES - In-house Training OR Public Workshops Basic Labour Law Practical Labour Law Employment Equity
Paterson Job Evaluation
STRATEGIC
Linking IR & Leadership Championing Diversity Sexual Harassment Selecting for Excellence Team Building Skills
OPERATIONAL
Practical Leadership Skills NQF 4&5 Assertivesness & Time Management Conflict Handling Effective Presentation Skills Job Instruction & Coaching Team Building Skills Performance Management
PROCESSES
Managing Poor Performance & Incapacity Initiating Disciplinary Enquiries Chairing Disciplinary Enquiries Practical Arbitration Skills Handling Complaints & Grievances Practical Negotiation Skills Shop Steward Training Shopfloor Role Dynamics
PEOPLE
HR FOCUS
CLIENT RETURN ON INVESTMENTS IMPROVED PERFORMANCE Principle centered leadership Engaged employees Aligned business focus Reduced absenteeism
COST SAVING
IMPROVED MARKETABILITY
Reduced Labour turn over SD Levies claimed No penalty for non compliance Improved productivity
Values based driven employer B-BBEE Scorecard - EE, SDA Employer of Choice
LEGISLATIVE COMPLIANCE BCEA, LRA, SDA & EEA Zero Non-compliance Orders Eliminate unfair dismissals
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EFFECTIVE HANDLING OF DISCIPLINE SEQUENCE OF TRAINING MODULES
MANAGING A UNIONISED ENVIRONMENT (2 Days) PRACTICAL NEGOTIATING SKILLS (2 Days) PRACTICAL ARBITRATION SKILLS (2 Days) CHAIRING DISCIPLINARY ENQUIRIES (2 Days) SHOP STEWARD FUNCTIONAL SKILLS (3 Days) RULES OF EVIDENCE (1 Day) INITIATING DISCIPLINARY ENQUIRIES (2 Days) MANAGING POOR PERFORMANCE & INCAPACITY (2 Days) HANDLING COMPLAINTS & GRIEVANCES (1 Day) PRACTICAL LABOUR LAW (DISCIPLINE & DISMISSALS UNDER THE LRA) (3 Days)
DO IT RIGHT! THE FIRST TIME! Sometimes it is necessary to discipline an employee. How this is done, can make all the difference! Training in disciplinary procedures is critical for all role players, including shop stewards. B&A Disciplinary courses are designed around registered unit standards and have been proven effectively in all types of organisations. Renowned for its practical, experiential approach, B&A training programmes include realistic DVD training aids, Disciplinary Case Studies and Role Plays to maximise the learning experience. Where possible, all programmes are NQF aligned. New training DVDs have also been added, making the Effective Handling of Discipline series the best, most comprehensive, practical training programmes of their kind on the market!
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TRAINING PROGRAMME CONTENT - INDUSTRIAL RELATIONS SUPERVISING/MANAGING IN A UNIONISED ENVIRONMENT 2 days
TARGET POPULATION This programme is adapted to the different levels of management with a ½ day session for Executives and 2 day courses for managers and supervisors responsible for managing and supervising employees. CONTENT This non-accredited course should be the forerunner of any disciplinary training. It puts things into perspective by giving learners a basic understanding of how labour relations in South Africa have developed and how to manage/ supervise in a unionised environment. Content is tailored to each level and covers: •
How paradigms shape peoples’ thinking and behaviour and the self-fulfilling prophesy.
•
How patterns of conflict in SA labour relations keep repeating themselves and why a different approach is necessary to break the cycle.
•
The principles of power and their impact on workplace relations.
•
How good leaders create positive discipline and good leaderships with their teams.
•
Why rules are necessary and to develop a strategy to create buy-in from employees for willing compliance with rules and standards.
At the end of the training leaners are given a workplace assignment to improve employee relations in the workplace based on clear boundaries, mutual respect and caring.
BASIC LABOUR LAW 2 days
SAQA US No. Title Demonstrate an understanding of basic labour legislation (Shortened version of Practical Labour Law)
NQF Level Credits 4/5 -
TARGET POPULATION This programme is targeted at all levels of leadership including managers, team leaders, supervisors, foremen, superintendents and trade union representatives. CONTENT This non-accredited course is a shortened version of the 3 day Practical Labour Law course. It makes use of two videos – The Kenny Kunene Case featuring an assault on a supervisor during a strike and a main instructional video – Employment Rights & Duties, this video is divided into the following chapters:• • • • • •
Overview of labour legislation and its link to the Constitution. Organisational rights including the role, duties and limitations of shop stewards. Discipline & Dismissal under the LRA. This includes LRA fairness requirements and a video of a procedurally unfair disciplinary enquiry. Grievance and dispute procedures. Key aspects of the BCEA and EEA; and Key aspects of skills development legislation.
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TRAINING PROGRAMME CONTENT - INDUSTRIAL RELATIONS PRACTICAL LABOUR LAW 3 days + Minimum addition of 1 day for POE building workshop. SAQA US No. 13952
Title NQF Level Demonstrate a basic understanding of the primary labour legislation 4
Credits 8
TARGET POPULATION This programme is targeted at all levels of leadership including managers, team leaders, supervisors, foremen, superintendents and trade union representatives. CONTENT The course provides a basic platform for the legal framework to labour relations in South Africa. Three DVDs are used in the programme – The Kenny Kunene Case featuring an assault on a supervisor during a strike, Selecting for Excellence - The Incompetent Interviewer and the main instructional DVD, Employment Rights & Duties. This DVD which ‘drives’ the course, is divided into the following chapters:• • • • • • •
Overview of Labour Legislation, including common law and contracts of employment. Organisational Rights including the role and duties of shop stewards. Discipline & Dismissals under the LRA. This is a pre-requisite for all B&A disciplinary courses. Grievance & Dispute Procedures. Key aspects of the BCEA and EEA. LRA/EEA Interviewing Requirements. Key aspects of Skills Development legislation.
For the courses above, participants receive a handy ready reference booklet with their course material. Various training methods are used to make what could be a ‘dry’ subject practical and interesting.
DISCIPLINE & DISMISSALS 1 day SAQA US No. -
Title -
NQF Level Credits 4 -
Please Note: For assessment purposes, learners must attend the Practical Labour Law course module - Unit standard 13952 - Demonstrate a basic understanding of the primary labour legislation NQF Level 4, 8 Credits
TARGET POPULATION: As above CONTENT Understand the procedural and substantive fairness requirements of the Labour Relations Act of 1995 (as amended in 2002 and 2014) in respect of discipline and dismissals. • • • • • • • • • • • • • •
Definitions of Dismissal Unfair Labour Practices Practical Exercises Disciplinary Rules Corrective Discipline Probation Dismissal for Poor Performance Dismissal due to Incapacity Formative Tests Procedural Fairness DVD Case Study – The Unfair Dismissal Disciplinary Enquiries Substantive Fairness Disciplinary Appeals
The DVD, narrated by Jack Devnarain, uses graphics and video clips from the SABC and other sources to illustrate in a practical way the requirements of the Labour Relations Act in respect of discipline and dismissals. It also examines the requirements of the Basic Conditions of Employment Act in respect of sick leave. www.bruniquel.co.za
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TRAINING PROGRAMME CONTENT - INDUSTRIAL RELATIONS MANAGING POOR PERFORMANCE & INCAPACITY 2 days
SAQA US No. -
Title No appropriate unit standard for this course.
NQF Level Credits 4 -
TARGET POPULATION This programme is targeted at entry level and middle managers, supervisory levels and trade union representatives. CONTENT • • • • • • •
Demonstrate an understanding of the legislation underpinning the management of poor performance, absenteeism, sick leave, incapacity, ill-health and minor misconduct at the workplace. Apply a structured problem solving approach to dealing with employee shortcomings in the workplace. Identify unacceptable employee performance and behaviour and counsel and/or reprimand an employee constructively. Identify the symptoms of a troubled employee. Refer a troubled employee for professional counselling/medical assessment. Conduct a formal corrective interview with an employee and take appropriate corrective action. Give recognition to an employee whose performance or conduct has improved.
Clients may choose one of two DVDs to augment the course: The Case of Colleen Benjamin which features a case of poor performance or The Case of Seelan Pillay which features an employee who abstents himself intermittently.
INITIATING DISCIPLINARY ENQUIRIES 2 days + Minimum addition of 1 day for POE building workshop. SAQA US No. Title 11286 Institute Disciplinary Action
NQF Level 5
Credits 8
TARGET POPULATION This programme is targeted at entry level and middle managers, supervisory levels and trade union representatives. CONTENT • LRA requirements in respect of dismissals for misconduct. • How to investigate an incident and prepare notice of a disciplinary enquiry, including collecting evidence and drafting the charges. • How to prepare for a disciplinary enquiry including preparing witnesses, preparing for cross-examination, preparing opening statements and closing arguments. • Presenting your case including how to lead evidence and cross-examine witnesses. • Learners develop skills through participation in practical exercises and role-plays based on actual incidents. They receive a handy ready reference booklet and an ‘Initiator’s Pack’ giving them a checklist and step-by-step approach to initiating at a disciplinary enquiry. Clients may choose one of two DVDs to augment the course: The Jabu Gumede Case which features a disciplinary enquiry into an employee’s alleged falsification of a sick certificate. The shop steward is very aggressive and confrontational in his approach; or The Zola Zubane Case which features the case of an employee who walks off the job and stays away the following day, resulting in a major client problem. The shop steward displays a less confrontational but nonetheless competent approach when representing the employee.
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TRAINING PROGRAMME CONTENT - INDUSTRIAL RELATIONS RULES OF EVIDENCE 1 day + Minimum addition of 1 day for POE building workshop. SAQA US No. Title 119952 Establish basic principles of evidence in [sic] mediation (incorrect – should be disciplinary and arbitration hearings).
NQF Level 5
Credits 6
TARGET POPULATION This programme is targeted at entry level and middle managers, supervisory levels and trade union representatives. CONTENT The programme is ‘driven’ by a DVD, narrated by Jack Devnarain and augmented by a PowerPoint presentation. The DVD, consisting of 16 chapters covers: • • • • • • • • • • • • • • •
the principles of natural justice; what is evidence; presumptions; the relevance and reliability of evidence; cautionary rules; hearsay and opinion evidence; direct and circumstantial evidence; character and previous fact evidence; privilege and privileged information; documents as evidence; photographs, video and electronic evidence; real evidence and polygraph evidence; entrapment; evidence from computers; and alco-testing.
In order to make what can be a ‘dry’ subject interesting, case studies based on recent case law are used to illustrate the various subjects.
CHAIRING DISCIPLINARY ENQUIRES 2 days + Minimum addition of 1 day for POE building workshop. SAQA US No. 10985
Title Conduct a disciplinary hearing
NQF Level Credits 6 5
TARGET POPULATION This programme is targeted at disciplinary chairpersons. CONTENT • LRA requirements in respect of dismissals for misconduct. • Procedure for disciplinary enquiries. • How to facilitate the leading of evidence and control cross-examination so as to ensure a fair hearing. • How to weigh and evaluate evidence and make a substantively fair finding. • Considering extenuating, aggravating and mitigating factors. • Determining an appropriate substantively fair sanction. • Preparing a written finding that will stand the scrutiny of CCMA arbitrator. Learners receive a Disciplinary Enquiry Record/Checklist, which they are required to use in a role-play based on an actual case. They also receive a Ready Reference booklet. Clients have the choice of two videos to augment the course: The Zola Zubane Case (as described above under Initiating Disciplinary Enquiries); and The Grant Ross Case which features an enquiry into charges against an engineer who is accused of soliciting gifts from a supplier in return for his passing the supplier’s invoices for payment. It provides an excellent example of how evidence should be led and an enquiry conducted.
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TRAINING PROGRAMME CONTENT - INDUSTRIAL RELATIONS HANDLING DISCIPLINARY HEARINGS 3 days + Minimum addition of 1 day for POE building workshop. SAQA US No. 11286 10985
Title Institute disciplinary hearings Conduct a disciplinary hearing
NQF Level Credits 5 8 6 5
TARGET POPULATION HR practitioners, chairpersons and initiators of disciplinary hearings. This is a systems-based approach and all relevant documents for successfully implementing the process are customised and supplied together with the training. Learners must have been through Managing Poor Performance & Incapacity and/or Initiating Disciplinary Enquiries. Note: Both Initiators and Chairpersons are trained in the same course but will do different practical exercises with Initiators being assessed against US 119952 while chairpersons will be assessed against both unit standards. CONTENT A disciplinary enquiry usually costs R1000 + per hour and much of the time spent is not necessary. This course is aimed at teaching initiators and chairpersons a new, procedurally fair but time-saving method of conducting disciplinary hearings. Initiators and chairpersons are trained together so there is common understanding but the emphasis for initiators will be on how to investigate an incident and prepare and present the case at the hearing. Chairpersons focus on how to facilitate a procedurally fair hearing by identifying and analysing evidence in dispute, facilitating evidence on allegations which are disputed, rules of evidence and substantive fairness requirements. In order to ensure that a holistic approach is adopted and there is transfer of learning from the classroom to the workplace, a complete customised pack of documents with related HR policies is supplied to clients before the training. Methodologies used include a video case study, an instructional video on the rules of evidence, case studies, practical exercises and role plays based on actual incidents.
PRACTICAL ARBITRATION SKILLS 2 days (3 days if run in conjunction with Rules of Evidence which is recommended) SAQA US No. -
Title No appropriate unit standard for this course.
NQF Level Credits 5 -
TARGET POPULATION This programme is targeted at the representatives of employers and/or employees in dismissal arbitrations. CONTENT This ‘hands-on’ course covers:• Conciliation and how best to use the process to resolve appropriate dismissal disputes. • Points in limine. • Case preparation for an arbitration, including conducting an investigation, preparing witnesses, preparing for cross-examination, preparing opening statements and closing argument. • Preparing a bundle of documents • Researching relevant case law. • Leading the case for or against the employer in a dismissal arbitration. • Arbitration procedure and protocol. • An opening statement is presented. • Evidence-in-chief of witnesses is led. • Opposing witnesses are cross-examined. • A closing argument is presented. The Case of Nad Govender, based on an actual case that went before the CCMA and Labour Court is used to illustrate the process followed in an arbitration. A second DVD The Case of Robert Tusi, featuring insubordination is used as a practical exercise whereby learners have to prepare and role-play the case.
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TRAINING PROGRAMME CONTENT - INDUSTRIAL RELATIONS PRACTICAL NEGOTIATING SKILLS - LABOUR RELATIONS 2 days + Minimum addition of 1 day for POE building workshop. SAQA US No. Title 13948 Negotiate an agreement or deal in an authentic work situation.
NQF Level Credits 4 5
TARGET POPULATION This course is targeted at persons who conduct labour negotiations. It provides learners with a basic understanding of the principles, strategies, tactics and techniques of negotiating. Emphasis is placed on planning and case preparation as well as conflict handling and negotiating techniques aimed at achieving win-win agreements. The course is highly participative makes use of 3 DVDs featuring typical South African labour negotiations. All participants are given an opportunity to prepare and participate in a role play negotiation appropriate to their needs (i.e. wages/retrenchment/dispute resolution). CONTENT • • • • • • • • • • • • • • • • • • • • •
The qualities of a good negotiator. The principles of power and how to analyse power in bargaining relationships; The importance of developing a working relationship with the other party; Bargaining conventions; How to structure a negotiating team; How to conduct an expectation test, including breaking issues into their elements and determining key principles; Determining long and short term negotiating objectives; Identifying and using common ground; Determining bargaining limits, a BATNA and concessions; Negotiating a realistic mandate; Pre-negotiating conditioning and the opening moves; Conflict mapping; Developing a negotiating strategy and plan; Questioning to establish interests, opportunities and common ground; Effective listening; Behaviour labelling; How to handle pressure and disruptive tactics Various conflict handling and negotiating techniques; Closing the negotiation and face saving; The Agreement – where things go wrong Finalising and communicating the agreement to stakeholders.
PRACTICAL NEGOTATING SKILLS - COMMERCIAL NEGOTIATIONS 2 days + Minimum addition of 1 day for POE building workshop. TARGET POPULATION This course is targeted at managers who conduct commercial negotiations. Emphasis is placed on planning, case preparation and negotiating techniques aimed at achieving win-win agreements. The course is highly participative with all participants being given an opportunity to prepare and participate in a role play negotiation appropriate to their needs (i.e. service level agreements/sales contracts etc. taken from their actual work situation). CONTENT The content is the same as the Labour version but all Role plays and Exercises are geared towards Commercial Negotiations, e.g. Service Level Agreements, Offer to purchase, etc.
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TRAINING PROGRAMME CONTENT - INDUSTRIAL RELATIONS ASSERTIVE CONFLICT HANDLING 2 days SAQA US No. Title NQF Level Credits 114226 Interpret and manage conflicts within the workplace. 5 8 Please Note: For assessment purposes this programme must be done in conjunction with Handling Complaints & Grievances - NQF Level 5. TARGET POPULATION This programme is targeted at entry level and middle managers, supervisory levels and trade union representatives. CONTENT • • • • • • • •
•
The differences between aggressive, passive/manipulative and assertive behaviour Assertive rights and an understanding of how people are conditioned to be non-assertive. Emotional issues that undermine assertiveness. Factors that determine one’s self-image. The impact of emotions on behaviour and techniques for controlling emotions. Sources of conflict in a business, including positive and negative characteristics of conflict in the workplace. Transactional analysis and game playing. Various ways and methods of handling conflict and difficult interactions. These include, planning a strategy for difficult interactions, listening and questioning techniques, dealing with bullies at work and being sensitive while giving candid but constructive feedback to people. Practical exercises and role plays.
The DVD covers assertiveness versus aggression, various techniques and tactics for handling conflict, reflective listening, negotiating resolutions to conflict and handling conflict between employees.
HANDLING COMPLAINTS AND GRIEVANCES 1 day
SAQA US No. Title NQF Level Credits 114226 Interpret and manage conflicts within the workplace. 5 8 Please Note: For assessment purposes this programme must be done in conjunction with Assertive Conflict Handling - NQF Level 5. TARGET POPULATION This programme is targeted at middle and junior managers, team leaders, supervisors, foremen, superintendents and trade union representatives. CONTENT • • • • • •
Grievance and internal dispute procedures; Issues which may not be raised under the grievance procedure; LRA dispute resolution procedures. Handling an employee complaint including reflective listening and questioning techniques; Handling an employee grievance as either a chairperson or representative for the employer or employee including Case preparation and negotiating a resolution to the grievance.
Learners receive a Ready Reference booklet with this course. Two DVDs are used in the programme. Employment Rights & Responsibilities covers grievance and dispute procedures while The Case of Thuli Nokwe concerns an employees’ complaint about not being considered for promotion.
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TRAINING PROGRAMME CONTENT - HUMAN RESOURCES HR ROLE IN DISCIPLINE 2 days SAQA US No. 11286
Title Institute Disciplinary Action
NQF Level Credits 5 8
TARGET POPULATION HR and IR representatives who sit in on disciplinary enquiries and who advise line management on discipline and dismissals at the workplace. CONTENT Review of labour legislation in respect of discipline and dismissals. • • • • • • • • • •
The role of the HR/IR manager in ensuring that disciplinary and performance standards are maintained: Understanding the reasons why some first line managers avoid disciplinary confrontations; Coaching techniques including the use of questioning and reflective listening techniques. Disciplinary performance requirements of first line managers, disciplinary initiators and chairpersons: Key disciplinary competencies and performance standards for first line managers Disciplinary performance standards for first line managers in respect of corrective discipline. Performance standards for disciplinary enquiry initiators and chairpersons. Assessing performance and coaching first line managers in the handling of poor performance, absenteeism and minor misconduct. Assessing performance and coaching disciplinary enquiry initiators and chairpersons. Precedent setting case law.
Video Case Studies: The Case of Seelan Pillay, The Case of Zaks Jele & The Case of Evan Razak.
SHOPFLOOR ROLE DYNAMICS 2 days SAQA US No. -
Title No appropriate unit standard for this course.
NQF Level Credits 4 -
TARGET POPULATION Trade union representatives, supervisors, foremen and line managers. CONTENT • Recognise and understand the need for change in working relationships that has been brought about by global competition and the need for service delivery. • Demonstrate an understanding of the shop steward’s role and functions in respect of collective bargaining, shop steward committee meetings and daily interactions with supervisors/management in respect of employee matters. • Demonstrate an understanding of the role and responsibilities of supervisors and shop stewards in a modern workplace. • Demonstrate an understanding of the internal Grievance and Dispute Procedures and LRA Dispute Procedure. • Conduct crucial conversations with relevant parties at the workplace. • Develop an action plan to improve the working relationship in their work areas.
DVD
Two DVDs are used in the programme: The Kenny Kunene Case featuring an assault on a supervisor during a strike; and Employment Rights & Duties, covering Organisational Rights, Grievance & Dispute Procedures.
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TRAINING PROGRAMME CONTENT - HUMAN RESOURCES EMPLOYMENT EQUITY ACT 1 day + Minimum addition of 1 day for POE building workshop. SAQA US No. 10983
Title NQF Level Credits Participate in the implementation and utilisation of equity related 4 5 processes.
TARGET POPULATION This programme is targeted at members of Employment Equity/Training Committees as well as managers and supervisory levels who need a basic understanding of the Employment Equity Act. CONTENT Learners who require a basic understanding of the EEA with 2013 Amendments: • The content of the Employment Equity Act (EEA) with 2013 Amendments including: –– purpose and aims of the EEA and its relationship with other labour legislation and the Constitution; –– what constitutes discrimination and the forms of discrimination prohibited by the EEA including direct and indirect discrimination; –– the requirements of medical testing, psychological testing and similar assessment tests as set out in the EEA; –– the meaning of ‘burden of proof’ in disputes pertaining to alleged unfair discrimination; –– timeframes for the lodging of disputes pertaining to unfair discrimination; –– the role of the EE /Training Committee and who should be represented on that committee; –– barriers that affect disadvantaged people in the organisation; –– the negative impact of ‘window dressing’ and ‘fronting’. • • • •
The development of relevant equity related plans and policies. Communicating equity related plans and policies to stakeholders. Implementation of agreed equity related plans and policies. Monitoring and evaluation of equity related plans and policies.
Additional content for members of EE/Training Committees • The requirements of the EEA in terms of interviews for employment and promotion including documents that are required to ensure that interviews are conducted strictly in accordance with anti-discrimination legislation. • The Skills Development Act (SDA) and SD Levies Act as they apply to the employer, the role of the SETA’s and the legislated relationship between the SETA’s and the employer. • Requirements placed on employers by the SDA and SDLA with reference to the organisation’s workplace skills plan, the annual training report and the claiming back of levies. • The process to be followed in contributing to the workplace skills plan. • The concept of lifelong learning and participantships; • The role of the Training Committee with reference to its role in the skills development process. • How to participate effectively as a member of an EE/Training Committee including an understanding of the role and duties of a Committee member; • Analysing an Employment Equity Plan and Workplace Skills Plan in terms of workplace requirements and how to review the Employment Equity Report; and • Workplace Skills Implementation Report to ensure it is fit for purpose. The course is ‘driven’ by a DVD on the EEA narrated by Jack Devnarain.
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TRAINING PROGRAMME CONTENT - HUMAN RESOURCES PERFORMANCE MANAGEMENT 2 days + Minimum addition of 1 day for POE building workshop. SAQA US No. 252034
Title NQF Level Credits Monitor and evaluate team members against performance standards 5 8
TARGET POPULATION These courses are only applicable to organisations with a performance management system and are targeted at managers and team leaders who conduct performance reviews. CONTENT Self Study Guide: A reader-friendly Self Study Guide supplied as pre-reading for this course, covers the concept of performance management; the role of the Business Focus in setting direction; the Danny Langdon model for analysing performance; motivation and performance management; effective delegating and the reasons why performance appraisals often fail. Course content covers:• How to analyse performance requirements and set standards using best practices; • How to prepare for a performance review including determining and agreeing performance standards, key performance areas and key performance indicators upfront and assessing performance fairly and objectively; and • How to conduct a performance review giving recognition where due and constructive criticism of areas where improvement is required. B&A will incorporate all client documents if a system is already in place. If not, B&A will supply templates from the course for to be customised to the client’s requirements. Learners are taught how to use the documentation correctly. An amusing DVD, PowerPoint slides, practical exercises and role plays are used to facilitate learning and develop practical skills.
PATERSON JOB EVALUATION
1 day for Job Grading Panel or 4 hour briefing for employees. SAQA US No.
Title
NQF Level Credits
-
No appropriate unit standard for this course.
-
-
TARGET POPULATION This programme is targeted at communicating the aims and objectives of the Paterson job evaluating system to management and employees of an organisation aiming to introduce the system. Learners should be numerate and literate in English at NQF 3 level. If employees are illiterate, a facilitator who is able to communicate in the local vernacular language should conduct the briefing session. In order to allow for adequate participation and assessment, the group size should not exceed twenty (20) learners. CONTENT • • • • • • •
The purpose of the job evaluation and why the organisation has selected the Paterson system How and why job profiles are prepared, and if appropriate, analysing a job and writing a job profile Procedure for having jobs evaluated, including flexibilty in light of organisational changes which may alter the content of jobs Decision making levels (decisions bands) and the type of decisions made at each band The reasons for band grades and sub-grades and how they work Procedure used by the Panel in grading jobs Pay scales for each grade and how an employee’s pay can move from the scale minimum to the scale maximum.
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TRAINING PROGRAMME CONTENT - HUMAN RESOURCES SELECTING FOR EXCELLENCE 2 days + Minimum addition of 1 day for POE building workshop. SAQA US No.
Title
NQF Level Credits
12140
Recruit and select candidates to fill defined positions
5
9
TARGET POPULATION This course is targeted at Human Resource and Employment Officers, line management, supervisors and members of Employment Equity/Training Committees who are involved in staff recruitment and selection. CONTENT • • • • • • • • •
Employment procedures and their importance. Labour Relations and Employment Equity Act requirements in respect of recruitment practices; Competency based recruitment and selection including analysing a job and preparing a job profile, preparing a candidate specification and job advertisement, screening applications and preparing a shortlist. Preparing for interviews, including preparing behavioural questions. Conducting a screening interview using best practice techniques. Conducting and or participating in a panel interview. Conducting reference checks. Choosing the right candidate for the job. Keeping appropriate records.
This is a systems based training programme and participants receive all the appropriate documentation to enable them to select for excellence. These include application for Employment forms, Candidate specification forms, Interview Record form, Reference Checking forms and more!
SEXUAL HARASSMENT – THE CODE OF GOOD PRACTICE
1 day HR Managers and Disciplinary Enquiry Chairpersons or 4 hour briefing for employees SAQA US No. Title No appropriate unit standard for this course.
NQF Level Credits 4 -
TARGET POPULATION This programme is targeted at Management, Human Resources, Occupational Health practitioners, members of Employment Equity Committees, shop stewards, disciplinary initiators and chairpersons. CONTENT Content covers the provisions of the Code of Good Practice on the Handling of Sexual Harassment Cases (Amended 2005) and the employer’s sexual harassment policy; the requirements of the Labour Relations Act and rules of evidence as they apply to disciplinary enquires and dismissals for sexual harassment; the risks involved in workplace romances/affairs and the principles to be observed when such relationships flounder. The course is ‘driven’ by a DVD, Sexual Harassment: The Code of Good Practice (Amended 2005), which was specifically developed to facilitate the communication of the Code of Good Practice on the Handling of Sexual Harassment cases and the employer’s sexual harassment policy and procedure. A simplified version aimed at communicating the Code to employees is also available and may be conducted in English or isiZulu by our facilitators.
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TRAINING PROGRAMME CONTENT - SHOP STEWARD TRAINING SHOP STEWARD LEADERSHIP SKILLS 3 days SAQA US No. 242824
Title Apply leadership concepts in a work context.
NQF Level Credits 4 12
TARGET POPULATION Shop stewards and other employee representatives CONTENT The course sets out to enlighten learners on how situations affect human behaviour in general and labour relations in particular. • Paradigms and how they have affected peoples’ thinking in leadership and labour relations matters. • A review of various psychological experiments which show the impact of situations on human behaviour • A review of South African labour history and its link to politics and present day labour relations thinking. • Employee engagement and how this impacts on the industrial relations climate of a workplace. • Strategies used by good leaders to establish and maintain good relationships with their teams. • Boundaries and their role in the workplace. • The impact of emotions and emotional issues and the role of a leader in managing these. • What is leadership v management? • Effective v ineffective leaders. • Characteristics for leaders – choices and connecting with people. • Developing a positive attitude and self-discipline. • Humour and leadership. • Setting goals and priorities. • Pareto’s 80/20 principle. • Leadership styles. • Situational Leadership. • Ubunto and African leadership concepts. • Self-analysis and personal development planning. • Plan to identify and address performance barriers and improve working relationships within the workplace.
DISCIPLINARY HANDLING SKILLS FOR SHOP STEWARDS 3 days + Minimum addition of 1 day for POE building workshop. SAQA US No. 11286
Title Institute Disciplinary Action
NQF Level Credits 5 8
TARGET POPULATION This programme is specifically targeted at shop stewards and trade union representatives. CONTENT Especially designed for shop stewards this programme covers: • • • • • •
How to assist an employee in counselling and corrective disciplinary interviews. The formal referral system and the positive role a shop steward can play in identifying troubled employees and encouraging them to seek assistance. Basic LRA requirements in respect of dismissals. Analysing charges of misconduct, investigating the circumstances and preparing to assist an employee in an enquiry. How to present the case for the employee including how to lead evidence, cross-examine witnesses, make a convincing closing argument and argue extenuating and mitigating factors to lessen the sanction. Determining grounds for appeal.
Two DVDs – The Case of Ed Khan and The Case of Zaks Jele are used to illustrate the role of a shop steward in disciplinary matters.
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TRAINING PROGRAMME CONTENT - SHOP STEWARD TRAINING SHOP STEWARD FUNCTIONAL SKILLS 4 days SAQA US No. 11286 114226
Title Institute disciplinary action. Interpret and manage conflicts in the workplace
NQF Level Credits 5 8 5 8
TARGET POPULATION Shop stewards and other employee representatives CONTENT The course aims to provide shop stewards and employee representatives with the practical functional skills so as to be able to best represent employees in their daily dealings with management and in handling disciplinary and grievance cases. • Legislation that governs labour issues. • LRA and BCEA requirements pertinent to discipline and grievance issues in the workplace. • Freedom of association, organisational rights and the Recognition Agreement. • Unfair labour practices and grievances. –– Functions of Bargaining Councils and CCMA, Labour Court and LAC in dispute resolution; –– Procedural and substantive fairness in dismissals; –– Code of Good Practice v internal disciplinary procedure; –– Definitions of dismissal, constructive dismissal; –– Definitions of employee – LRA, BCEA, TES; –– Leave Regulations and other BCEA terms in contracts of employment. •
Assisting an employee in corrective phases of disciplinary procedure –– Procedural requirements; –– Counselling; –– Identifying a troubled employee; –– Formal referrals.
•
Investigating a disciplinary incident –– How to conduct an investigation; –– Analysing charges and developing a strategy; –– Interviewing and preparing witnesses; –– Preparing for cross-examination; –– Preparing opening statement and closing argument.
•
Assist an employee in a disciplinary enquiry –– Disciplinary enquiry procedure; –– Leading the case for the employee; –– Cross-examination of witnesses; –– Closing argument; –– Mitigation, lodging an appeal.
•
Grievance and dispute procedures –– Grievance procedure; –– Dispute Procedure.
•
Handle an employee complaint and represent an employee in a grievance hearing –– Listening, questioning techniques and basic conflict handling and negotiating techniques; –– Evaluating a complaint, determining a desired outcome and getting a mandate; –– Case Presentation and negotiating an acceptable outcome.
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CATEGORY: LEADERSHIP NQF 4 PRACTICAL LEADERSHIP SKILLS PROGRAMME
Research has shown that businesses require three types of leaders – Strategic, Operational and Team. To be successful all three levels of leadership in a business needs to be effective and failure of leadership at any of these levels will seriously affect the business.
LEVELS OF LEADERSHIP IN AN ORGANISATION NON-ACCREDITED
Strategic The Basics of Operational Leadership - NQF Level 5 3 days The Basics of Team Leadership - NQF Level 4 3 days
Operational Team
ACCREDITED (with assessments) Practical Leadership Skills Programme NQF Level 5 - 16 days Practical Leadership Skills Programme NQF Level 4 - 12 days
Generally speaking, the training of strategic leaders has been well catered for through various universities and business schools. This is not the case at operational and team levels where a national skills shortage has been identified. Leadership has two major aspects, who you are (your attitudes and beliefs) and what you do (your behaviour). Both of these depend on the assumptions you make about others. South African business is to a large extent, still stuck in a ‘control’ paradigm whereby the assumption is that supervisors need to control and discipline employees in order to get them to work. This runs contrary to global trends and traditional African culture and results in conflict and lack of employee commitment. Following feedback from learners and clients, B&A have developed the Practical Leadership Skills series of courses based on what Team Leaders (NQF Level 4) and Operational Leaders (NQF Level 5) need to know and do. The series of courses are interspersed with practical workplace assignments designed to:enable learners to re-examine their assumptions and to make important choices regarding leadership; develop appropriate qualities, attitudes and skills for effective leadership and ensure transfer of learning from the classroom to the job. Please Note: The full Skills Programme with assessments, because of the time involved might be too expensive for some clients. For this reason clients may choose modules and “mix and match” content from courses to suit their needs. The courses may also be customised to include client logos, policies, documents, etc.
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IMPLEMENTATION PROCESS In order to ensure the transfer the learning from the classroom to the workplace, the following process is followed:1. The facilitators meet with the client’s HR team and management to agree on the needs of the learners as well as the ‘Skills Set’ for the team leaders. Of crucial importance is the selection of participants. This is done within a collabrative process between the facilitators, management and prospective learners. The facilitators will then undergo an orientation tour of the workplace and be introduced to the managers of the participants selected. This can be done in a day. 2. The facilitators then conduct a half day Overview of the training for the managers to whom the participants report. This is designed to get their buy-in so that they can ensure that participants get the necessary support and encouragement to complete their POE Workplace Assignments within the required time frames. This is also done so that the atmosphere is created for the transfer of skills. 3. Managers are at this stage asked to assess the participants against the agreed skills set. This forms a benchmark against which their progress can be measured. They will also be required to identify other benchmarks against which the learners’ performance can be measured e.g. absenteeism, costs, volumes etc. The idea is that there must be tangible returns on the training investment. 4. The training will then be rolled out with intervals of approximately 6 - 8 weeks between training sessions. This is to enable participants to complete workplace assignments. 5. One half day POE Building Workshop/Assignment Review is conducted to orientate learners to the POE process. This is followed by two (2) POE / Assignment Review Full day workshops in order to ensure that: • ensure that workplace assignments are completed timeously and correctly; • provide coaching and assistance with assignments so as to develop skills and self-confidence; • assess assignments and give feedback to participants; • reinforce training. 6. At the conclusion of the training, learners submit their POE/Assignment Review for assessment and complete a written report in draft outlining:• the impact of the training on their life and work; • ideas or changes they have implemented from what they have learned; • improvements they have noticed in their teams; • progress against benchmarks such as absenteeism, production statistics, etc. • performance barriers encountered; and • suggestions for improving the training.
TRAINING METHODOLGY During the courses learners are given practical workplace assignments designed to:• enable them to re-examine their assumptions and to make important personal choices which will impact on their abilities to lead; • develop appropriate qualities, attitudes, behaviours and skills for effective leadership; • ensure transfer of learning from the classroom to the job; • prepare an action plan to improve their respective work teams; • Bring about change on a personal and professional level.
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SEQUENCE OF TRAINING MODULES - NQF LEVEL 4 Total Training with POE Building workshops - 111/2 days Portfolio of Evidence Building Workshop - 1/2 day Job Instruction & Coaching (Assignments) - 1 day Portfolio of Evidence Building Workshop - 1 day Motivating a Work Team (Assignments) - 2 days Role of the Leader (Assignments) - 2 days Understanding Leadership (Assignments) - 2 days Portfolio of Evidence Building Workshop - 1 day Leadership Communication Skills - 2 days
TARGET POPULATION 1. The courses are targeted at Team Leaders (term includes supervisors, foremen and managers who lead work teams – Paterson Upper C Band). 2. Team Leaders must be in a position in which they have at least four people reporting to them – in order to apply the learning at the workplace. 3. Team Leaders must have basic numeracy and be literate in English at NQF Level 3 in order to be able to take notes and to meet the assessment criteria. 4. In order to allow for adequate participation and assessment, the group size should not exceed fifteen (15) Team Leaders.
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TRAINING PROGRAMME CONTENT - PLS - NQF 4 MODULE 1: LEADERSHIP COMMUNICATION SKILLS 2 days
SAQA US No. 119462
Title
NQF Credits Level Engage in sustained oral/signed communication and evaluate spoken/signed texts 4 5
12153
Use the writing process to compose texts required in the business environment
4
5
CONTENT • • • • • • • • • • • • • • • •
Problem solving and decision making Leading group discussions Assessing performance and giving feedback Making an effective presentation Team leader feedback (repeated after every team exercise throughout all the courses) Communication barriers / Channels of communication Electronic communications - with case studies involving abuse Communicating to diverse groups DVD: Written Communication Skills Practical exercises – Fog index Practical exercise – Analyse your document Team Exercise – Butterfly index DVD: The Kenny Kunene Assault Team Exercise – Structuring a report Effective writing techniques Practical exercises & final assignment
MODULE 2: UNDERSTANDING LEADERSHIP 2 days
SAQA US No. Title 242824 Apply leadership concepts in a work context
NQF Level 4
Credits 12
CONTENT • • • • • • • • • • • • • • • • • •
Expectations of a Team Leader Paradigms and how they effect leadership McGregor’s Theory X, Theory Y - Control v Empowerment DVD: Improving Workplace Relations Introduction to self directed work teams Basic reading skills What is leadership and what is management? Effective v Ineffective leaders Characteristics for leadership - connecting with people Developing a positive attitude and self-discipline Humour and leadership Setting goals and priorities Pareto’s 80/20 Principle Leadership styles Goleman’s EI Leadership v Blanchard situational leadership models Ubuntu and african leadership Leadership dimensions survey – a self analysis Personal development plan
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TRAINING PROGRAMME CONTENT - PLS - NQF 4 MODULE 3: ROLE OF THE LEADER 2 days
SAQA US No. Title NQF Level Identify responsibilities of a team leader in ensuring that organisational 242821 4 standards are met 242814 Identify and explain the core and support functions of an organisation 3 242811 Prioritise time and work for self and team 4
Credits 6 6 5
CONTENT • • • • • • • • • • • • • •
The Business Focus - Mission, Vision, Values, Goals Langdon’s Work Map Analysing a department Role of support functions Preparing a job profile for a team leader Role of the supervisor and shop steward Authority, responsibility and accountability Analysing a selected work team Assumptions about time and analysing time Goal setting ABC Time management system Handling difficult bosses Managing your relationship with your manager Business etiquette
MODULE 4: MOTIVATING A WORK TEAM 2 days
SAQA US No. Title 242819 Motivate and build a team
NQF Level 4
Credits 10
CONTENT • • • • • • • • • • • • • • • • •
What is motivation and its relation to morale and productivity? Herzberg’s Motivation – Hygiene Theory Maslow’s Hierarchy of Needs The motivation process Performance barriers Socio-technical Systems (STS) Dr Mol: Creating Winners in the Workplace – quiz prep Motivational leadership – key concepts Managing Poor Performance v Performance Management Scorekeeping and targets Group and team dynamics What does empowerment mean? The Case for Self Directed Work Teams (SDWTs) Management skills inventory – individual and team exercise Topics for team meetings / Reasons for Ineffective Meetings Guidelines for conducting meetings Effective delegation
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TRAINING PROGRAMME CONTENT - PLS - NQF 4 MODULE 5: JOB INSTRUCTION & COACHING 1 day
SAQA US No. Title NQF Level This learning programme is aligned to: Coach a team member in order to 113909 3 enhance individual performance - but is not yet accredited.
Credits 5
CONTENT • • • • • • • • • • • • • • •
The difference between Training, Coaching and Mentoring Identifying training and developing needs Team Exercise - the difference between Education, Training, Coaching and Mentoring Criteria for evaluating and measuring performance Identifying performance barriers How not to instruct Methods of instruction Task analysis Preparing for instruction Preparing the learner Guidelines for One-to-One training Putting the learner to work Practical demonstrations and feedback Implementing an action plan to improve skills Summative assessment - knowledge
SKILLS PROGRAMME - ALIGNED TO THE FOLLOWING UNIT STANDARDS US NO. 119462 12153
DESCRIPTION Engage in sustained oral/signed communication and evaluate spoken/signed texts Use the writing process to compose texts required in the business environment
NQF LEVEL CREDITS 4
5
4
5
242824
Apply leadership concepts in a work context
4
12
242821
Identify responsibilities of a team leader in ensuring that organisational standards are met
4
6
242814
Identify and explain the core and support functions of an organisation
3
6
242811
Prioritise time and work for self and team
4
5
242819
Motivate and build a team
4
10
113909
Coach a team member in order to enhance individual performance
3
n/a
TOTAL CREDITS
49
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SEQUENCE OF TRAINING MODULES - NQF LEVEL 5
Total Training with POE Building workshops - 16 days Team Building Skills - 2 days Portfolio of Evidence Building Workshop - 1 day Understanding Operational Leadership - 2 days Assertive Conflict Handling - 2 days Handling Complaints & Grievances - 1 day Portfolio of Evidence Building Workshop - 1 day Selection & Coaching Skills (Selection) - 2 days Selection & Coaching Skills (Coaching) - 2 days Portfolio of Evidence Building Workshop - 1 day Leadership Communication Skills - 2 days
TARGET POPULATION 1. The courses are targeted at Operational Leaders (managers who manage other managers and supervisors Paterson D and E Bands). 2. Operational Leaders must be in a position in which they have at least three supervisors or managers reporting to them – in order to apply the learning at the workplace. 3. Operational Leaders must be computer literate and have an NQF Level 4 education in order to be able to meet the assessment criteria. 4. In order to allow for adequate participation and assessment, the group size should not exceed fifteen (15) Operational Leaders.
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TRAINING PROGRAMME CONTENT - PLS - NQF 5 LEADERSHIP COMMUNICATION SKILLS 2 days SAQA US No. 12433
Title Use communication techniques effectively
NQF Level Credits 5 8
CONTENT • • • • • • • • •
Lead group discussions and deliver a presentation to an audience Conduct effective team meetings Demonstrate an understanding of the purpose, channels and context of different types of communication in a business Understand and ensure compliance with the organisation’s electronic communications policy Demonstrate an understanding of diversity issues which may impact on communication Analyse and categorise business correspondence in terms of its purpose and the reader’s needs The Fog index and the Butterfly index Plan and structure a document using appropriate numbering Write a concise and readable document, fit for purpose
TEAM BUILDING SKILLS 2 days SAQA US No. 252037
Title Build teams to achieve goals and objectives
NQF Level Credits 5 6
CONTENT • Group activity - minefield • Understanding individuals and groups • Understanding teams • Exercise - Toyota team culture • Benefits and problems for teams • Team dynamics • Team exercise - creating a team identity • Conflict role play • Conflict map • Conflict handling intentions • Team resolution process • Different team challenges • Team building process • Tuckman’s model • Belbin’s team roles • Leadership styles • Creativity and productivity • Kodak SDWT case study • Evaluating teams • Action plan Please Note: An additional day to practice team building with Sea Sailing Adventure (SSA) is recommended. Learner’s will be divided into teams and after instruction will be required to sail an ocean going yacht. See page 41 for more detials.
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TRAINING PROGRAMME CONTENT - PLS - NQF 5 UNDERSTANDING OPERATIONAL LEADERSHIP 2 days SAQA US No. 120300
Title Analyse leadership and related theories in a work context
NQF Level Credits 5 8
CONTENT • Expectations of an Operational Leader • Paradigms and how they effect leadership • McGregor’s Theory X, Theory Y - Control v Empowerment • DVD: Improving workplace relations • Introduction to self directed work teams • Stakeholder expectations - practical exercise • Speed reading • Leadership v management • Role of an Operational Leader • Effective v ineffective leaders • Characteristics for leadership - connecting with people • Developing a positive attitude and self-discipline • Johari window, humour and leadership • Setting goals and priorities - Pareto’s 80/20 principle • Leadership styles • Goleman’s EI leadership v Blanchard Situational Leadership models • Case study - lessons from 9/11 • Ubuntu and african leadership with debate • Leadership dimensions survey – a self analysis and personal development plan
SELECTION & COACHING SKILLS 2 x 2 day courses SAQA US No. 252035
Title Select and coach first line managers
NQF Level Credits 5 8
TARGET POPULATION This programme is targeted at Operational Leaders (middle managers who head departments – Paterson D and E Bands).
TIME MANAGEMENT, DELEGATION & SELECTION CONTENT • • • •
Manage time effectively Delegate appropriate tasks and duties effectively Prepare for employment and selection interviews Interview and select for a specific position (first line manager)
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TRAINING PROGRAMME CONTENT - PLS - NQF 5 INSTRUCTION, TRAINING & COACHING CONTENT • • • • • •
Demonstrate an understanding of the difference between training, coaching and mentoring Identify training and development needs of First Line Managers Plan the training and coaching process of Team Leaders Prepare the Team Leader for job instruction / one-to-one training Instruct / conduct one-to-one training and coaching of team leaders Monitor and measure the results of training/coaching sessions
METHODOLOGY This is a highly interactive course aimed at providing learners with practical competency based selection skills and coaching skills. Use is made of a DVD, selection documentation and practical exercises to teach one-to-one training and coaching.
SKILLS PROGRAMME - ALIGNED TO THE FOLLOWING UNIT STANDARDS US NO.
DESCRIPTION
12433
Use communication techniques effectively
5
8
252037
Build teams to achieve goals and objectives
5
6
120300
Anaylse leadership and related theories in a work context
5
8
252035
Select and coach first line managers
5
8
114226
Interpret and manage conflict within the workplace
5
8
TOTAL CREDITS
NQF LEVEL CREDITS
38
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TRAINING PROGRAMME CONTENT - SPECIALISED TRAINING WORKPLACE COACHING & MENTORING 2 days SAQA US No. 113909 117877
Title NQF Level Credits Coach a team member in order to enhance performance in the work 3 5 environment Perform one – to – one training on the job 3 4
TARGET POPULATION Team leaders (includes supervisors, foremen and entry level managers) and middle managers responsible for coaching and mentoring employees. Mentors if the client has a formal mentoring programme. CONTENT • • • • • • •
The power of influence and its role in coaching and mentoring. The concepts of training, coaching and mentoring in the workplace. The roles of the coach and mentor. Identifying performance barriers and training needs within a work team. Practical one-on-one instructional and coaching skills. Coaching a supervisor on handling crucial conversations. Developing a plan to ensure continuous improvement of the team and individuals within the team.
DISCIPLINARY HANDLING REFRESHER 2 days TARGET POPULATION Supervisors, middle managers and employee representatives who have attended the full courses. CONTENT This course is only applicable to clients who have completed D&D, IDE and CDE with B&A. • • • • • • • •
Fairness requirements of the Labour Relations Act of 1995 (as amended 2002) in respect of dismissals for misconduct and poor performance and dismissals arising from ill-health or injury. Investigating a disciplinary incident and preparing the notice for a disciplinary enquiry. Preparing for a disciplinary enquiry. Leading the case for or against the employee in a disciplinary enquiry. Understanding and complying with LRA requirements and rules of evidence observed in disciplinary hearings. Chairing: Following an adversarial disciplinary enquiry procedure, facilitating the leading of evidence and maintaining control of proceedings. Making and motivating a substantively fair finding. Make and motivate a sanction and counsel an initiator on the outcome.
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TRAINING PROGRAMME CONTENT - SPECIALISED TRAINING BASIC BUSINESS AWARENESS 1 day - Learners who are not being assessed – to be customised to the client’s requirements. SAQA US No. 243803
Title Start up a business.
NQF Level Credits 3 15
TARGET POPULATION General employees in a business (Paterson A and B bands) and SMME entrepreneurs. CONTENT • • • •
Understanding of the purpose of business and explain the requirements in setting up a small business. Factors that ensure the long-term sustainability of a new business. Understanding of basic market research. Developing a basic business plan.
Learners who are being assessed: 2 days
EMPLOYEE BUSINESS AWARENESS 1 day TARGET POPULATION General employees in a business (Paterson A, B and C bands). CONTENT The purpose of business and how the role of employees aligns with it. • The Vision, Mission, Values and Goals of the business and how employees’ role fits in with the purpose of the business is explained. How the business system operates. • Market needs, pricing, competitors, customers, suppliers, location and finance. • Legal requirements which the business and the consequences of non-compliance. How businesses make use and lose money. • Fixed v variable costs and economies of scale. • The ways in which businesses are financed and return on investment. • The importance of quality product and service in terms of customer needs and the existence of competitors. • The importance of pricing in terms of attracting and retaining customers and ensuring the profitability of the business. How employees’ contribute to the success or failure of a business. • Reasons for businesses failing. • Employees’ role in providing excellent service and reducing waste by working smarter.
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TRAINING PROGRAMME CONTENT - SPECIALISED TRAINING ASSERTIVENESS & TIME MANAGEMENT 2 days TARGET POPULATION This course is aimed at persons in organisations who wish to become more assertive and effective. Originally developed in 1992 the course has recently been updated to include time management. The course is highly participative and makes use of a locally produced DVD featuring conflict handling in typical South African situations. All participants are given an opportunity to lead a group discussion, assess the performance of their peers and give them constructive feedback – thereby demonstrating assertive behaviour. CONTENT • • • • • • • • • • • • • • • • •
The difference between aggressive, passive/manipulative and assertive behaviour. Assertive rights and how people may be conditioned to be unassertive. Stereo typing and self-fulfilling prophecies. Developing techniques to control one’s emotions, particularly anger. Various methods and techniques for handling conflict. These include planning a strategy for difficult interactions, reflective listening and questioning techniques and dealing with bullies. Transactional analysis and game playing. Non-verbal communication (body language). Determining lifetime and career goals. Covey’s P/PC Concept – obtaining balance in one’s life. Pareto’s 80/20 principle. Effective reading techniques . Maintaining a time inventory. Setting priorities. Implementing a time management system. Using a diary to plan effectively. Identifying personal and career goals. Preparing a personal development plan aimed at improving one’s career prospects and quality of life.
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TRAINING PROGRAMME CONTENT - SPECIALISED TRAINING COURSE FACILITATOR SKILLS 3 days + Minimum addition of 1 day for a compulsory POE building workshop. SAQA US No. Title 117871 Facilitate learning using a variety of given methodologies
NQF Level Credits 5 10
TARGET POPULATION This course, which is accredited with the ETDP Seta, aims to provide learners with basic practical facilitation skills to enable them to conduct training courses. Emphasis is placed on correctly identifying training needs; the importance of identifying and resolving performance barriers; catering for different learning styles and special needs and on adapting and personalising generic training material to suit the needs. The course is highly participative with all learners being given an opportunity to make a presentation, assess the performance of their peers and give constructive feedback. CONTENT • • • • • • •
Leading group discussions and managing group dynamics; Questioning and listening techniques; Summarising and reinforcing learning points; Using a data projector, flipchart and other training aids; Preparing for training; Conducting role plays, case studies and practical exercises; and Handling difficult classroom problems.
Learners who wish to be assessed against the unit standard are required to complete and submit a Portfolio of Evidence (POE).
INTERACT WITH CUSTOMERS 2 days TARGET POPULATION This programme is intended for anyone who deals with customers directly or indirectly as part of the internal service chain within an organisation. For e.g. Sales representatives, Customer relations associates, Receptionists, Administration clerks, Drivers etc. CONTENT Employees will gain an understanding of the importance of customers in that: • • • • •
•
Customers are the reason that the business exists and they have gainful employment. Without customers the business will have no purpose and will cease to exist. All employees have a responsibility to deliver excellent customer service and to treat customers according to the organisation’s service promise. Weaknesses in the internal service chain must be timeously rectified and corrective measures implemented in order to avoid poor service delivery to the end consumer. Excellent service delivery positively impacts on sales and the organisations ability to gain market share and an advantage on competitors. Their conduct and behaviour when interacting with a customer affords them the opportunity to promote a positive image of themselves and the organisation they represent and, in so doing, build customer relationships and gain customer loyalty. A customer feedback system is an integral part of a service cultured organisation and sets a platform for the organisation to regularly communicate with its customers and determine what they want in order to be able to deliver on their expectations.
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TRAINING PROGRAMME CONTENT - SPECIALISED TRAINING CONDUCT OUTCOMES-BASED ASSESSMENTS 3 days + Minimum addition of 1 day for a compulsory POE building workshop. SAQA US No. Title 115753 Conduct outcomes-based assessment.
NQF Level Credits 3 15
TARGET POPULATION This generic assessor course is for those who assess people for their achievement of learning outcomes in terms of specified criteria using pre-designed assessment instruments. CONTENT • • • • •
Demonstrate understanding of outcomes-based assessment; Prepare for assessments; Conduct assessments; Provide feedback on assessments; and Review assessments.
Learners who wish to be assessed against the unit standard are required to complete and submit a Portfolio of Evidence (POE).
CHAMPIONING DIVERSITY 1 day
INTRODUCTION Exacerbated by the crime situation, prejudice and stereotyping are still alive and thriving in our workplaces! This manifests itself in a ‘them and us’ attitude, poor productivity, lack of team work and sometimes open conflict. How one reacts to another person or group depends very much on the assumptions one makes about that person or group. If one’s assumptions are based on misunderstandings and half truths, the chances are one will form a negative perception of that person or group. This will affect your relationships with them and how they react to you. Our diversity can be a strength. Why not build on the differences? First however, you need to get people talking and re-examining their beliefs about others. To assist in this, B&A have developed a comprehensive, cost effective way to tackle diversity training. In- house training is facilitated by B&A’s experienced facilitators for groups of up to 25 participants. The training material is available in English & IsiZulu. In order for the training to be effective, the learners attending must be diverse and representative of your organisation’s diversity. We recommend that each workshop begins with a half hour djembe drumming session designed to ‘break the ice’ and get people talking. CONTENT Political conditioning; stereotyping and the self-fulfilling prophesy; religious differences; the impact of urbanization on cultures; the Ubuntu African philosophy; differences and similarities between African, South African Indian and Christian/Western cultures; misunderstandings brought about through body language; trauma – how it can affect peoples’ perceptions of other groups; biased language – how seemingly innocent terms can give offence; age differences – respect; disability – problems faced by disabled people; leveraging diversity – practical exercise aimed at identifying positive ways to build on differences; identifying issues and situations which give rise to conflict – practical exercise; and strategies for handling conflict constructively.
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TRAINING PROGRAMME CONTENT - SPECIALISED TRAINING INDUCTION PROGRAMME SAQA US No. Title This learning programme is currently not aligned to a unit standard.
NQF Level 4
Credits -
CUSTOMISATION This programme has been designed in the format required by the NQF in such a way that it can be customised to the needs of different workplaces. In addition to a DVD, a CD containing all course material is supplied, which can be customised. The material covers key aspects of the contract of employment and labour law that employees must be aware of. This course material is developed and customised to your business by including:• • • • •
the historical background to your business; the main revenue generating operations of your business; your disciplinary rules (we provide these if you do not have rules); material relative to any trade union agreements that may be in place in your business; policies and procedures that are specific to your business (where required, B&A’s comprehensive set of HR policies & procedures may be used to augment any ‘gaps’ you might have).
CONTENT • • • • • • • •
The history of the organisation, the management structure and key income generating activities of the business and expectations of the stakeholders; Common law employment duties; Key labour laws governing employment and conditions pertinent to temporary employment; Key provisions of employees contracts of employment (including applicable Basic Conditions of Employment Act provisions and disciplinary rules); Key provisions of the LRA with regards to organisational rights, the key elements in the organisation’s relationship agreement and the role of shop stewards; The fairness requirements of the LRA and steps in the employer’s disciplinary procedure; Steps to be followed in the handling of employee grievances, terminations for operational requirements and dispute handling; Key aspects of the Employment Equity Act and the employers’ Employment Equity Policy, including who to approach in the event of a discrimination complaint.
MATERIALS SUPPLIED These include:• a user-friendly course leader’s manual and learner’s workbook that will need to be customised; • an Employee Induction Booklet that will need to be customised; • PowerPoint slides; a model set of Disciplinary Rules, Disciplinary Procedures and Grievance Procedures; • a model First Day Induction Checklist for signing on and inducting new employees; • the format for a learner directed senior staff induction that gives the new employee guidelines on whom to approach, what to read, which training courses to attend, etc with the onus being put on the employee to ensure that the necessary knowledge is acquired within 6 weeks of starting employment;
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TRAINING PROGRAMME CONTENT - SPECIALISED TRAINING EFFECTIVE PRESENTATION SKILLS 2 days
SAQA US No. Title 8647 Apply workplace communication skills.
NQF Level 5
Credits 10
TARGET POPULATION This course aims to provide participants with basic practical presentation skills to enable them to present effectively. CONTENT • • • •
Plan and prepare for a presentation including using a Butterfly Index and structuring information in a logical sequence. Making a presentation using appropriate visual aids, humour, stories and showmanship techniques to get and keep the audience’s attention. Facilitating and guiding group discussions including using questioning and listening techniques to involve the audience. Understanding and demonstrating non-verbal communication techniques.
INTRODUCING LEADERSHIP 1 day
The purpose of this course is to empower and inspire the leadership in learners who have never been exposed to leadership principles and ideas. It offers an overview of the Leadership Development workshop. CONTENT • • • • • • • •
Understanding the power of paradigms Expectations of leadership Leadership vs. management – Functional leadership Levels, types & characteristics of leadership Leadership – living the vision, mission and values Role and functions of leadership Effective communication & Conflict management Leadership self development plan
IMPACT • • • • • • • • • • •
Challenge perceptions and paradigms Understanding the practical difference between leading and leadership Understanding the role of leadership Understanding responsibility Understanding of what being a leader means Developing relationships Improved communication, transparency and trust Increased employee engagement Personal impact through change of attitude Self – Awareness, social – awareness, self-management and relationship management Practical implementation in the workplace
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TRAINING PROGRAMME CONTENT - SPECIALISED TRAINING ENERGIZED TEAMS 2 days This course can be used in conjunction with the sea sailing or adventure inc. teamwork interventions. This will however be a separate 1 or 2 days. The purpose of this course is to empower and inspire leaders and their teams to realise how remarkable they could be. CONTENT • • • • • •
The theory of teams – why are teams important Teams in the workplace – moving beyond work groups Team dynamics – defining the team’s identity The process of team building – one step at a time The five dysfunctions – where is could all go wrong Introduction to the emotional intelligent team
Optional: Practical interventions hosted by: Sea Sailing Adventure – 1 or 2 days sailing; or Adventure Inc. – customized specifically to identified areas of development. IMPACT • Challenge perceptions and paradigms • Developing relationships • An environment that engenders pride • A team that is not afraid of responsibility • Empowered teams • Effective leadership practices within the team • Creating leaders • Improved communication, transparency and trust • Need fulfillment – self-esteem and confidence • Increased employee engagement • Self – Awareness, social – awareness, self-management and relationship management • Practical implementation in the workplace
ENERGIZED TEAM DISCOVERY 1 day OR 2 hour briefing session.
The purpose of this course is to introduce leaders and their teams to the basic fundamentals of teamwork before practically testing these within a live teamwork scenario. CONTENT •
Overview of the energized team content and Practical implementation in the workplace.
Practical interventions hosted by: • Sea Sailing Adventure – 1 or 2 days sailing; or Adventure Inc. – customized specifically to identified areas of development. IMPACT • Team synergy • Developing relationships • Empowered teams • Effective leadership practices within the team • Creating leaders • Improved communication, transparency and trust • Need fulfillment – self-esteem and confidence • Increased employee engagement • Self – Awareness, social – awareness, self-management and relationship management • Practical implementation in the workplace
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TRAINING PROGRAMME CONTENT - SPECIALISED TRAINING LEADERSHIP DEVELOPMENT WORKSHOP - NQF 4 3 days Leadership courses may be customised to each client’s particular needs. For example The Leadership course below was customised to include materials from various PLS courses to suit one particular client. SAQA US No. -
Title This is a customised developmental learning programme.
NQF Level Credits 4 -
TARGET POPULATION This programme is targeted at supervisors and team leaders. CONTENT • • • • • • • • • • • • • • • • • • • • • • • • • •
Paradigms and how they affect leadership McGregor’s Theory X Theory Y Empowered teams versus traditional supervisory methods Expectations of stakeholders Problem solving and decision making Leading group discussions Analysing performance The difference between leadership and management Levels and types of leadership Characteristics for leadership Core business - the Vision and Mission, Values and Goals The role, duties and functions of a team leader The concepts of authority, responsibility and accountability Preparing a job profile for a supervisor/team leader How to be a good follower and manage ‘upwards’ What bosses look for in emerging leaders? How to deal with a ‘difficult’ manager and what to do when you are ‘stuck in a position’ with no immediate prospects Developing a career strategy Basic business etiquette Preparing a self-development plan to improve leadership Theories of motivation and group dynamics Functions of a team leader in motivating a work team Making the change from controlling employees to facilitating team requirements, barrier busting, coaching and training Delegating tasks and responsibility The difference between performance management and managing poor performance The importance of information sharing, regular feedback, recognition and praise as motivational tools
Workplace application: Implement a plan of action to strengthen the team. Through a process of consultation with stakeholders develop an action plan in writing to ensure that: • • • • • •
The team buys into the plan. Appropriate interventions with time frames to address performance barriers are agreed and implemented. Tasks, which can be delegated are identified and agreement is reached on how and to whom the tasks should be delegated. Team members identified to take on more responsibility are given appropriate instruction, coaching and training to take on the responsibility. Training is conducted or arranged to meet identified training needs of team members. Team members accept more responsibility and accountability.
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TRAINING PROGRAMME CONTENT - SPECIALISED TRAINING RESULTS DRIVEN LEADERSHIP Customised The purpose of this course is to create influential leaders who can make better-quality decisions, drive efficiencies and generate greater opportunities producing astonishing results. CONTENT • • • • • • • • •
Navigating transformation in the national sales team Improving engagement Improving customer relationships, service, engagement and efficiencies Adopting the concept that people don’t buy what you do, they buy what you believe Create a paradigm shift in the team Ensure the transfer of results driven leadership skills into the workplace Expose each team member to team building dynamics and group motivation Provide a platform where shared ideas and information develops the team into being proactive contributors to the business Team and individual challenges
IMPACT • • • • • • • • •
Challenge perceptions and paradigms Developing relationships Improved communication, transparency and trust Increased employee engagement Personal impact through change of attitude Self – Awareness, social – awareness, self-management and relationship management Self-sustainable development and progress within the sales team Provide results / return of investment for stakeholders Practical implementation in the workplace
REACHING RESOLUTION WORKSHOP 2 days SAQA US No. Title NQF Level Credits This is not a training course, it is an intervention aimed at assisting parties in conflict to resolve their differences and develop a positive, mutually beneficial working relationship. TARGET POPULATION Employer representatives, HR and line managers, trade union officials and shop stewards. CONTENT The workshop aims to change people’s thinking about conflict, to try out a new approach to conflict handling and to foster a culture of resolution based on 10 principles of new thinking. • • • • • • • • • • • •
Paradigms and their impact on conflict. Abundance v scarcity paradigms. Exploring Conflict – why traditional methods of conflict resolution fail costs and benefits. Working towards a new Paradigm - developing an attitude of resolution. Levine’s Road Map to Resolution. 10 principles for resolving conflict. Steps to resolve conflict including telling your story and listening to understand. Getting current and complete – leaving no ‘old bones’. Identifying hot issues to be addressed. Seeking Agreement in principle. The Laws of Agreement. Crafting a new Agreement.
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