TRAINING SERVICES, PRODUCTS & COURSES

Transcription

1 TRAINING SERVICES, PRODUCTS & COURSES

2 INDEX OVERVIEW OF SERVICES AND PRODUCTS...3 FAIS REGULATORY EXAMS... 4 CORPORATE TRAINING PROGRAMMES/COURSES Administrative spport...8 Anger management...9 Assertiveness and self confidence...10 Bdgets and financial reports...11 Bsiness etiqette...12 Bsiness writing skills...13 Coaching and mentoring...14 Commnication strategies...15 Conflict resoltion...16 Creative problem solving...17 Cstomer service...18 Emotional intelligence...19 Facilitation skills...20 Interpersonal skills...21 Leadership and inflence...22 Meeting management...23 Motivating employees...24 Negotiation skills...25 Personal prodctivity skills...26 Presentation skills...27 Proposal writing...28 Sales fndamentals...29 Stress management...30 Spervising others...31 Teamwork and team bilding...32 Time management...33 Workplace diversity...34 CONTACT DETAILS

3 OVERVIEW OF SERVICES AND COURSES/PRODUCTS Applied Learning Academy (Pty) focses on training and development needs in relation to the financial services indstry, inclding enhancement of employment opportnities for learnership stdents. Throgh or broad experience in financial services, we are able to assist training providers and stdents alike in the practical application of training reqirements as we nderstand their working environment and specific needs. We offer: Training spport services: Training spport services in financial services are offered to companies and training providers and inclde:- o Facilitation; o Development of training material and assessments; o Assessing and moderation services (INSETA accredited programmes); o Cstomisation of technical, prodct or in-hose corses to meet a specific objective; o Assistance with formlating training soltions. Training services have been provided for over a decade at all NQF levels and across all financial services sectors. Developers and facilitators are qalified and experienced and only accredited assessors and moderators are tilised for the development or marking of assessments. Indstry qalifications sch as the INSETA- aligned Short Term Insrance Certificate as well as non aligned training services are accommodated. Or team is qalified to deliver services across all the financial services indstry qalifications. Training corses/prodcts: Training and prodcts are offered in the financial services sector as well as general areas:- o Reglatory exam training and prodcts; o Corporate corses focsing on specific organisational development objectives. Methodology Development of training material and assessments is tailored to sit the preferences of the bsiness. Every effort is made to ensre that written work is original, researched, accrate and crrent. Different facilitation styles are sed in conjnction with a range of aids to stimlate learning and interaction, and to create a platform for experiential learning, e.g. classroom activities and discssion, homework tasks, video clips, templates, and real life examples. Throghot all programmes, the aim is to translate the concepts into effective and practical otcomes that can be applied in the workplace and life. 3

4 FAIS REGULATORY EXAMS: TRAINING AND PRODUCTS Introdction We offer a wide range of services to help representatives and key individals to sccessflly complete the level 1 reglatory exam throgh or resorce centre. The workshops and resorces are sited to representatives and key individals at all levels. Reglatory exam resorces inclde: On site or pblic workshops; Spport pack inclding smmaries of key information and exam tips and techniqes; Mock exams; Exam analysis. Services are offered as a package, or may be individally selected. Workshops for representatives (RE5) and key individals (RE1) Face to face workshops are offered. These are intensive workshops and cover all the reqired knowledge areas as well as exam techniqes and information and practice qestions. The reglatory exam workshops for either representatives or key individals are held over a two day period. reglatory exam workshop for representatives Representative s dties; Licensing; Obligations in terms of the General code (disclosre, etc); Financial prodcts; Debarment; Compliance officer and compliance fnctions; Record keeping; Money landering legislation; Exam information and techniqes to se when answering qestions. reglatory exam workshop for key individals Representative s dties; Key individal s dties; Dties in relation to recritment and management of representatives; Licensing application, conditions, maintenance of a licence and obligations of a financial services provider; Offences, penalties, levies and directives; Application for seqestration or liqidation and bsiness resce proceedings; Obligations in terms of the General code from an operational point of view; Financial prodcts; Debarment and spervision; 4

5 Compliance officer appointment, reqirements, dties and fnctions; Record keeping; Money landering legislation; Reglatory environment (Registrar s office); Operational ability; Aditing and acconting reqirements Exam information and techniqes to se when answering qestions. Otcomes Preparation for frther self-stdy; Understanding of the knowledge reqired to complete the exam sccessflly; Specific knowledge on all the topics; Insight into mltiple choice qestions and techniqes to se when answering different types of qestions; Access to additional resorces throgh the spport pack to assist stdents in their stdies as well as strengthen exam techniqe; Knowledge on how the FAIS reqirements apply in day to day work activities. Reglatory exam spport pack The spport pack may be prchased separately for self stdy or be sed as a spplement to a workshop. This valable spport pack incldes: Two mock exams with separate detailed answer explanations that are a sefl tool to identify development areas ahead of the actal exam (an additional mock exam is available on reqest); Smmary of all important information for key individals inclding plain langage explanations, diagrams and legal references an excellent stdy aid to help digest and remember critical information (a separate smmary is provided for either representatives or key individals); Smmary of time periods that arise in the legislation there are some 30 different time lines in the legislation that are conveniently smmarised in this resorce docment; Exam information, tips and techniqes that help bild exam techniqe which in trn contribtes towards sccess. A spport pack is available for both the key individal and representative first level reglatory exam. 5

6 Exam pack Where a person has already stdied the content in depth and simply wants to practice ahead of the reglatory exam, the exam pack is the best option. The exam pack consists of: Two mock exams with separate detailed answer explanations that are a sefl tool to identify development areas ahead of the actal exam (an additional mock exam is available on reqest). An exam pack is available for both the key individal and representative first level reglatory exam. Exam analysis Applied Learning Academy offers a reglatory exam analysis service. This is especially sefl for anyone who has attempted the exam a nmber of times and been nsccessfl. Very often, the same mistakes are made and similar disappointing reslts obtained even after frther stdy. The prpose of the analysis service is to identify an individal s specific weak or problem areas, and to provide tailored gidance and recommendations on frther preparation and development for the reglatory exam. Althogh most reqests are from people who have been nsccessfl in passing the reglatory exam after mltiple attempts, the analysis service is also sefl to assess exam readiness. Please refer to or website or contact s for a qote or frther information. 6

7 CORPORATE TRAINING COURSES Introdction Corporate training corses are non Seta aligned corses designed to address specific developmental needs within an organisation, e.g. bsiness commnication, presentation skills and mentoring skills. Workshops are one day in dration althogh certain preliminary tasks may be reqired before the training commences. Corses can be cstomised to sit specific reqirements and encompass both technical and soft skills. Corses available (in alphabetical order) inclde: 1. Administrative spport; 2. Anger management; 3. Assertiveness and self confidence; 4. Bdgets and financial reports; 5. Bsiness etiqette (more in depth than the fondational skills corse on managing work); 6. Bsiness writing skills; 7. Coaching and mentoring; 8. Commnication strategies; 9. Conflict resoltion; 10. Creative problem solving; 11. Cstomer service; 12. Emotional intelligence; 13. Facilitation skills; 14. Interpersonal skills; 15. Leadership and inflence; 16. Meeting management; 17. Motivating employees; 18. Negotiation skills; 19. Personal prodctivity skills; 20. Presentation skills; 21. Proposal writing; 22. Sales fndamentals; 23. Stress management; 24. Spervising others; 25. Teamwork and team bilding; 26. Time management; 27. Workplace diversity. The main aim, content and otcomes of each corse is smmarised below. 7

8 1. ADMINISTRATIVE SUPPORT The administrative spport corse aims to provide core skills to manage and organise rotine administrative work as well as special tasks. It is sited for administrators where tasks are deadline driven and encompasses time management principles in conjnction with performance objectives. Getting organised; Managing time more effectively; Prioritising time to get everything done; Completing special tasks; Verbal commnication skills; Non-verbal commnication skills; Self-empowerment; Dealing better with managers. Otcomes: Effective administration tools; Organisational skills to be pnctal and effective in written and verbal commnications; Analysis, prioritisation and processing of information to achieve performance reqirements and objectives; Identification of potential problems, overcoming obstacles and leveraging resorces effectively; Managing time wisely, commnicating effectively and collaborating with others skillflly. 8

9 2. ANGER MANAGEMENT The corse on anger management is sefl both to the individal experiencing anger isses as well as when dealing with angry individals, especially cstomers. The cycle of anger; Fight or flight response; Helpfl and nhelpfl ways of dealing with anger; Gaining control; Working on the problem; Solving the problem; Personal plan to deal with anger; Dealing with angry people. Otcomes: Understanding of anger dynamics in terms of the anger cycle and the fight and flight theory; Knowledge on common anger myths and their factal reftations; Knowledge on helpfl and nhelpfl ways of dealing with anger; Techniqes in controlling anger inclding reading anger warning signs and techniqes to redce anger responses; Understanding the difference between objective and sbjective langage; Identification of the real problem triggering an anger response; Skills and techniqes in making a disagreement constrctive, inclding effective negotiation and soltion-bilding; Knowledge on altering, avoiding and/or accepting ways of responding to an anger-provoking sitation; Understanding the energy crve and how it can help in responding to someone else s anger. 9

10 3. ASSERTIVENESS AND SELF CONFIDENCE A lack of assertiveness and self confidence can lead to disappointment in one s personal life and career and may limit personal development. Assertiveness skills help a person deal with challenges in a positive constrctive manner and leads to improved self confidence and respect. Definition and explanations of the meaning and application of assertiveness and self confidence; Obstacles; Commnication skills; Identifying strengths and weaknesses to evalate oneself; The STAR method in dealing with sitations (S = Sitation, T = Task, A = Action and R = reslt); Coping techniqes; Dealing with difficlt behavior. Otcomes: Understanding of the meaning of assertiveness and self-confidence, and the for styles of commnication; Insight into the types of negative thinking, and how one can overcome negative thoghts; Understanding the difference between listening and hearing, and the importance of body langage and qestioning skills in commnication; Defining the importance of goal setting, and practicing setting SMART goals for assertive behavior; Using methods to nderstand one s worth and the se of positive self-talk; The importance of a pleasant appearance and body langage in creating a strong first impression; Practicing sending positive commnications phrased; Rapport-bilding skills throgh assertive methods of expressing disagreement and consenssbilding techniqes; Practicing strategies for gaining positive otcomes in difficlt interpersonal sitations. 10

11 4. BUDGETS AND FINANCIAL REPORTS Companies deal with bdgets and financial reports in some form on a reglar basis. The aim of this corse is to provide a basic nderstanding of bdgets and financial reports to eqip managers to make decisions based on financial data. Introdction to financial concepts and terminology; Understanding the main financial statements (statement of financial position/balance sheet, statement of comprehensive expenditre/income statement and cash flow statement) ; Annal reports; Analysis of financial statements inclding income, profitability, liqidity, working capital ratios and retrn on investments; Common forms of bsiness bdgets; Introdction to forecasting techniqes; Managing the bdget; Legal reqirements. Otcomes: Understanding of the terminology srronding financial statements; Knowledge and skill to interpret financial statements; Analysing financial statements; Introdction to bsiness bdgets; Understanding the legal framework of financial statements. 11

12 5. BUSINESS ETIQUETTE Good bsiness etiqette means being well-mannered and considerate in dealing with others to create engaging, prodctive and long term bsiness relationships. This corse introdces participants to bsiness etiqette, as well as provides gidelines for the practice of bsiness etiqette across different sitations. This corse is at a higher level than the fondational work readiness corse. Understanding etiqette; Networking; Meeting and greeting; Dining and eating ot; Bsiness etiqette; Telephone etiqette; Written letter; Dress; International etiqette. Otcomes: Understanding the meaning of etiqette and how etiqette can be of vale to a company or organisation; Understanding the gidelines on how to make effective introdctions inclding giving a handshake; Identifying the three main ways to make a good impression; Knowledge of different levels of conversation; Understanding place settings, napkin etiqette, basic table manners, protocol in ordering in a restarant, handling alcohol in a bsiness meal, paying the bill and tipping; Understanding basic gidelines when it comes to the proper form of address, grammar standards and se of acronyms in s; Understanding basic gidelines in the se of the telephone, voic and cell phone. 12

13 6. BUSINESS WRITING SKILLS The bsiness writing skills corse serves either as a refresher or an introdction to basic writing concepts (sch as spelling, grammar, and pnctation). The corse incldes an overview of the most common bsiness docments, e.g. reports and agendas and right actions to enhance professional commnication. It is one of or recommended corses for entry level employees or learners on a learnership as the difference between acceptable forms of commnication throgh social media sch as Whatsapp and FaceBook and writing in a bsiness context is not always nderstood or appreciated. Spelling and grammar; Constrcting sentences and creating paragraphs; Basic strctre, format and style of: o Agendas; o s; o Bsiness letters; o Reports; o Proposals Proofreading and finishing. Otcomes: Increasing awareness of common spelling and grammar isses in bsiness writing; Review of basic concepts in sentence and paragraph constrction; Knowledge of the basic strctre of agendas, messages, bsiness letters, bsiness proposals, and bsiness reports; Tips and techniqes to se when deciding the most appropriate format to se in a particlar scenario; Basic knowledge on other forms of bsiness commnication, e.g. a reqest for proposals, exective smmaries; Defining proofreading and nderstanding techniqes in improving proofreading skills; Introdction to peer review and ways that peer review can help improve bsiness writing skills; Gidance on printing and pblishing bsiness writing. 13

14 7. COACHING AND MENTORING Coaching is a process of relationship bilding and setting goals and instrcting an employee to improve performance while mentoring incldes gidance, conseling and spporting activities to help an employee to develop. This corse explains the role and fnctions of coaching and mentoring and provides gidance on how to implement these employee development techniqes within a company. Introdction to coaching and mentoring; The GROW model (G = goal setting, R = reality check, O = options developed, and W = wrap into a plan); Setting SMART goals within the GROW model; Understanding the realities; Developing options; Wrapping into an action plan; Understanding of the importance of trst; Providing feedback to encorage growth and development; Overcoming obstacles; Understanding the difference between coaching and mentoring models, and when a particlar model is better sited. Otcomes: Defining coaching, mentoring and the GROW model; Identifying and setting appropriate goals sing the SMART techniqe of goal setting; Identifying the steps necessary in defining the crrent state or reality of an employee s sitation; Identifying the steps needed in defining options for an employee and trning them into a preliminary plan; Identifying the steps in developing a finalised plan or wrapping it p and getting the employee motivated to accomplish those plans; Identifying the benefits of bilding and fostering trst with employees; Identifying the steps in giving effective feedback while maintaining trst; Identifying and overcoming common obstacles to the growth and development of an employee; Identifying when the coaching is at an end and transitioning an employee to other growth opportnities; Identifying the difference between mentoring and coaching, sing both to enable long-term development throgh a positive relationship with an employee. 14

15 8. COMMUNICATION STRATEGIES Commnication is a means of sending or receiving information; it goes beyond the actal words sed. While written or verbal contact is made between parties on a constant basis, more than 70% of employees in Soth Africa highlighted the need for better commnication from managers (srvey condcted by PTD The state of employee engagement in Soth Africa). In contrast, 0% of mangers who responded believed that there was no need for improved commnication. Commnication between managers and employees, as well as between employees in different positions and cstomers can be improved if better nderstood and better skills are developed. This corse provides insight into the different forms of commnication, and the more sbtle aspects that impact on the sccess or failre of commnication. The big pictre of commnication; Identification and nderstanding commnication barriers; The inflence of paraverbal factors on commnication,e.g. pitch, tone and speed; The inflence of non verbal commnication, e.g. body langage gestres; Verbal commnication sing the STAR method; Listening skills; The types of qestions and appreciative enqiry; The art of conversation; Advanced commnication skill and sing I messages. Otcomes: Understanding commnication; Identifying different forms of commnication; Identifying barriers to commnication and how to overcome them; Developing non-verbal and paraverbal commnication skills (how we say something); Using the STAR method to speak on the spot; Listening actively and effectively; Asking good qestions; Using appreciative inqiry as a commnication tool; Adeptly conversing and networking with others; Identifying and mitigating precipitating factors; Establishing common grond with others; Using I messages. 15

16 9. CONFLICT RESOLUTION Conflict is inevitable and if employees are better eqipped to deal with conflict sitations effectively, the repercssions can be minimised or sed constrctively for improvement. This corse provides a step by step process to resolve conflicts and deal with anger sing the agreement frame. The tools and skills are sefl in one s personal life as well. Introdction to conflict resoltion and the process; Conflict resoltion styles; Creating an effective atmosphere; Creating a mtal nderstanding; Focsing on individal and shared needs; Generating options; Bilding and implementing a soltion. Otcomes: Understanding of conflict and the meaning of conflict resoltion; Understanding all six phases of the conflict resoltion process; Understanding the main styles of conflict resoltion; Being able to adapt the process for all types of conflicts; Being able to break ot parts of the process and se those tools to prevent conflict; Being able to se basic commnication tools, sch as the agreement frame and open qestions; Being able to apply basic anger and stress management techniqes. 16

17 10. CREATIVE PROBLEM SOLVING There is a core process that applies to the identification and implementation of soltions for problems. This corse provides an overview of the entire creative problem solving process as well as tools that be applied in day to day work or home life. Introdction to creative problem solving; Gathering information; Defining and analysing the problem; Preparing for brainstorming as part of problem resoltion; Generating soltions; Analysing soltions; Planning steps to implement soltions; Evalation, recording and celebrating sccess. Otcomes: Understanding problems and the creative problem solving process; Identifying types of information to gather and key qestions to ask in problem solving; Identifying the importance of defining a problem correctly; Identifying and sing different problem definition tools; Writing concrete problem statements; Using basic brainstorming tools to generate ideas for soltions; Using idea generating tools, sch as affinity diagrams, the box method, the six thinking hats, and the blink method; Evalating potential soltions against criteria, inclding cost/benefit analysis and grop voting; Performing a final analysis to select a soltion; Understanding the roles that fact and intition play in selecting a soltion; Understanding the need to refine the shortlist and redefine it; Understanding how to identify the tasks and resorces necessary to implement soltions; Evalating and adapting soltions to reality; Following p with soltion implementation to celebrate sccesses and identify improvements. 17

18 11. CUSTOMER SERVICE In today s competitive world, prodct strctre, benefits and pricing between companies are very often similar. Cstomer service has become a major differentiator between companies as cstomers have mltiple options on where to place their bsiness. Cstomers inclde internal and external cstomers; good internal and external cstomer service both contribte towards enhanced performance. This corse provides the framework of good cstomer service techniqes that can be applied internally or externally. It also deals with the softer skills that make a difference when serving cstomers, e.g. dealing with complaints in a sympathetic and constrctive way, taking ownership of seeing a qery throgh to completion. Internal and external cstomers; The power of attitde in service; Identifying and addressing cstomer needs; Generating retrn bsiness; Face to face interactions; Telephonic interactions; Electronic interactions; Recovering difficlt cstomers; Understanding when to escalate; Ten things that can be done to impress cstomers. Otcomes: Understanding cstomer service in relation to all cstomers, both internal and external; Recognising how attitde affects cstomer service; Identifying cstomers needs; Using otstanding cstomer service to generate retrn bsiness; Bilding good will throgh in-person cstomer service; Providing otstanding cstomer service over the phone; Connecting with cstomers throgh online tools; Dealing with difficlt cstomers. 18

19 12. EMOTIONAL INTELLIGENCE Emotional intelligence has become recognised as a core competency that contribtes significantly to an individal s effectiveness and well being. Some employers inclde an assessment of emotional intelligence in their recritment processes as an employee with common sense and a good attitde is more likely to contribte positively to a company than a well qalified employee with a poor attitde or poor self management skills. The emotional intelligence corse provides knowledge on emotional intelligence as well as skills and tools than can be applied to frther develop emotional intelligence. Defining emotional intelligence in terms of self management, self awareness, self reglation, self motivation and empathy; Skills in emotional intelligence inclding accrately perceiving emotions, sing emotions to facilitate thinking and managing emotions; Verbal commnication skills sing focsed thinking, qestions and commnicating with flexibility and athenticity; Significant non verbal commnication skills; Social management and responsibility; Tools to reglate emotions; Gaining control; Bsiness practices; The impact of optimism and pessimism. Otcomes: Defining and practicing self management, self awareness, self reglation, self motivation and empathy; Understanding, sing and managing emotions; Verbally commnicating with others; Sccessflly commnicating with others in a non-verbal manner; Identifying the benefits of emotional intelligence; Relating emotional intelligence to the workplace; Balancing optimism and pessimism; Effectively impacting others. 19

20 13. FACILITATION SKILLS Facilitation in this context relates to creating the right atmosphere for a grop to discss specific objectives and managing the process to create a sccessfl otcome. It is not a facilitator corse for trainers bt rather provides knowledge and tools for managers and other role players in a bsiness to facilitate effective grop discssions. Understanding facilitation; Understanding the role of the facilitator; The facilitation process and focs; Laying the grondwork; Tckman s and Jensen s model of team development; Bilding consenss; Reaching a decision point; Dealing with disrptions and helping a grop to resolve isses on their own; Addressing grop dysfnction; Intervention techniqes. Otcomes: Defining facilitation and identify its prpose and benefits; Clarifying the role and focs of a facilitator; Differentiating between process and content in the context of a grop discssion; Providing tips in choosing and preparing for facilitation; Identifying a facilitator s role when managing grops in each of Tckman and Jensen s stages of grop development: forming, storming, norming and performing; Identifying ways a facilitator can help a grop reach a consenss from encoraging participation to choosing a soltion; Providing gidelines in dealing with disrptions, dysfnctions and difficlt people in grops; Defining what interventions are, when they are appropriate and how to implement them. 20

21 14. INTERPERSONAL SKILLS Interpersonal skills encompass commnication skills, negotiation techniqes, networking and conversation skills. This corse therefore provides constrctive tools that can be applied in different interpersonal interactions. Verbal and non-verbal commnication skills; Levels of conversation; Good conversation skills; Inflencing skills; Sharing opinions; The basics of negotiation; Making an impact. Otcomes: Understanding the difference between hearing and listening; Knowing ways to improve the verbal skills of asking qestions and commnicating with power; Understanding non-verbal commnication and how it can enhance interpersonal relationships; Identifying the skills needed in starting a conversation, moving a conversation along, and progressing to higher levels of conversation; Identifying ways of creating a powerfl introdction, remembering names and managing sitations when yo ve forgotten someone s name; Understanding how seeing the other side, bilding bridges and giving in withot giving p can improve skills in inflencing other people; Understanding how the se of facts and emotions can help bring people to yor side; Identifying ways of sharing one s opinions constrctively; Learning tips in preparing for a negotiation, opening a negotiation, bargaining, and closing a negotiation; Learning tips in making an impact throgh powerfl first impressions, sitation assessment, and being zealos withot being offensive. 21

22 15. LEADERSHIP AND INFLUENCE Companies appoint managers to direct activities in a particlar area to achieve specified otcomes. Often managers are promoted into decision making positions becase of their skills and knowledge in an area and as a reslt of good performance. However, nless a manager also has leadership skills, problems arise. Symptoms of a lack of leadership (rather than a lack of managerial skills) inclde a failre to delegate efficiently, discord between employees in the manager s team, individal team members who fall short of performance standards, complaints, higher than average staff trn-over and increased absenteeism. A sccessfl team leader/manager needs to be both a strong leader and manager to get their team on board to follow them with the right actions towards specific goals. This corse introdces the manager to leadership concepts and tools to enhance leadership skills. Introdction to leadership traits and principles; The evoltion of leadership inclding the Great Man and Trait theories; Transformational leadership; Sitational leadership: telling, selling, participating and delegating; An introdction to Kozes and Posner as part of a personal inventory; Inspiring, enabling and encoraging others; Setting leadership goals; Modeling the way; Inspiring a shared vision; Challenging the process; The importance of encoragement, respect and trst; Sharing rewards, celebrating accomplishments and making celebration part of the cltre; Basic inflencing techniqes; Setting SMART goals for a long term plan. Otcomes: Defining leadership; Explaining the Great Man Theory ; Explaining the Trait Theory Understanding Transformational Leadership; Understanding the people yo lead and how to adapt yor leadership styles; Explaining leading by directing; Explaining leading by coaching; Explain leading by participating; Explain leading by delegating; Kozes and Posner s leadership models; Condcting a personal inventory; Creating an action plan; Establishing personal goals. 22

23 16. MEETING MANAGEMENT Every meeting mst serve an effective prpose and otcome. A poorly arranged meeting can mean that not all reqired participants attend, vene or other arrangements fail to materialise, discssions go off track and/or actions as a reslt of discssions are not carried ot. This corse provides the basic tools to initiate and manage a meeting in a systematic way to achieve its prpose and reslt in the desired otcome. Planning and preparing for a meeting; Time, vene, agenda, materials, invitations and logistics; Setting p the meeting space; Meeting roles and responsibilities inclding the chairperson, taking mintes and participants; Chairing a meeting; Dealing with disrptions and personality conflicts; Making the most of the meeting. Otcomes: Planning and preparing; Identifying the participants ; Choosing the time and place; Creating the agenda; Setting p the meeting space; Incorporating electronic options; Meeting roles and responsibilities; Using an agenda; Chairing a meeting; Dealing with disrptions inclding cell phones and se of electronic media dring meetings; Dealing professionally with personality conflicts; Taking mintes; Making the most of the meeting. 23

24 17. MOTIVATING EMPLOYEES The traditional stick approach (threats in the event of non performance) or carrot approach (typically a financial reward, e.g. incentive bons) are not the best motivators for many employees, especially X and Y generation employees. A motivated employee is actively engaged at work withot the need for constant spervision. Recent stdies showed that abot 42% of employees are not motivated to make any changes or perform fnctions that are not specifically listed as a job reqirement. A srvey condcted by Aon Insrance Company in the UK determined that jst a 5% improvement in employee engagement can contribte as mch as 3% to annal revene. Employee engagement begins with the right type of motivation as described in this corse. A psychological approach inclding Herzberg s theory of motivation and Maslow s hierarchy of needs; Object orientated theory; Using reinforcement theory; Behavior modification; Using expectancy theory; The role of personality in motivation; Setting goals; A personal toolbox to bild a personal motivation plan, encoraging growth and development; Motivation on the job; Addressing specific morale isses; Keeping motivated. Otcomes: Defining motivation, an employer s role in it and how the employee can play a part; Identifying the importance of employee motivation; Identifying methods of employee motivation; Describing the theories which pertain to employee motivation with particlar reference to psychology; Identifying personality types and how they fit into a plan for employee motivation; Setting clear and defined goals; Identifying specific isses in the field, addressing these isses and how to maintain this going forward. 24

25 18. NEGOTIATION SKILLS Negotiation skills are not jst for employees dealing with cstomers or managers who negotiate deals for services. Negotiation is sed in every day work and home life scenarios. This corse introdces participants to the phases of negotiation, tools to se dring a negotiation and most importantly, provides ways to bild win-win soltions. Understanding negotiation; Getting prepared; Laying the grondwork and establishing common grond; Exchanging information getting off on the right foot and knowing what to share; Bargaining and breaking an impasse; Mtal gain; Closing throgh consenss and wetting the terms of an agreement; Negotiating via telephone or ; Negotiating on someone s behalf. Otcomes: Understanding the basic types of negotiations, the phases of negotiations, and the skills needed for sccessfl negotiating; Understanding and applying negotiating concepts; Laying the grondwork for negotiation; Identifying what information to share and what to keep to yorself; Understand basic bargaining techniqes; Applying strategies for identifying mtal gain; Understanding how to reach consenss and set the terms of agreement; Dealing with personal attacks and other difficlt isses; Using the negotiating process to solve everyday problems; Negotiating on behalf of someone else. 25

26 19. PERSONAL PRODUCTIVITY SKILLS This corse is one of or recommended all ronder corses as it provides a practical approach to organising oneself to meet deliverables, accomplish goals and balance life. Setting goals; The importance of rotines, practicing rotines and ways to simplify life; Schedling and tracking; Keeping on top of tasks; Tackling new tasks and projects; Basic project management techniqes; Creating a workspace; Organising files; Managing ; Beating procrastination. Otcomes: Taking time ot to decompress and refocs for more prodctive project otcomes; Making the effort to express good will, respect and empathy for others; Adapting to nexpected reqests of individals and teams by going with the flow; Keeping p with information dynamics; Attending to needs promptly and efficiently; Showing more respect and compassion to others to enhance prodctivity; Mtal sharing and accepting different interests, information and ideas; Remembering to smile and show appreciation and gratitde. 26

27 20. PRESENTATION SKILLS Good presentation skills can be applied at many levels, e.g. presenting a soltion to an internal or external client, presenting information on an internal matter at a meeting, presenting concepts dring mentoring and coaching activities. This corse is at an introdctory level and provides fondational knowledge and skills to condct professional presentations. Note that a second level of the corse is available that focses on pblic speaking, i.e. presenting to a wider external adience. Creating the programme throgh analysis; Strctring the presentation by writing a basic otline, researching and expanding on the main points; Choosing a delivery method to sit the adience and time allocation; Verbal commnication skills; Non-verbal commnication skills/body-langage; Overcoming nervosness; Rehearsal and practice; Creating visal aids; Using PowerPoint to create compelling presentations; Videos and adio aids; Encoraging discssion and dealing with qestions. Otcomes: Performing a needs analysis; Preparing an otline for the content and expanding on the content; Selecting a sitable presentation delivery method; Practicing verbal and non-verbal commnication skills; Knocking down nervosness; Developing and sing adio and/or visal aids; Creating targeted PowerPoint presentations; Interacting with the adience. Optional additional activity The majority of the corporate training corses provide tools and skills that can be applied in day to day activities. However, presentation skills cannot always be practiced de to lack of opportnity. We therefore recommend that participants be reqired to present at a second session on a specific topic to apply learning from the corse while the knowledge and information is fresh. The company may nominate a topic that serves a bsiness otcome to maximise the benefits of the corse. 27

28 21. PROPOSAL/REPORT WRITING Proposals and reports differ from daily commnication de to their length and the depth with which a topic is being tackled. A good report or proposal is well strctred and carries a clear message. This corse provides a gide on writing professional reports/proposals. Introdction to writing a report or proposal; Identifying the prpose and adience; Performing a needs analysis and formlating a goal statement; Preparing an otline of the framework; Finding facts; Writing skills inclding spelling, grammar; working with words, constrcting sentences, persasive writing, mastering voice, paragraphs, transitions and conclsions; Writing the proposal or report; Use of diagrams and illstrations; Checking for readability and clarity; Proofreading and editing to achieve a professional look and feel; Creating the final package. Otcomes: Identifying the prpose of a proposal or report; Identifying different types of proposals/reports; Identifying and performing the steps in the writing process; Performing a needs analysis and formlating a goal statement; Preparing an otline; Improving writing skills with a variety of techniqes; Using appropriate resorces and ghosting to bild a strong case; Adding illstrations; Proofreading and editing; Adding the finishing toches to create a professional-looking final prodct. 28

29 22. SALES FUNDAMENTALS This corse covers the basic sales process and provides applicable sales tools to help sales people create qality sales and close more deals. Types of sales and common sales approaches; Getting prepared to make the call; The needs analysis and creating potential soltions; Creative openings for cold and warm calls; Making the pitch; Handling objections; Sealing the deal: closing; Following p; Managing data; Using a prospect board and getting referrals. Otcomes: Understanding the langage of sales; Preparing for a sales opportnity; Beginning the discssion on the right foot; Making an effective pitch; Handling objections; Sealing the deal; Following p on sales; Setting sales goals; Managing sales data; Using a prospect board. 29

30 23. STRESS MANAGEMENT Stress is a major factor of working life in Soth Africa, especially if the employee is based in the Gateng area (faster pace of life, greater levels of traffic and higher levels of crime). Stress contribtes towards many lifestyle diseases and impairs a person s ability to perform prodctively and enjoy qality of life. Stress management is not jst a sefl skill bt has become a necessary skill to cope with life s demands in a healthy way. Understanding stress and estress; Creating a stress redcing lifestyle; Altering the sitation, where applicable; Avoiding the sitation, where applicable; Accepting the sitation, where applicable; Using planning, rotines and organisational tools to redce stress; Physical relaxation techniqes; Coping with major events; Formlating a personal stress redction plan. Otcomes: Identifying the best approach to a stressfl sitation (Alter, Avoid, or Accept); Understanding what lifestyle elements yo can change to redce stress; Using planning, organisation and rotines to redce stress; Using environmental and physical relaxation techniqes; Coping better with major events; Using a stress log to identify stressors and create a plan to redce or eliminate them. 30

31 24. SUPERVISING OTHERS The spervision corse is aimed at enhancing the team leader or manager s spervision skills and is one of or recommended all ronder corses. Althogh it addresses some leadership topics, the corse takes a practical approach to day to day spervision of staff and is recommended for team leaders and managers. Setting expectations; Setting goals and helping others set goals; Assigning work: general principles, the dictatorial approach, the apple-picking approach and the collaborative approach; Degrees of delegation and when each is appropriate; Implementing delegation; Monitoring reslts; Providing feedback; Managing time sing the rgent-important matrix, rotines and systems; Resolving conflict within the team; Tips for special sitations; A srvival gide for the new spervisor. Otcomes: Defining reqirements for particlar tasks; Setting expectations for employees; Setting SMART goals for yorself; Helping employees set SMART goals; Assigning work and delegating appropriately; Providing effective, appropriate feedback to employees; Managing time more efficiently; Helping team members resolve conflicts; Understanding how to manage effectively in particlar sitations; Understanding what a new spervisor needs to do to get started on the right path. 31

32 25. TEAMWORK AND TEAM BUILDING Teamwork is part of everyday life as we work in teams in or family nit, commnity and at work. This corse explores different aspects of a team and ways that teams can be bilt p from both the leader s perspective and the team member s perspective. Additional tools and templates are provided to aid team leaders in improving team leadership and management. Introdction the concept of team; Defining sccess sing Tckman and Jensens for phase model; Types of teams; The first stage of team development: forming; The second stage of team development: storming; The third stage of team development: norming; The forth stage of team development: performing; Appropriate team bilding activities; Making the most of team meetings; Solving problems as a team. Otcomes: Understanding the concept of a team, and its factors for sccess; Explaining the for phases of the Tckman team development model and being able to define their characteristics; Knowledge of the three types of teams; Describing actions to take as a leader and as a follower for each of the for phases (forming, storming, norming and performing); Being able to discss the ses, benefits and disadvantages of varios team-bilding activities; Introdction to team-bilding activities that can be sed, and in what settings; Following strategies for setting and leading team meetings; Detail problem-solving strategies sing the Six Thinking Hats model and one consenss-bilding approach to solving team problems Identifying actions to do, and those to avoid when encoraging teamwork. 32

33 26. TIME MANAGEMENT Time management skills are critical to sstainable reslts and achieving a balance between work and home life to redce stress and accomplish goals. This corse aligns with nit standard : Manage time effectively. This corse is sited for entry level employees, and employees who display a lack of time management skills, e.g. an employee who is reglarly late for work, appointments, meetings or deliverables. Analysis of activities to identify prodctivity in terms of qality and qality; Life analysis inclding the link between stress and time management; The concept of a balanced lifestyle and an evalation of work and personal commitments; Identification of spport strctres and resorces to make improvements; Identification of time management tools and when each is appropriate, Goal setting and measrement; Use of the rgent/important matrix in prioritising tasks; Setting realistic short, medim and long term goals to achieve a balanced life style; Implementation of an action plan; Review. Otcomes: Identifying, analysing and evalating personal se of time; Understanding the concept of a balanced lifestyle; Researching aspects of a balanced lifestyle and their relationship to prodctivity; Investigating and applying tools and techniqes to manage time; Identifying spport strctres that can contribte towards sccess; Creating realistic goals and action plans; Implementation of action plans, measrements of progress and review; Applying knowledge of time management to enhance own prodctivity and lifestyle. 33

34 27. WORKPLACE DIVERSITY There are few places in the world that have the same level of diversity as in the Soth African workplace. Differences in age, gender, cltre etc can lead to nfair discrimination, misnderstanding, cliqes forming and segregation within a team. This corse is aimed at transforming stereotyping, discrimination and other barriers to a mindset of embracing diversity. Embracing diversity means acknowledging and appreciating cltral or other differences and making the most of diverse views and backgronds. Understanding diversity; A legal and historic view of diversity; Understanding stereotypes and biases; Breaking down barriers; Verbal commnication skills in a diverse context; Non-verbal commnication and some cltral differences in non-verbal commnication; Being proactive by preventing and discoraging discrimination; Coping with discrimination; Dealing with diversity complaints as an individal, manager or organisation. Otcomes: Understanding the definition, terms and history of diversity; Understanding the meaning of stereotypes and biases, how they develop, and the reasons for a personal perspective; Knowledge of strategies for removing barriers to encoraging diversity as an individal, in the workplace, and in the social commnity; Using active listening skills to receive messages in a diverse poplation, employing effective qestioning techniqes, and commnicating with strength; Understanding the importance of body langage and recognising its importance in interpersonal commnications; Identifying ways to encorage diversity in the workplace, and prevent and discorage discrimination; Understanding and responding to personal complaints, and developing a spport system to manage the resoltion process; Knowledge of steps that a manager shold take to record a complaint, analyse the sitation, and take appropriate resoltion action. 34

35 CONTACT DETAILS Please contact s for frther information or for a qote: Tamara Jacobsen CFP Mobile tamara@appliedlearning.co.za info@appliedlearning.co.za Website Tel