Practitioner’s Approach Programme - HRODC

Human Resource Management: A Practitioner’s Approach Programme, Leading to Postgraduate

Diploma in Human Resource Management

Human Resource Management: A Practitioner’s Approach Programme - Page 1 of 65

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Human Resource Management: A

Practitioner’s Approach

Programme

Leading To:

Human Resource Management




Programme Coordinator:

Prof. Dr. R. B. Crawford is the Director of HRODC Postgraduate Training

Institute, A Postgraduate-Only Institution. He has the following Qualifications and

Affiliations:

➢ Doctor of Philosophy {(PhD) {University College London (UCL) - University of London)};

➢ MEd Management (University of Bath);

➢ Postgraduate (Advanced) Diploma Science Teacher Ed. (University of Bristol);

➢ Postgraduate Certificate in Information Systems (University of West London, formerly

Thames Valley University);

➢ Diploma in Doctoral Research Supervision, (University of Wolverhampton);

➢ Teaching Certificate;




➢ Fellow of the Institute of Management Specialists;

➢ Human Resources Specialist, of the Institute of Management Specialists;

➢ Member of the Asian Academy of Management (MAAM);

➢ Member of the International Society of Gesture Studies (MISGS);

➢ Member of the Standing Council for Organisational Symbolism (MSCOS);

➢ Member of ResearchGate;

➢ Executive Member of Academy of Management (AOM). There, his contribution

incorporates the judging of competitions, review of journal articles, and guiding the

development of conference papers. He also contributes to the Disciplines of:

▪ Human Resources;

▪ Organization and Management Theory;

▪ Organization Development and Change;

▪ Research Methods;

▪ Conflict Management;

▪ Organizational Behavior;

▪ Management Consulting;

▪ Gender & Diversity in Organizations; and

▪ Critical Management Studies.

Professor Dr. Crawford has been an Academic in the following UK Universities:

➢ University of London (Royal Holloway), as Research Tutor;

➢ University of Greenwich (Business School), as Senior Lecturer (Associate Professor), in

Organisational Behaviour and Human Resource Management;

➢ University of Wolverhampton, (Wolverhampton Business School), as Senior Lecturer

(Associate Professor), in Organisational Behaviour and Human Resource Management;

➢ London Southbank University (Business School), as Lecturer and Unit Leader.

His responsibilities in these roles included:

➢ Doctoral Research Supervisor;

➢ Admissions Tutor;

➢ Postgraduate and Undergraduate Dissertation Supervisor;

➢ Programme Leader;

➢ Personal Tutor




For Whom This Course is Designed This Programme is Designed For:

➢ Human Resource Professionals;

➢ Human Resource Managers;

➢ Human Resource Specialists who need to expand their knowledge and expertise in all

aspects of human resources management;

➢ Executives;

➢ Directors;

➢ Managers who need current, specialized knowledge Supervisors;

➢ Experienced managers who are new to the HR field;

➢ Other mid-level managers pursuing a career change or promotion;

➢ Business consultants;

➢ MBA students;

➢ Those considering entering the field of Human Resource Management Early- to mid-

career professionals who need to manage the increasing complexity of interpersonal

or organizational dynamics in their jobs;

➢ Entrepreneurs who want to learn about human resource management;

➢ Small business owners who do not have in-house professional Human Resource

Management expertise.

Classroom-Based Duration and Cost:

Classroom-Based Duration: 12 Weeks (5 Days per Week)

Classroom-Based Cost: £45,000.00 Per Student

Online (Video-Enhanced) Duration and Cost

Online Duration: 20 Weeks – 3 Hours Per Day, 6 Days Per Week

Online Cost: £30,150.00 Per Student




Classroom-Based Programme Cost includes:

➢ Free Continuous snacks throughout the Event Days;

➢ Free Hot Lunch on Event Days;

➢ Free City Tour;

➢ Free Stationery;

➢ Free On-site Internet Access;

➢ Postgraduate Diploma/ Diploma – Postgraduate –or

➢ Certificate of Attendance and Participation – if unsuccessful on resit.

Students and Delegates will be given a Selection of our Complimentary Products, which include:

➢ Our Branded Leather Conference Folder;

➢ Our Branded Leather Conference Ring Binder/ Writing Pad;

➢ Our Branded Key Ring/ Chain;

➢ Our Branded Leather Conference (Computer – Phone) Bag – Black or Brown;

➢ Our Branded 8-16 GB USB Flash Memory Drive, with Course Material;

➢ Our Branded Metal Pen;

➢ Our Branded Polo Shirt.;

➢ Our Branded Carrier Bag.

Daily Schedule: 9:30 to 4:30 pm.

Delivery Locations:

1. Central London, UK;

2. Dubai, UAE;

3. Kuala Lumpur, Malaysia;

4. Amsterdam, The Netherlands;

5. Brussels, Belgium;

6. Paris, France; and

7. Durban, South Africa;

8. Other International Locations, on request.




Course Programme for Human Resource Management: A Practitioner’s Approach

Leading to Postgraduate Diploma in Human Resource Management

Module Number

Pre-existing Course #

Module Title

Page # Credit Value

1 001 Dynamics of Organisational Change

Management 23 Single

2 003 Trainer Training: Training for Trainers 25 Double

3 004 Motivating Workers: Intrinsic and

Extrinsic Rewards 32 Single

4 005 Employee Resourcing: Recruitment and

Selection 34 Single

5 006 Diversity Management: A Value-Added

Inclusion 36 Single

6 032.B1 Organisation Management: An

Introduction 38 Single

7 032.B6 Managing Individual Performance 41 Single

8 037 Advanced Financial Accounting 43 Single

9 056 Training Needs Analysis: Determining

Training Needs 46 Single

10 131

Strategic Planning, Business Planning

and Budgeting for Organisational

Effectiveness

49 Single

11 147 Current and Recurrent Issues in Human

Resource Management (HRM) 54 Single




XXXXXXXXX, Programme

Leading to Postgraduate a Postgraduate Diploma in xxxxxxxxx

Programme Objectives

By the conclusion of the specified learning and development activities, delegates will be able

to:

➢ Demonstrate their awareness of the inevitability of organisational change;

➢ Demonstrate the need for a proactive stance in relation to Organisational change;

➢ Demonstrate their ability to conduct an Internal environmental analysis—SW;

➢ Exhibit their ability to conduct an external environmental analysis—OT;

➢ Synthesize the relationship between Internal and external environmental

analyses—SWOT;

➢ Determine the factors, which contribute to workers’ resistance to change;

➢ Suggest the efforts, which an organisation might employ to reduce workers’

resistance to change;

➢ Demonstrate their awareness of change management and human resource

implications;

➢ Distinguish between change strategies and approaches to change ;

➢ Illustrate the advantages and disadvantages of each strategy;

➢ Manage latent and manifest resistance to change;

➢ Determine the situations when a particular approach might be appropriate;

➢ Determine the most effective ways of communicating change decisions to workers;

➢ Illustrate the advantages and drawbacks of group involvement in decisions related

to change;

➢ Design measures, which will ensure change institutionalisation;

➢ Demonstrate leadership in the implementation of change, whilst avoiding whilst

avoiding Human and Organisational Casualties.

➢ Understand the theories of learning and memory crucial to the development and

implementation of training programmes;

➢ Understand the taxonomy of educational objectives and translate these into

individual capability and achievements;




➢ Determine the most appropriate way to organise training and development courses;

➢ Equip a training room for maximum impact and effectiveness, within organisational

budget and other constraints;

➢ Design courses that account for individual training needs and learning curve;

➢ Design learning objectives, mindful of what can be realistically achieved - in terms

of the experience and motivation of delegates;

➢ Design learning experiences that will ensure that learning;

➢ Meet the objectives - taking account of relevant factors associated with established

principles of learning;

➢ Design appropriate delegate activities relevant to the stated learning objectives;

➢ Demonstrate their ability to prepare for and make effective oral presentations;

➢ Demonstrate their ability to conduct individual, team and organisational training

needs analysis;

➢ Use different internal sources of information to assess;

➢ Equip with the immediate and future training and development needs;

➢ Design evaluation questionnaire for individual courses, training programmes, and

presenters;

➢ Determine when training intervention is necessary;

➢ Link organisational and subsystem business strategy to training and development

strategy;

➢ Position the training department within organisational corporate structure;

➢ Design appropriate in-course evaluation;

➢ Design appropriate assessments and assessment strategy of award-bearing

components of training programmes;

➢ Effectively structure training courses to incorporate formal presentations, delegate

activities and evaluation;

➢ Incorporate appropriate 'Ice-breaker' and 'Closure' activities that will enhance the

effectiveness of individual training courses;

➢ Demonstrate exceptional leadership in the management of the learning

environment

➢ Effectively manage commissioning relationships; and

➢ Effectively manage a training department.




➢ Demonstrate an understanding of the concept of motives and their value in

organisational and subsystem effectiveness;

➢ Distinguish between the different sets of motivation theories, notably content,

process and reinforcement;

➢ Demonstrate their ability to translate motivation theory into practice

➢ Evaluate the appropriateness of the application of particular theoretical aspects of

motivation to specific situations;

➢ Demonstrate their ability to formulate a comprehensive motivation strategy;

➢ Critically appraise existing motivation strategy within their organisations, identifying

and addressing gaps;

➢ Formulate a workable motivation strategy;

➢ Follow the common trends in the popular motivation theories;

➢ Demonstrate their appreciation of the need for a variance in intrinsic and extrinsic

values if motivation;

➢ Demonstrate how popular motivation theories have contributed to our

understanding of worker behaviour;

➢ Locate performance related pay, productivity bonuses and other remuneration

inducement within existing motivation theory;

➢ Illustrate how the contingency approach to motivation might be applied to different

situations;

➢ Indicate the part that training and development play in worker motivation;

➢ Manage the process of motivation, taking account of socio cultural and economic

differences;

➢ Manage the motivation process, taking account of the differences in preferences

and expectation of workers;

➢ Apply the ‘equity’ theory to work situation from a ‘differentiation perspective’, rather

than an ‘equality perspective;’ and

➢ Demonstrate the need to balance the ‘individualist’ and ‘collectivist’ perspective to

motivation.

➢ Exhibit an understanding of the desirability of a limited turnover of staff;

➢ Demonstrate their ability to determine the type of commitment that motivate

particular individuals to join an organisation;

➢ Design ways of stabilizing staff turnover/high turnover;




➢ Understand how personnel demand forecast (PDF) is conducted;

➢ Demonstrate their ability to conduct a human resource audit;

➢ Understand the non-conventional selection methods and conduct periodic and exit

interviews;

➢ Demonstrate their ability to conduct job analysis;

➢ Design job description and personnel specification for particular roles;

➢ Weight a candidate assessment form, on the basis of job description and personnel

specification;

➢ Use candidate assessment form in short listing and interviews;

➢ Conduct individual and panel interviews;

➢ Demonstrate capability of arriving at objective decisions in personnel selection;

➢ Analyse education, training and development programmes;

➢ Design an effective induction package;

➢ Demonstrate an understanding of the legal bases of Employee Resourcing;

➢ Relate specific recruitment, selection, retention and exit issues to UK and European

legislation;

➢ Cite Specific legislation and related cases relevant particular job design issues;

➢ Suggest the constraints that specific UK Protective Legislation place on the

recruitment, selection and management of employees;

➢ Demonstrate their ability to lead a recruitment and Selection team; and

➢ Manage recruitment and selection within a ‘resourcing context’.

➢ Distinguish between equal opportunities and diversity management;

➢ Demonstrate an understanding of the Equal Opportunities Legislation and its

implications for organisational operation;

➢ Demonstrate their awareness of the bases for racial, ethnic and gender

discrimination, focusing on the social identity perspective;

➢ Determine the organisational benefits of organisational diversity, on the bases of

cost, resource acquisition, marketing, creativity & system flexibility;

➢ Use vital diversity factoids, useful to their organisation’s effective operation;

➢ Design a system by which organisational diversity will be managed;

➢ Devise a managed approach to organisational culture;

➢ Devise a strategy for the creation of a bias-free human resource management;




➢ Devise ways to encourage a ‘gender friendly’ work environment - manifest in a bias-

free career & promotion system and reduction in work-family conflict;

➢ Demonstrate their understanding of ‘sentience’ as a basis for discrimination;

➢ Devise a system by which gender, racial and ethnic heterogeneity are promoted;

➢ Recognise resonation, taking the necessary steps to avert or prevent its

reoccurrence;

➢ Demonstrate their ability to manage complaints and disciplinary systems in such a

way that all opportunities for discrimination are removed

➢ Demonstrate their ability to apply their knowledge of organisational diversity to

reducing the likelihood of ‘sentience’;

➢ Apply their understanding of organisational diversity to promote a desirable level of

cohesiveness, reducing the likelihood of ‘groupthink’;

➢ Demonstrate competence in ‘diversity counselling’;

➢ Demonstrate expertise in ‘relationship management’;

➢ Exhibit the ability to detect tendencies towards ‘sentience’ as a direct result of

diversity;

➢ Demonstrate the ability to effectively manage in situations where sentience exists,

progressing towards its elimination;

➢ Demonstrate their ability to formulate, implement and monitor an effective diversity

policy.

➢ Demonstrate exceptional leadership in the management of a diverse workforce.

➢ Distinguish between formal & social organisations;

➢ Distinguish between business and non-business organisations;

➢ List at least three characteristics of a formal organisation;

➢ List the key features of a collegia;

➢ Distinguish between power and authority;

➢ Distinguish between social and business objectives;

➢ Distinguish between internal and external accountability;

➢ State at least three agencies to which an organisation is accountable;

➢ Demonstrate an awareness of the difference between managing in stable and

turbulent times;

➢ Demonstrate a general understanding of how these fundamental elements of

management are performed;




➢ Demonstrate their ability to establish an effective co-ordinating mechanism;

➢ Design a ‘leadership strategy’, which has a high probability of greatly enhancing

worker motivation and improving their morale - factors crucial to organisational

success;

➢ Influence their leadership style in such a way that they develop the flexibility to

manage their organisations and subsystems effectively, in stable and turbulent

times;

➢ Understand some key issues in designing effective organisations;

➢ Understand the importance of organisational design and communication

effectiveness;

➢ Establish objectives, designing the mechanism for their accomplishment;

➢ Apply effective time management to competitive situations;

➢ Understand the importance of delegation in human resource & organisational

development;

➢ Determine the factors that delegates should ascertain before delegating tasks;

and

➢ Determine the support that delegates should give to their delegates during their

performance of the specified tasks.

➢ Locate performance management in an appropriate context;

➢ Discuss the factors that are associated with poor performance;

➢ Exhibit their ability to take appropriate measures to improve individual and team

performance;

➢ Establish and monitor targets;

➢ Determine the resources necessary to enhance individual and team performance

➢ Determine the appropriate extrinsic reward that might contribute to improve

performance;

➢ Develop a strategy manage poor performance;

➢ Locate performance appraisal within performance management structure;

➢ Determine the objectives of performance appraisal;

➢ Illustrate the organisational individual and subsystems benefits of performance

appraisal;

➢ Explain at least three appraisals systems;

➢ Evaluate the effectiveness of individual appraisal systems;




➢ Conduct an appraisal interview;

➢ Implement a 360 degree appraisal programme;

➢ Customise, through a synthesis of existing systems, and an appropriate appraisal

scheme that takes account of their unique cultural setting;

➢ Address some of the short coming s of traditional appraisal systems;

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

➢ Define reward in an employee relation context;

➢ Suggest the importance of reward management in organisation;

➢ Explain the bases of reward management;

➢ Explain the reward model;

➢ Provide an appraisal of a specific remuneration system;

➢ Determine the factors that negatively or positively affect remuneration systems;

➢ Formulate and evaluate a recommended remuneration package;

➢ Understand and formulate pay or remuneration structures;

➢ Determine the criteria that are used to evaluate remuneration structure; and

➢ Explain and evaluate the rationale for performance related pay.

➢ Determine the uses and purpose of accounting;

➢ Identify who are the users of accounting and financial information;

➢ Identify the different internal and external users;

➢ Explain some accounting language and terminology;

➢ Distinguish cash and profit;

➢ Explain the concept of accruals and monetary concepts;

➢ Understand the principle of profit and profitability;

➢ Draft accounting reports and statements;

➢ Determine the different parts of the balance sheet;

➢ Know the information contained in the balance sheet pertaining to the company;

➢ Specify the limitations of the conventional balance sheet;

➢ Define profit;

➢ Ascertain the information contained in profit and loss account pertaining to the

company;

➢ Establish the links between the profit and loss account and balance sheet;

➢ Identify the components of cash flow statement;

➢ Prepare a cash flow statement for their company;




➢ Determine the importance of is cash flow;

➢ Establish the links between three accounting statements: the cash flow statement,

profit and loss account and balance sheet;

➢ Identify the key elements of published reports and accounts and explain each;

➢ Explain the following aspects of ratio analysis:

▪ Profitability;

▪ Efficiency and performance;

▪ Liquidity;

▪ Investment;

▪ Cash flow;

▪ The DuPont system.

➢ Differentiate cash from profit as a measure of performance, EBITDA;

➢ Learn how to predict business failure using the ALTMAN z-score;

➢ Identify the different sources of financial information;

➢ Determine the use of non-financial information together with financial information;

➢ Establish the cost/volume/profit (CVP) relationships;

➢ Learn how to perform break-even analysis;

➢ Identify the single and mixed products;

➢ Ascertain the impact of cost structure changes;

➢ Determine the limitations of CVP analysis;

➢ Enumerate the purposes of budgeting;

➢ Know the budget process, including activity based budgeting;

➢ Identify the possible uncertainty and risk in budgeting and planning;

➢ Explain the motivation and the behavioural aspects of budgeting;

➢ Suggest solutions to some problems in budgeting;

➢ Define investment;

➢ Differentiate between investment appraisal criteria and investment decisions;

➢ Understand the time value of money;

➢ Define free cash flows and identify the inclusions thereof;

➢ Explain the concept of capital rationing and control of capital investment projects;

➢ Utilise the sensitivity analysis in decision-making to overcome risk and uncertainty;

➢ Learn about organisational and accounting control systems;

➢ Identify the standard costs of a company;




➢ Realise the value of standard costing as a management tool;

➢ Discover how variance analysis helps management understand the present costs and

control future costs;

➢ Determine the benefits of the organisation out of the flexed budgets;

➢ Enumerate the types of variances and give the reasons for their occurrence;

➢ Identify the different planning and operational variances;

➢ Enumerate the sources of finance;

➢ Define gearing;

➢ Calculate Weighted Average Cost of Capital (WACC) using the correct formula;

➢ Determine how cost of debt is measured;

➢ Ascertain the importance of equity capital;

➢ Perform risk analysis;

➢ Be familiar with the outline of strategic management accounting;

➢ Ascertain the importance of competitor information and strategic positioning towards

the success of an organisation;

➢ Learn how to develop competitive advantage;

➢ Establish the relationship between strategic accounting systems, and the balanced

scorecard; and

➢ Specify the new role for managers and accountants.

➢ Comprehend the underlying notions of organisational development and establish how

a successful training needs analysis can lead towards organisational development;

➢ Describe training in the aspect of macro and micro organisational development;

➢ Identify the rationale for and definition of Training Needs Analysis (TNA);

➢ Demonstrate a heightened understanding of how organisational training needs

analysis, subsystem training needs analysis and individual training needs analysis are

conducted;

➢ Enumerate the approaches, methods and techniques of TNA and discuss each;

➢ Distinguish among education, training and development as important organisation

investment;

➢ Determine the organisation’s opportunity costs in providing education, training and

development among its employees;

➢ Establish the efficiency gains derived by an organisation out of education, training and

development of its employees;




➢ Demonstrate their competence in the measurement of efficiency gains;

➢ Suggest ways on how to improve efficiency gains;

➢ Ascertain how return on investment can be achieved to justify the funding for the

employee’s training;

➢ Explain the underlying concept of Investors in People (IIP);

➢ Gather information and evidence from ‘Investors-in-People’;

➢ Calculate Return on Investment (ROI) from education, training and development;

➢ Describe the organisational learning process as part of the training needs analysis;

➢ Realise the importance of focus group in the learning process;

➢ Describe the key procedures and skills required to implement action learning;

➢ Know how an organisation can facilitate organisational development;

➢ Determine the training applications of experiential learning and learn how to utilise

effectively the powerful potential of learning from experience;

➢ Understand reflective practice as part of the training process;

➢ Develop the necessary skills through some collaborative learning opportunities;

➢ Know the different ways of developing a synergy in the learning process;

➢ Find out how learning to learn leads towards the improvement of an individual’s ability

to learn;

➢ Ascertain how lifelong learning mark a decisive turning point in the way that people and

organisations define and manage their learning;

➢ Understand group processes and organisational change;

➢ Identify the sources of information for TNA and the factors which should be taken into

consideration when choosing which among the approaches will be used;

➢ Demonstrate a heightened knowledge of how training needs might be devised from

Strategic Plans;

➢ Suggest how training needs might be derived from an examination of an organisation’s

Tactical Plans;

➢ Highlight the value of Operational Plans in the determination of departmental training

needs;

➢ Provided a practical guide with respect to the use of Strategic Operational Review in

determining organisational and departmental training needs;

➢ Demonstrate the use of Human Resource Plan in determination of individual training

needs;




➢ Elucidate the use of Management Succession Plans in the determination of individual

developmental needs;

➢ Explain the process and value of Human Resource Audit;

➢ Demonstrate a heightened understanding of Critical Incident Reports and their value

in training needs analysis;

➢ Practicalise the use of Individual Performance Appraisal Reports in the individual and

departmental training needs analysis;

➢ Demonstrate what Personnel Deployment Charts are an how the may be used in the

determination of departmental training needs;

➢ Work their way through Business Plans, determining the skills and expertise that are

needed to execute them, thereby identifying how they relate to current and future roles,

and the departmental and individual training gaps that exist;

➢ Demonstrate the relationship between Job Evaluation or Job Tasks and Role Analysis

and the determination of training gaps, in training needs analysis;

➢ Determine how Client or Customer Feedback can be used in determining gaps that

pre-exist in skills, knowledge and expertise;

➢ Explain the process of 360 Degrees Feedback, the data analysis process, and the way

in which the information that has been produced, might be used in determining the

know, skills and attitudes that need to be developed for the individuals concerned;

➢ Explain how Supervisory Reports might best be used to determine the skills,

knowledge and attitude that an individual falls short of in his or her role performance;

➢ Suggest how best Training Needs Analysis Questionnaires might be

constructed, analysed and used in determining knowledge, skills and attitude

gaps;

➢ Explain what Assessment Centres are and the way in which the information from them

might be used as a basis for determining individual competency levels;

➢ Highlight the value of Training Needs Survey in training needs analysis;

➢ Determine how Task Competencies Analysis Report can be used in enhancing the

effectiveness of departmental and individual training needs analysis.

➢ Demonstrate an exceptional ability in planning;

➢ Define planning;

➢ Prepare a plan incorporating all the necessary requirements;

➢ Explain the concept of informal plan;




➢ Know the different purposes of planning;

➢ Classify plan;

➢ Identify the various contingency factors in planning to prepare their organisation for any

unforeseen or unexpected circumstances;

➢ Know the characteristics of planning;

➢ Discuss in proper order the steps in planning;

➢ Establish the relationship between planning and organisational control;

➢ Discuss the various components of operation management;

➢ Know the concept of, and prepare a tactical plan for their organisation;

➢ Draft a strategic plan for their organisation incorporating therein the key components;

➢ Discuss the underlying concepts of Strategic planning;

➢ Use the different strategic planning tools in preparing their organisation’s strategic plan;

➢ Illustrate the strategic planning process;

➢ Undertake tests to check the quality of their organisation’s strategic plan;

➢ Know the right period for doing strategic planning;

➢ Draft an operational or business plan for their organisation;

➢ Differentiate between standing and single-use plan;

➢ Determine the issues involved in operational plan;

➢ Distinguish between strategic planning and operational/business planning;

➢ Distinguish between strategic planning and tactical planning;

➢ Adopt different strategies in drafting a plan;

➢ Explain and illustrate the planning cycle;

➢ Follow the steps in planning cycle;

➢ Realize the importance of setting objectives in the preparation of the plan;

➢ Draft a plan outline;

➢ Demonstrate an exceptional ability in budgeting;

➢ Realize how proper budgeting can help their management to keep in track with the

financial transaction and to manage the finance of their organisation for its future

growth and development by knowing the basic concept of budget and budgeting;

➢ Know the two primary functions of budgeting;

➢ Identify the benefits of proper budgeting towards the success of their organisation;

➢ Cite the classification of budgets and distinguish one from the other;

➢ Enumerate the different types of budget;




➢ Avoid common traps associated with budgeting;

➢ Develop ways to avoid damage caused by ineffective budgeting;

➢ Suggest ways on how to prevent budgeting overkill;

➢ Know the different strategies in making a good budget plan;

➢ Establish how proper budgeting and forecasting will lead in the preparation of a good

plan;

➢ Ascertain the relationship between budgeting and management for the proper

coordination of organisational activities;

➢ Prepare an efficient budget plan by knowing the principles and procedures for

successful budgeting;

➢ Specify the role of budgeting in the planning and communication process;

➢ Understand the nature and purpose of budgets for planning and control;

➢ Ascertain how budgetary control helps in monitoring revenue and expense levels in

operating activities;

➢ Learn how variance analysis helps management to understand the present costs and

how to control the future costs;

➢ Know how the different responsibility centres promote effective financial control;

➢ Report a budget segment internally and externally

➢ Distinguish between fixed and flexed budget;

➢ Know the principles of a rolling budget;

➢ Explain the underlying concept of zero-based budgeting and its advantages and

disadvantages;

➢ Differentiate traditional-based budgeting and zero based budgeting;

➢ Give comments on the criticisms in zero-based budgeting;

➢ Determine how zero-based budgeting may assist in budgeting, planning and control;

➢ Understand and explain the concept of Activity Based Budgeting (ABB);

➢ Appreciate the importance of ABB towards creating accurate forecast for the

organisation;

➢ Enumerate the financial and organisational benefits of ABB;

➢ Establish the relationship of ABB to operational planning and portfolio management;

➢ Prepare a master budget for their organisation;




➢ Explain the underlying concept of paradigm-based budgeting, process-based

budgeting, priority-based budgeting and performance-based budgeting and

differentiate one form the other;

➢ Develop ways for innovative budgeting in credit crunch and economic recession;

➢ Analyse how behaviour influences forecasting cost and budget plan creation;

➢ Distinguish fixed, variable costs and mixed costs;

➢ Design an activity-based costing model in estimating the cost elements of

the organisation’s products or services;

➢ Know the different components of operating budget;

➢ Explain the concept of project and variable budget;

➢ Know the underlying concept of management by objectives;

➢ Prepare/Draft an operating budget plan for the continued operation of their

organisation at current levels;

➢ Prepare/Draft a financial plan for the proper allocation of future income to various types

of expenses;

➢ Demonstrate understanding of distinction between personnel management and human

resource management;

➢ Indicate the significant aspects in development of human resource management and

personnel management;

➢ Demonstrate an appreciation of important of welfare in the development of personnel

management and human resource management;

➢ Relate the part played by Cadburys Rowntree in the development of personnel

management and human resource management;

➢ Manage the strategic role;

➢ Illustrate the difference between the Hard approach to HRM and Soft approach to

HRM;

➢ Suggest the importance of human resource planning in organisation management;

➢ Illustrate the significance of effective human resource;

➢ Determine the links between corporate planning and human resource planning;

➢ Indicate how human resource planning can support business systems;

➢ Determine when there is a need to review an organization human resource plans; and

➢ Determine the factors influencing human resource planning.




➢ Demonstrate their understanding of the importance of employee Resourcing in an

organisational context;

➢ Demonstrate their understanding of the different employee resourcing strategy;

➢ Demonstrate their understanding of the benefits and drawbacks of individual employee

Resourcing strategy;

➢ Draw a parallel between material and facilities Resourcing and people Resourcing,

from the standpoint of organisational effectiveness;

➢ Defend the strategic importance of employee Resourcing;

➢ Link employee Resourcing with business and organisational development;

➢ Devise an effective employee Resourcing strategy;

➢ Demonstrate understanding of different type and levels of organisational flexibility, from

an Industrial Relation or Employee Relations prospective;

➢ Suggest what Numerical Flexibility means;

➢ Indicate the benefits of functional flexibility of workers and managers;

➢ Indicate the relationship between Temporal Flexibility and Financial Flexibility;

➢ Decide what workers or managers are likely to gain from Geographical Flexibility;

➢ Demonstrate their understanding of an effective job design system;

➢ Relate the factors to be taken into account to ensure that job design tribute to

organisational success;

➢ Illustrate the legal bases of job design;

➢ Distinguish between the different types of job design;

➢ Demonstrate an understanding of ergonomics in job design;

➢ Indicate the factors that contribute to fatigue and fatigue reduction;

➢ Create a match between individual capabilities and orientation, on the one hand, and

job design features, on the other;

➢ Distinguish between the different types of job design;

➢ Relate job design factors to the law;

➢ Demonstrate an understanding of ‘reasonable support;’

➢ Illustrate the ‘balance’ that might be made between candidate immediate suitability and

the possibility of Continuous Professional Development (CPD);

➢ Manage the entry process of new employees in the organisation;




➢ Illustrate the management succession chart; and

➢ Determine the impact of psychological contract in employee’s retention.

Programme Contents, Concepts and Issues

Module 1 Dynamics of Organisational Change Management

M1 - Part 1 - Organisational Development: Salient Issues

➢ What is Organisational Development?

➢ OD and Organisational Effectiveness;

➢ Differing Perspectives of Organisational Development;

➢ Organisational Climate;

➢ Organisational Culture;

➢ Organisational Norms;

➢ Organisational Values;

➢ Organisational Power Structure;

➢ Worker Commitment;

➢ Structure of Roles in Organisation;

➢ Inter-Group Collaboration;

➢ The Combination of the Authority Based in Roles with the Authority Based in

Knowledge and Skills;

➢ The Creation of an Open System of Communication –Vertically, Horizontally,

Diagonally; Management Development.




M1 - Part 2 - Micro and Macro Organisational Development: Their Respective Direct and Indirect Contribution to Organisational Improvement and Eventual Effectiveness (1)

➢ Micro Organisational Development;

➢ The Quality of Working Life;

➢ Aspects of Quality of Working Life;

➢ Adequate and Fair Compensation;

➢ Healthy and Safe Working Conditions;

➢ Development and Growth of Human Capacities;

➢ Growth and Security;

➢ Social Integration of People;

➢ Constitutionalism.

M1 - Part 3 - Micro and Macro Organisational Development: Their Respective Direct and Indirect Contribution to Organisational Improvement and Eventual Effectiveness (2)

➢ Protection of Total Life Space;

➢ Social Relevance of Work;

➢ Sensitivity Training;

➢ Approach to Organisational Development;

➢ Organisational Development Interventions;

➢ Process Consultation;

➢ Enhancing the Effectiveness of Programmes;

➢ Macro Organisational Development: Organisation-wide Development and

Change

➢ Determination of organisational Development Success.




M1 - Part 4 - Contextualising the Organisational Change Management Process (1)

➢ Influence Change Strategies: When They Should be Used or Avoided;

➢ Control Change Strategies: When They Should Be Used or Avoided;

➢ Communicating Organisational Change;

➢ Communication Media: Mass or Personalised Communication?

➢ Mode and Channels of Communication;

➢ Getting the Message Right;

➢ Timing of Communication;

➢ Who Should Communicate What, When?

➢ Use of Groups in Change Process;

➢ Managing Latent and Manifest Resistance to Change;

➢ Effective, Overall Change Leadership.

M1 - Part 5 - Contextualising the Organisational Change Management Process (2)

➢ Leading Change Implementation;

➢ Selecting the Appropriate Change Agent;

➢ Internal or External;

➢ Speed of Change;

➢ Change Acceleration: Averting Organisational and Individual Casualties;

➢ Confidence;

➢ Change Tolerance and Individual Stress Levels;

➢ Managing The External Environment: Improving Perception and Instilling;

➢ Stakeholders, Generally;

➢ Shareholders and Funding Agents;

➢ Customers and Clients;

➢ Potential Customers and Clients;

➢ Change Institutionalisation: Returning to Normality.




Module 2 Trainer Training: Training for Trainers

M2 - Part 1: Education, Training and Development

➢ Education Defined;

General Education;

Specialist Education and Special Education.

➢ Training Defined;

➢ Development Defined;

➢ Behavioural Objectives:

Learner;

Participant or Delegate;

Examples of Specific Behavioural Objectives.

➢ Education, Training and Development as Organization Development:

Organizational Development Defined

Emphasis and Concerns

Organisational Effectiveness Defined

M2 - Part 2: Learning Theory

➢ Learning Defined;

➢ Factors Affecting Learning:

➢ Learning Curve:

Definition;

Factors affecting individual learning progress:

➢ Aptitude, Treatment Intervention (ATI):

Aptitude Defined;

ATI Defined;

Views of ATI:

Universalist View;

Contingency View.




➢ Reinforcement Theory;

➢ Levels of Learning:

The Learning Hierarchy

Simple Recall;

Comprehension;

Application;

Problem Solving;

Synthesis.

➢ Other Related Factors:

Kolb’s Model;

Learning Approaches;

Learning & work motivation.

M2 - Part 3: Learning & its Application to Organisations

➢ Bases of Learning Theories;

➢ Examples of Learning Theories;

Classical Conditioning;

Operant Conditioning;

Instrumental Conditioning;

Learning Reinforcement;

Memory Acquisition;

Retention of Memory;

Memory Retrieval;

Skill Acquisition;

Inductive Learning.

➢ Historical Contributions to Learning Theories:

Herman Ebbinghaus (1850 -1909)

Memory;

Retention Curve;

Negative Acceleration;




Learning Curve.

Ivan Petrovich Pavlov (1849 – 1938)

Classical Conditioning (US, UR, CS, CR);

Acquisition;

Conditioning Curve;

Extinction;

Spontaneous Recovery;

Temporal Ordering.

Edward Thorndike (1874 – 1949)

Instrumental Conditioning

Reinforcer;

Law of Effect;

Law of Exercise;

Principle of Belongingness.

Clark Hull(1884-1952)

Reaction Potential;

Habit Strength;

Drive;

Incentive Motivation;

Inhibition.

Edward Tolman (1886-1959)

Latent Learning;

Cognitive Map.

B. F. Skinner

Instrumental Conditioning or Operant Conditioning;

Free Operant;

Cumulative Response Record;

Scalloped Function.

Atkinson & Shiffrin

Short – Term Memory;

Rehearsal;

Long – Term Memory.




M2 - Part 4: Role of Internal Trainer

➢ Identification of Individual and Organisational Training Needs;

➢ Plan Training & Development Programmes;

➢ Establish Training & Development Objectives;

➢ Organise and Deliver Training Programme;

➢ Liaise with External Training Consultants & Training & Educational Organisations;

➢ Evaluate Effectiveness of Training Programme;

➢ Recommend External Programs;

➢ Recommend &, or, Commission Training Consultancy;

➢ Identify Potential Internal Training Facilitators;

➢ Engage in Internal Training Facilitators;

➢ Evaluate effectiveness of Internal and External Training Consultants;

➢ Evaluate effectiveness of Specific Training Activities;

➢ Prepare other Trainers;

➢ Manage the Training Environment;

➢ Motivate Delegates & Potential Delegates;

➢ Provide Consultation Service to Managers & other Individuals;

➢ Devise & or Influence Training Policy;

➢ Interpret & Adhere to Training Policy;

➢ Ensure that Training is Related to Immediate and Long Term Organisational Strategy;

➢ Monitor the Training Operation;

➢ Ensure that Training Standards are Established, Enforced & Monitored;

➢ Ensure that Associated Administrative Functions are Effective.

M2 - Part 5: Training Interventions

➢ Formal Training Interventions:

Attributes and Methods;

Out-door Adventure;

Computer-based Training;

Programmed Interactive Learning;




Distance Learning;

Job Rotation and Job Shadowing: Formal or Informal?;

Coaching;

Incidental Learning;

Trial and Error;

Informal Observation;

Modelling Informal Mentors.

Application and Disadvantages.

M2 - Part 6: Training Policy and Strategy

➢ Training Policy Vs. Business Strategy;

➢ Training Policy:

Matched with Specific Organisational Needs;

Response to Existing Organisational Ineffectiveness.

➢ Linking Training Policy to Business Strategy:

The Element of Finite Resources;

Good Business Sense;

Enhancement of Organisational Objectives.

Other Arguments.

➢ Education & Training for Personal Development:

Relation to Micro OD;

The Spin-off of Micro OD;

Policy: Aligned to Business Strategy;

Improved Effectiveness.

➢ General Questions:

Contribution to Competitive Advantage or Improved Organisational Functioning;

Training and Unemployment.




M2 - Part 7: Assessed Delegate Activity

➢ Trainer Training Delegate Activity:

The Scenario;

The Application.

M2 - Part 8: Induction, Appraisal and Probation

➢ Induction:

Definition;

Importance;

Formal Training;

Commitment:

Moral;

Remunerative;

Calculative.

➢ Probationary Period:

Fixed Term;

Assessment;

Confirmation.

➢ Performance Appraisal:

Types of Performance Appraisal

Ranking Scales;

Force Ranking;

Paired Comparison;

Self Appraisal;

Paired Comparison;

Self Appraisal;

Critical Incident;

Management by Objectives;

360 Degree Feedback.




M2 - Part 9: Learning Organisation: An Introduction

➢ Learning Opportunity;

➢ Circumvention of Formal Communication Channels;

➢ Effective Technology – Based Communication System;

➢ Effective Control System;

➢ Component Supplier – Producer Collaboration;

➢ Effective and Swift Environmental Response;

➢ Flexible Reward System;

➢ Effective Boundary Management;

➢ General Organisational Development: Macro & Micro;

➢ Efforts to Maintain & Improve Organisational Health.

M2 - Part 10: Organisational Learning & Learning Organisation

➢ Organisational Learning & Learning Organisation: A Distinction;

➢ Implicit Learning & Tacit Knowledge:

Characteristics of Implicit & Tacit Knowledge.

➢ Organisational Learning:

Organisation as Individuals;

Benefits;

Learning from One to Many or Many to One;

Social Learning;

Self Adjustment.

➢ Individual & Organisational Learning;

➢ Learning Organisation:

Acknowledges;

Facilitates;

Exploits.




Module 3 Motivating Workers: Intrinsic and Extrinsic Rewards

M3 - Part 1: Conceptual and Contextual Motivation Issues

➢ Directing or Leading: Setting The Stage;

➢ The Conceptual Bases of Motivation;

➢ Theoretical Bases of Motivation: An Overview;

➢ Distinguishing Between Knowledge and Skills;

➢ Competence and Performance: A Conceptual Exploration;

➢ Is there a Definitive Relationship between Competence and Motivation?.

M3 - Part 2: Motivation Theories and Their Protagonists (1)

➢ Content Theories and Some of Their Contributors;

➢ Maslow’s Hierarchy of Needs;

➢ Analysis of Maslow’s Claims;

➢ McClelland's Studies;

➢ Taylor: Money and Motivation;

➢ Motivator-Hygiene Factor: Herzberg’s Contribution.

M3 - Part 3: Motivation Theories and Their Protagonists (2)

➢ Process Theories;

➢ Equity Theory;

➢ Goal-Setting Theory;

➢ Expectancy Theory;

➢ Equitable Reward Systems;

➢ Reinforcement Theories.




M3 - Part 4: Universalist and Contingency Approaches to Motivation

➢ Motivation and Contingency Theory;

➢ The Contingency Approach to Motivation;

➢ The Collectivist vs. the Individualist Perspective of Motivation;

➢ Common Trends in Motivation Theories;

➢ Intrinsic and Extrinsic Values of Motivation;

➢ Motivation and Worker Behaviour.

M3 - Part 5: Contextualising Motivation: Intrinsic and Extrinsic Values

➢ The Extent to Which Salary or Wages Inducement Motivate Workers;

➢ Performance Related Pay (PRP);

➢ Productivity Bonuses;

➢ Efficiency Gains;

➢ Profit Share;

➢ Social Differentiation in Motivation;

➢ Culture Differentiation in Motivation;

➢ Wealth as a Factor in Motivation;

➢ Class as an Issue in Motivation;

➢ Individual Expectation and Motivation;

➢ Individual Preferences as a Motivating Factor;

➢ Designing an Effective Motivation Strategy.




Module 4 Employee Resourcing: Recruitment and Selection

➢ Staff Turnover and Negative and Positive Impact On the Organisation;

➢ Levels of Individual Commitment of Potential and New Recruits;

➢ Moral Commitment;

➢ Remunerative Commitment;

➢ Calculative Commitment;

➢ Recruitment and Selection as a Resourcing Activity;

➢ Training, Education, Development as Facilities for New Recruits;

➢ The Importance of Human Resource Forecasts;

➢ Methods of Forecasting Human Resource Needs of the Organisation;

➢ Strategic Operational Review’ (SOR) As Prerequisite For Human Resource

Forecasting;

➢ The Legal Bases of Recruitment and Selection;

➢ Job Design;

➢ Types of Job Design:

• Mechanistic Job Design;

• Biological Job Design;

• Motivational Job Design;

• Perceptual Job Design.

➢ Importance of Human Resource Audit;

➢ Conducting Human Resource Audit;

➢ Periodic and Exit Interviews;

➢ Systematic Recruitment and Selection Process;

➢ Conducting Job Analysis;

➢ Designing Job Description;

➢ Designing Personnel Specification;

➢ Market Targeting;

➢ Designing and Placing Advertisement;

➢ Weighting and Using Candidate Assessment Form (CAF);

➢ Non-Conventional Personnel Selection;




➢ The Value of Staff Induction;

➢ Organising an Induction Programme;

➢ Running an Induction Programme;

➢ Short Listing Candidates;

➢ Conducting Selection Interviews;

➢ The Value of and Problems of E-Recruitment;

➢ The Different Types and Levels of E-Recruitment;

➢ Conducting Periodic Interviews;

➢ Conducting Exit Interviews.

Module 5 Diversity Management: A Value-Added Inclusion

➢ The Concepts of Equal Opportunities and Diversity Management;

➢ Equal Opportunities in Employment and the British Legislation;

➢ Exploring Workforce Diversity;

➢ Cultural Diversity, Generally;

➢ Gender Diversity;

➢ Racial Diversity;

➢ Ethnic Diversity;

➢ Age Diversity;

➢ Perceptual and Mental Diversity;

➢ Physical Diversity;

➢ Sexuality Diversity;

➢ Sentience as a Basis for Racial, Ethnic and Gender Discrimination;

➢ Racial, Ethnic and Gender Discrimination: The Social Identity Perspective;

➢ Gender and Sex Discrimination;

➢ Age Discrimination (Ageism and Reverse Ageism);

➢ Disability Discrimination;

➢ Racial Discrimination;

➢ Discrimination as Social Identity;

➢ Understanding and Dealing with Sentience;




➢ The Effectiveness of the British Legislation in Protecting the Rights of the

Disadvantaged Groups;

➢ Gender Disparity in Organisations: An Analysis of the Status of Women in the

Workplace;

➢ Diversity Mismanagement and Its Consequence for Organisational Survival: Some

Case Examples;

➢ Beyond Equal Opportunities: Towards Diversity Management;

➢ Diversity Management and Effective Human Resource Utilization;

➢ Constitution of Committees and Task Forces;

➢ Gate Keeping: Avoiding ‘Resonation’;

➢ Utilizing Marketing Intelligence;

➢ Activities Necessary for an Effective Management of Organisational Diversity:

Managing Organisational Culture;

➢ Ensuring Human Resource Management System Is Bias Free;

➢ Managing Diversity through Recruitment, Training, Education & Development;

➢ Managing Diversity in Appraisal, Compensation and Benefits;

➢ Promotion;

➢ Creating a Higher Career Involvement of Women: Eliminating Dual Career Routes;

➢ Managing Diversity through the Prevention of Subtle Sexual Harassment;

➢ Managing Racial, Ethnic and Gender Diversity through the Elimination of the

Opportunities for Discrimination That Are Created By the ‘Complaints System’;

➢ Reducing Work-Family Conflict;

➢ Promoting Heterogeneity in Race, Ethnicity, Nationality;

➢ Being Mindful of the Effect of Homogeneity on Cohesiveness and Groupthink;

➢ Effective Diversity Management and Organisational Success;

➢ Some Effective Diversity Initiatives;

➢ Mummy Tracks;

➢ Granny Crèche;

➢ Employment of Older People;

➢ Example of Organizations with Diversity-Enhanced Environments:

• Wall Street Journal;

• Lockheed Martin Aeronautics Company;

• Clairol;




• Quaker Oats;

• IBM;

• Ciba-Geigy;

• Pacific Telesis;

• Mercedes Benz;

• Levi Strauss.

➢ Managing Cultural Differences: Promoting An Understanding Of Sensitivity Towards

Differences Existing Among Workers, e.g. in:

• Culture;

• Gender;

• Ethnicity;

• Race;

• Sexuality;

• Age;

• Disability.

➢ Taking Advantage of the Opportunities Which Diversity Provides;

➢ Organisational Diversity and the Issue of ‘Sentience’;

➢ Relationship Management;

➢ Diversity Management, Workforce Flexibility and Flexible Working Practices;

➢ Developing, Monitoring and Enforcing Equal Opportunities and Diversity Policies;

➢ The Adaptation of a Leadership Style That Is Conducive To an Effective Diversity

Management System.




Module 6 Organisation Management: An Introduction

M6 - Part 1: Fundamentals of Organisational Analysis

➢ Introduction to Formal Organisations;

➢ Definition; Objectives – Social and Business;

➢ Tasks;

➢ Division of Work/Labour;

➢ Delegation;

➢ Responsibility;

➢ Accountability;

➢ Authority;

➢ Power;

➢ Roles;

➢ Informal Organisations;

➢ Case Study Analysis.

M6 - Part 2: The Functions of Management: Pertinent Issues

➢ The Functions of Management;

➢ The Management Process: Its Universality;

➢ Planning: The Basis for the Emanation of Subsequent Functions;

➢ The Different Types and Levels of Planning;

➢ Planning As Objective Establishment;

➢ Planning As a Procedural Issue;

➢ Organising Process, People and Subsystems;

➢ Fundamental Issues in Designing Organisations;

➢ Management Implications for Tall and Flat Structures;

➢ An Introduction to Basic Organisational Forms:

• Simple Structure;

• Functional Structure;




• Divisional Structure;

• Matrix Structure.

➢ Organisational Design as a Function of Organisational Dynamics;

➢ Important Considerations in Organisational Design;

➢ Designing For Effective Product/Service Management;

➢ Designing For Communication Effectiveness;

➢ Designing For Effective Client/Customer Focus;

➢ Importance of Vertical and Horizontal Relationships;

➢ Directing or Leading;

➢ Directing or Leading? : A Question of Leadership Styles and Administrative

Strategies;

➢ Directing or Leading? : Managerial Control vs. Worker Autonomy;

➢ The Relationship between Leadership and Worker Motivation;

➢ Co-ordinating - Mintzberg’s Bases of Co-Ordination;

➢ Mutual Adjustment;

➢ Direct Supervision;

➢ Output;

➢ Standardisation of Input;

➢ Standardisation of Work Process;

➢ Managing Organisations in a Stable Environment;

➢ Managing Organisations in an Unstable Environment;

➢ Increased Leisure Time;

➢ Enhanced Job Satisfaction;

➢ Reduced Stress;

➢ More Opportunity to Switch Off After Hours;

➢ More Room for Forward Planning & Long-Term Solutions;

➢ Higher Creativity;

➢ Time Management Tips for Managers;

➢ Reducing Time Spent On Meetings;

➢ Meeting Management;

➢ The Trading Game Scenario.

M6 - Part 3: Delegating for Organisational Effectiveness




➢ What is Delegation?;

➢ Advantages of Delegation to Delegates;

➢ What Might Be Delegated?;

➢ Benefits of Delegation to Delegates;

➢ Prerequisites for Effective Delegation;

➢ Support Necessary during Task Performance;

➢ Importance of Communication in Delegation;

➢ Importance of Power and Authority in Delegation;

➢ Problems of Ineffective Delegation.

Module 7 Managing Individual Performance

M7 - Part 1: Human Resource and Performance Management

➢ Managing Poor Performance;

➢ Managing Absence;

➢ Dealing with Harassment;

➢ The Effective Management of Retirement, Redundancy, Dismissal and Voluntary

Turnover;

➢ Evaluating the Mechanisms Available For Preventing or Alleviating Poor

Performance;

➢ Working From Corporate Mission and Strategy;

➢ Performance Targets;

➢ Tactical Performance Targets;

➢ Operational Performance Targets;

➢ Linking Performance Management with Operational Processes and Systems;

➢ Initiate Appropriate Reward Systems;

➢ Individual Development Plans;

➢ Performance and Reward Cycle.




M7 - Part 2: Staff Performance Appraisal

➢ Performance Appraisal: A Definition;

➢ Objectives of Performance Appraisal;

➢ Why Some Managers Are Afraid To Appraise;

➢ Performance and the Halo Effect;

➢ Performance Appraisal and the Thorny Effect;

➢ Organisational Benefits and Performance Appraisal;

➢ Individual Benefits of Performance Appraisal;

➢ Subsystem Benefits of Performance Appraisal;

➢ The Appraisal Cycle;

➢ Systematising Performance Appraisal;

➢ Some Problems with Performance Appraisal;

➢ Punitive Aspects of Performance Appraisal;

➢ Some Popular Appraisal Systems;

➢ Graphic Rating Scales;

➢ Ranking;

➢ Paired Comparison;

➢ Self Appraisal;

➢ Critical Incident;

➢ Management by Objectives (MBO);

➢ 360 Degree Appraisal;

➢ The Appraisal Setting.




M7 - Part 3: Reward Management: Developing an Effective and Equitable Career Structure

➢ Employee Reward: A Definition;

➢ Defining Reward Management;

➢ The Basis of Reward Management;

➢ Reward Management Strategies: Provide Support for Corporate Values;

➢ Reward Management Derived From Business Strategy and Goals ;

➢ Reward Management and Its Links to Organisational Performance;

➢ Reward Management and the Driving Force for Individual Behaviour;

➢ Reward Management and Its Relationship to Leadership Styles;

➢ Reward Management and Competition;

➢ Reward Management and the Attraction to High Calibre Personnel;

➢ Encouraging Positive and Effective Organisational Culture;

➢ Culture and Organisational Values;

➢ Level and Type of Motivation Customer or Clients, Product or Service;

➢ Degree of Learning That Is Encouraged and General Identity;

➢ Remuneration Systems;

➢ Factors Affecting Remuneration Systems:

• Government’ Reduced or Increased Spending;

• Increased or Decreased Labour Force Availability;

• Increased Demand for Quality;

• Organization’s Expansion, Contraction or Diversification Plans;

• Increased Competition.

➢ Remuneration Packages, Including Salary and Welfare Benefits and Payments;

➢ Pay or Remuneration Structures;

➢ Pay Structures, Purpose, Criteria and Types;

➢ Performance Related Pay (PRP).




Module 8 Advanced Financial Accounting for Non-Accountants

M8 - Part 1: A Strategic View of the Business Environment

The Accounting Environment

➢ The Uses and Purpose of Accounting;

➢ Users of Accounting and Financial Information;

➢ Various Groups of Stakeholders: Internal and External Users;

➢ Accounting Language and Terminology;

➢ Cash versus Profit, Accruals and Monetary Concepts;

➢ Profit and Profitability;

➢ Accounting Reports and Statements.

Statement 1: The Balance Sheet – The Financial Position

➢ The Structure of the Balance Sheet;

➢ What Does The Balance Sheet Tell Us About The Company?;

➢ Limitations of the Conventional Balance Sheet.

Statement 2: The Profit And Loss Account (Income Statement) – Financial

Performance

➢ What Is Profit?;

➢ The Structure of the Profit and Loss Account;

➢ What Does The Profit And Loss Account Tell Us About The Company?;

➢ The Links between the Profit and Loss Account and Balance Sheet.




M8 - Part 2: The Financial Statements and Financial Analysis

Statement 3: The Cash Flow Statement – Financial Flow

➢ Cash vs. Profit;

➢ What Is Included In The Cash Flow Statement?;

➢ Why Is Cash Flow So Important?;

➢ The Structure of the Cash Flow Statement;

➢ The Links between Three Accounting Statements: The Cash Flow Statement,

Profit and Loss;

➢ Account and Balance Sheet.

The Annual Report and Financial Analysis

➢ The Key Elements of Published Reports and Accounts;

➢ Ratio Analysis: Profitability; Efficiency and Performance; Liquidity; Investment;

Cash Flow; the DuPont System;

➢ Cash vs. Profit as a Measure of Performance, EBITDA;

➢ Predicting Business Failure – The Altman Z-Score;

➢ Sources of Financial Information;

➢ The Use of Non-Financial Information Together With Financial Information.

M8 - Part 3: Budgeting and Short-term Planning

Break-Even Analysis: Cost/Volume/Profit Analysis

➢ Cost/Volume/Profit (CVP) Relationships;

➢ Break-Even Analysis;

➢ Single And Mixed Products;

➢ The Impact of Cost Structure Changes;

➢ Limitations of CVP Analysis.

Budgeting

➢ Purposes of Budgeting;

➢ The Budget Process, Including Activity Based Budgeting;




➢ Uncertainty and Risk – Worst and Best Outcomes;

➢ Motivation and the Behavioural Aspects of Budgeting;

➢ Problems in Budgeting.

M8 - Part 4: Budgetary Control, and Long-Term Planning DCF and Capital Investment Appraisal

Capital Investment Decisions

➢ What Is An Investment?;

➢ Investment Appraisal Criteria and Investment Decisions;

➢ Time Value of Money;

➢ Free Cash Flows;

➢ Capital Rationing and Control of Capital Investment Projects;

➢ Risk and Uncertainty and Decision-Making – Sensitivity Analysis.

Budgetary Control

➢ Organisational and Accounting Control Systems;

➢ Standard Costing;

➢ Flexed Budgets and Variance Analysis;

➢ Types of Variances and the Reasons They Occur;

➢ Planning and Operational Variances.




M8 - Part 5: Financing the Business and Strategic Accounting

Internal and External Sources of Finance

➢ Financing the Business:

• Sources of Finance;

• Gearing;

• Weighted Average Cost of Capital (WACC);

• Cost of Debt and Equity Capital;

• Risk Analysis and CAPM.

➢ Strategic Accounting:

• Outline of Strategic Management Accounting;

• Competitor Information and Strategic Positioning;

• Competitive Advantage;

• Strategic Accounting Systems, and the Balanced Scorecard.

➢ New Role for Managers and Accountants.

Module 9 Training Needs Analysis: Determining Training Needs

M9 - Part 1: Contextualising Training Needs Analysis

➢ Organisational Development in Context;

➢ Training an Macro Organisational Development;

➢ Training an Micro Organisational Development;

➢ Rationale for Training Needs Analysis (TNA);

➢ Training Needs as Gaps;

➢ Organisational Training Needs Analysis;

➢ Subsystem Training Needs Analysis;

➢ Individual Training Needs Analysis;

➢ Approaches to Training Needs Analysis;

➢ Methods of Training Needs Analysis.




M9 - Part 2: Education, Training and Development as Investment

➢ Difference between Education, Training and Development;

➢ Education, Training and Development, and ‘Opportunity Cost’;

➢ Education, Training and Development for ‘Efficiency Gains’;

➢ Defining Efficiency Gains;

➢ Measuring Efficiency Gains;

➢ Improving Efficiency Gains;

➢ Training as Investment;

➢ Investors in People (IIP): The British Model;

➢ Evidence from ‘Investors-In-People’;

➢ Calculating Return on Investment (ROI) from Education, Training and

Development.

M9 - Part 3: Learning in Organisations and Organisational Learning

➢ The Organisational Learning Process;

➢ The Individual Learning Process;

➢ The Importance of Focus Groups in the Learning Process;

➢ The Action Learning in Organisational Learning;

➢ The ‘Learning Organisation’ and its facilitation of Organisational Development;

➢ Experiential Learning;

➢ Reflective Practice;

➢ Collaborative Learning;

➢ Synergy in the Learning Process;

➢ Learning to Learn;

➢ Life-Long Learning;

➢ Understanding Group Processes and Organisational Change.




M9 - Part 4: Utilising Possible Sources of Information in Training Needs Analysis (TNA)

➢ Strategic Plans;

➢ Tactical Plans;

➢ Operational Plans;

➢ Strategic Operational Review;

➢ Human Resource Plan;

➢ Succession Plan;

➢ Human Resource Audit;

➢ Critical Incident Reports;

➢ Individual Performance Appraisal Reports;

➢ Personnel Deployment Charts;

➢ Business Plans;

➢ Job Evaluation or Job Tasks and Role Analysis;

➢ Client or Customer Feedback;

➢ 360 Degrees Feedback;

➢ Supervisory Reports;

➢ Critical Incident Report;

➢ Training Needs Analysis Questionnaires;

➢ Assessment Centres;

➢ Training Needs Survey;

➢ Task Competencies Analysis Report.




Module 10 Strategic Planning, Business Planning and Budgeting for Organisational

Effectiveness

M10 - Part 1: Key Issues in Planning

➢ Planning, Defined;

➢ Requirements of Planning;

➢ Planning Characteristics;

➢ Informal Plans;

➢ Purpose of Planning;

➢ Planning Misconceptions;

➢ Planning Variations:

• According to Breath or Coverage;

• According to Time Frame;

• According to Specificity;

• According to Frequency.

➢ Planning Contingency;

➢ Steps in Planning;

➢ Planning and Organisational Control;

➢ Planning in Operations Management:

• Planning as the Link-Pin in Organisational Management;

• Organising;

• Directing;

• Co-ordinating;

• Controlling.




M10 - Part 2: Types of Plan

➢ Pertinent Planning Concepts;

➢ Key Planning Components;

➢ Strategic Planning Process;

➢ Quality Tests for Strategic Plan;

➢ Timing Strategic Plans;

➢ Operational Plan as Business Plan:

• Standing Plan;

• Single-use Plan.

➢ Operational Planning Issues: Perfecting the Business Plan:

• Operational, Production or Manufacturing Capabilities;

• Cash flow Forecast;

• Liquidity Ratio;

• Facilities;

• Inventory and Inventory Control;

• Material Requirements Planning (MRP) VS Just-In-Time (JIT) Operation;

• Distribution, 'Facilitation' and Relationship Management;

• Maintenance or Service – Order Fulfilment and Client or Customer Service.

➢ Strategic Planning vs. Operational/Business Planning;

➢ Strategic Planning vs. Tactical Planning;

➢ Strategic Planning Tools:

• SWOT Analysis;

• Balanced Scorecard;

• Scenario Planning;

• PESTEL Analysis.




M10 - Part 3: Planning Strategies, Cycle and Outline

➢ Planning Strategies;

➢ Planning as a Cyclical and Continuous Process:

• Initiate;

• Identify Aim;

• Explore Options;

• Selection of Best Options;

• Details Planning;

• Plan Evaluation;

• Implementation;

• Closure;

• Feedback.

➢ Objectives Setting: The Foundation of Planning:

• Real vs. Stated Objectives;

• Traditional Objective Setting;

• Means-Ends Chain.

➢ The Plan Outline:

• Setting goals & objectives;

• Determining steps to achieve goals;

• Setting start & completion dates;

• Assigning responsibility.

M10 - Part 4: Planning Strategies, Cycle and Outline

➢ The Basic Concept of Budget and Budgeting;

➢ Two Primary Functions of Budgeting;

➢ Benefits of Budgeting;

➢ Classification of Budgets;

➢ Different Types of Budget;

➢ Methods in Assessing the Project;




➢ Typical Budgeting Traps;

➢ Damage from budgeting and how to avoid it;

➢ Budgeting Overkill;

➢ Budget and Strategy;

➢ Budgeting and Forecasting;

➢ Budgeting and Management;

➢ Principles and Procedures for Successful Budgeting;

➢ Budget Construction and Control;

• Budgeting As Part of Planning Process and As A Communication Process;

• Nature and Purpose of Budgets for Planning and Control;

• Budgetary Control and Variance Analysis.

➢ Responsibility Centres:

• Revenue Centres;

• Expense or Cost Centres;

• Profit Centres;

• Investment Centres.

➢ Segment Reporting Internally and Externally.

M10 - Part 5: Different Approaches to Budgeting

➢ Fixed and Flexed Budget (static and flexible budget);

➢ Rolling Budget;

➢ Zero-based Budgeting:

• Concept;

• Traditional-based Budgeting vs. Zero Based Budgeting;

• Criticisms;

• How Zero-based Budgeting May Assist in Budgeting, Planning and

Control?.

➢ Activity Based Budgeting (ABB):

• Concepts;

• Importance;

• Financial Benefits;




• Organisational Benefits;

• Relationship to Operational Planning;

• Relationship to Portfolio Management.

➢ Master Budget;

➢ Paradigm-based Budgeting;

➢ Process-based Budgeting;

➢ Priority-based Budgeting;

➢ Performance-based Budgeting;

➢ Innovative Budgeting in Credit Crunch and Economic Recession;

➢ Policy, Planning and Budgeting System (PPBS);

➢ Zero-Base Budgeting.

M10 - Part 6: Nature and Behaviour of Cost and the Budget Preparation Process

➢ Cost Behaviour;

➢ Fixed Costs;

➢ Variable Costs;

➢ Activity-based Costing;

➢ Operating Budget:

• Project Budget;

• Flexible (Variable Budget);

• Management by Objectives.

➢ The Preparation of Operating and Financial Budget:

• Organization for Budget Preparation;

• Budget Timetable;

• Setting Planning Guidelines;

• Preparing the Sales Budget;

• Initial Preparation of Other Budget Components;

• Negotiation;

• Coordination and Review;

• Final Approval and Distribution;




• Revisions.

Module 11 Current and Recurrent Issues in Human Resource Management (HRM)

M11 - Part 1: The Strategic Significance of Employee Resourcing & Approaches to Employee Resourcing

➢ The Role of Employee Resourcing In Contributing To Corporate Strategies and

Goals;

➢ The Role of Internal and Stakeholders in the Employee Resourcing Process;

➢ Managing the Potentially Conflicting Concerns of Stakeholders in Employee

Resourcing;

➢ Dealing With Stakeholders’ Values and Expectations;

➢ Traditional Approaches to Employee Resourcing;

➢ Emergent and Contingency Approaches To Employee Resourcing;

➢ The Role of Employee Resourcing In Business and Subsystem Strategy;

➢ The Role of Employee Resourcing In the Development of Organisational Strategy;

➢ Organisational Strategy and Employee Resourcing Strategy Compatibility.

M11 - Part 2: Employee Flexibility and Workforce Flexibility

➢ Alternative patterns of work and the increase in the non-standard contracts:

• The Different Forms of Worker Flexibility;

• Elements of Workforce Flexibility;

• Numerical Flexibility;

• Functional Flexibility;

• Temporal Flexibility;

• Financial Flexibility;

• Geographical Flexibility;

• Hard and Soft HRM;




• The Flexibility Debate;

• The Concept of the ‘Flexible Firm’;

• The Strategic Use of Flexible Workers;

• Flexibility Strategies for Economic Development.

M11 - Part 3: Job Design, Recruitment and Selection: The Legal Parameter

➢ Effective Job Design;

➢ HRP and Job Design;

➢ Difference Approaches to Job Design;

➢ Mechanistic Job Design;

➢ Biological Job Design;

➢ Perceptual Job Design;

➢ Motivational Job Design;

➢ Linking Job Design with Motivation Theory;

➢ The Recruitment Process and the Law;

➢ Job Analysis as a Basis for Effective Recruitment and Selection;

➢ Job Description;

➢ Personnel Specification and the Law;

➢ Measuring the Effectiveness of Recruitment and Selection: Validating Recruitment

and Selection Methods;

➢ Recruitment Method Reliability;

➢ Monitoring Recruitment and Selection Policy;

➢ Recruitment and Selection and Continuous Professional Development (CPD).




M11 - Part 4: The Newcomer: A Strategic View

➢ Managing Entry into the Organisation:

• Induction Programmes: A Strategic View;

• Transmitting Corporate Values;

• Enhancing the Probationary Experience;

• Valuing and Exploiting Intellectual Capital: A Strategic Perspective;

• Intellectual Property Rights: Intellectual Property Law;

• Learning from Early Leavers;

• Using Exit Interviews/ Questionnaires.

M11 - Part 5: Employee Retention: An Introduction to Talent Management

➢ Career Management: Career Theory, Career Development, Management and

Succession Planning:

• Management Succession Charts;

• The Psychological Contract and the Impact on Employee Retention.

Postgraduate Diploma, Postgraduate Certificate, and Diploma – Postgraduate - Short Course Regulation

Postgraduate Certificate, Postgraduate Diploma, and Diploma – Postgraduate: Their Distinction, Credit Value and Award Title

Postgraduate Short Courses of a minimum of five days’ duration, are referred to as Diploma

– Postgraduate. This means that they are postgraduate credits, towards a Postgraduate

Certificate and Postgraduate Diploma. Postgraduate Certificate and Postgraduate Diploma

represent Programmes of Study, leading to Awards bearing their title prefixes. While we, refer

to our short studies, of 5 days to five weeks, as ‘Courses’, those with duration of 6 weeks and

more are labelled ‘Programmes’. Nevertheless, in line with popular usage, we often refer to




all study durations as ‘Courses’. Another mark of distinction, in this regard, is that participants

in a short course are referred to as ‘Delegates’, as opposed to the term ‘Students’, which is

confined to those studying a Postgraduate Programme.

Courses are of varying Credit-Values; some being Single-Credit, Double-Credit, Triple-Credit,

Quad-Credit, 5-Credit, etc. These short courses accumulate to Postgraduate Certificate, with

a total of 180 Credit-Hours (= 6 X 5-Day Courses or 3 X 10-Day Courses), or Postgraduate

Diploma, with a total of 360 Credit-Hours (= 12 X 5-Day Courses or 6 X 10-Day Courses).

Delegates studying courses of 5-7 days’ duration, equivalent to 30-42 Credit-Hours (Direct

Lecturer Contact), will, on successful assessment, receive the Diploma – Postgraduate

Award. This represents a single credit at Postgraduate Level. While 6-day and 7-day courses

also lead to a Diploma – Postgraduate, they accumulate 36 and 42 Credit Hours, respectively.

Postgraduate Certificate, Postgraduate Diploma, and Diploma – Postgraduate Assessment Requirement

Because of the intensive nature of our courses and programmes, assessment will largely be

in-course, adopting differing formats. These assessment formats include, but not limited to,

in-class tests, assignments, end of course examinations. Based on these assessments,

successful candidates will receive the Diploma – Postgraduate, Postgraduate Certificate, or

Postgraduate Diploma, as appropriate.

In the case of Diploma – Postgraduate, a minimum of 70% overall pass is expected. In order

to receive the Awards of Postgraduate Certificate and Postgraduate Diploma, candidates

must have accumulated at least the required minimum ‘Credit-Hours’, with a pass (of 70%

and above) in at least 70% of the courses taken.

Delegates and students who fail to achieve the requirement for Postgraduate Certificate,

Postgraduate Diploma, or Diploma - Postgraduate - will be given support for 2 re-submissions

for each course. Those delegates who fail to achieve the assessment requirement for the

Postgraduate Diploma or Diploma - Postgraduate - on 2 resubmissions, or those who elect

not to receive them, will be awarded the Certificate of Attendance and Participation.




Diploma – Postgraduate, Postgraduate Certificate, and Postgraduate Diploma

Application Requirements

Applicants for Diploma – Postgraduate – Postgraduate Certificate, and Postgraduate

Diploma are required to submit the following documents:

➢ Completed Postgraduate Application Form, including a passport sized picture

affixed to the form;

➢ A copy of Issue and Photo (bio data) page of the applicant’s current valid passport

or copy of his or her Photo-embedded National Identity Card;

➢ Copies of credentials mentioned in the application form.

Admission and Enrolment Procedure

➢ On receipt of all the above documents we will assess applicants’ suitability for the

Course or Programme for which they have applied;

➢ If they are accepted on their chosen Course or Programme, they will be notified

accordingly and sent Admission Letters and Invoices;

➢ One week after the receipt of an applicant’s payment or official payment notification,

the relevant Course or Programme Tutor will contact him or her, by e-mail or

telephone, welcoming him or her to HRODC Postgraduate Training Institute;

➢ Those intending to study in a foreign country, and require a Visa, will be sent the

necessary immigration documentation, to support their application;

➢ Applicants will be notified of the dates, location and venue of enrolment and

orientation, where appropriate.




Modes of Study and Duration of Postgraduate Certificate and Postgraduate Diploma Programmes

There are two delivery formats for Postgraduate Certificate and Postgraduate Diploma

Programmes, as follows:

1. Intensive Full-time (Classroom-Based) Mode, lasting 3 months for Postgraduate

Diploma, and 6 weeks for Postgraduate Certificate. These durations are based on six

hours’ lecturer-contact per day, five days (30 hours) per week, for Postgraduate

Diploma.

2. Video-Enhanced On-Line Mode. This interactive online mode lasts twenty (20)

weeks, for Postgraduate Diploma, and ten (10) weeks for Postgraduate Certificate.

Our calculation is based on three hours per day, six days per week.

Whichever study mode is selected, the aggregate of 360 Credit Hours must be achieved.

Introducing Our Video-Enhanced Online Study Mode

In a move away from the traditional online courses and embracing recent developments in

technology-mediated distance education, HRODC Postgraduate Training Institute has

introduced a Video-Enhanced Online delivery. This Online mode of delivery is revolutionary

and, at the time of writing, unique to HRODC Postgraduate Training Institute.

You are taught as individuals, on a one-to-one or one-to-small-group basis. You see the tutor

face to-face, for the duration of your course. You will interact with the tutor, ask and address

questions; sit examinations in the presence of the tutor. It is as real as any face-to-face lecture

and seminar can be. Choose from a wide range of Diploma – Postgraduate Courses and an

increasing number of Specialist Postgraduate Certificate and Postgraduate Diploma

Programmes. You might also accumulate Postgraduate Short Courses, via this mode of study,

over a 6-year period, towards a Postgraduate Certificate or Postgraduate Diploma.




Key Features of Our Online Study: Video-Enhanced Online Mode

➢ The tutor meets the group and presents the course, via Video, in a similar way to its

classroom-based counterpart.

➢ All participants are able to see, and interact with, each other, and with the tutor;

➢ They watch and discuss the various video cases and demonstrations that form an

integral part of our delivery methodology.

➢ Their assessment is structured in the same way as it is done in a classroom setting;

➢ The Video-Enhanced Online mode of training usually starts on the 1st of each month,

with the cut-off date being the 20th of each month, for inclusion the following month;

➢ Its duration is twice as long as its classroom-based counterpart. For example, a 5-day

(30 Credit Hours) classroom-based course will last 10 days, in Video-Enhanced Online

mode. This calculation is based on 3 hours tuition per day, adhering to the Institute’s

required 30 Credit-Hours;

➢ The cost of the Video-Enhanced Online mode is 67% of similar classroom-based

courses;

➢ For example, a 5-day classroom-based course, which costs Five Thousand Pounds, is

only Three Thousand Three Hundred and Fifty Pounds (£3,350.00) in Video-Enhanced

Online Mode.

10-Week Video-Enhanced Online Postgraduate Certificate and 20-Week Video-Enhanced Online Postgraduate Diploma

You might study an Online Postgraduate Certificate or Online Postgraduate Diploma, in 10

and 20 weeks, respectively, in the comfort of your office or homes, through HRODC

Postgraduate Training Institute’s Video-Enhanced Online Delivery. We will deliver the 180

Credit-Hours and 360 Credit-Hours, in line with our regulation, through ‘Direct-Lecturer-

Contact’, within the stipulated timeframe. We aim to fit the tuition around your work, family

commitment and leisure, thereby enhancing your maintenance of an effective ‘work-study-life-

style balance’, at times convenient to you and your appointed tutor.




Cumulative Postgraduate Certificate and Postgraduate Diploma Courses

All short courses can accumulate to the required number of Credit-Hours, for the Postgraduate

Certificate and Postgraduate Diploma, over a six-year period from first registration and applies

to both general and specialist groupings. In this regard, it is important to note that short

courses vary in length, the minimum being 5 days (Diploma – Postgraduate) – equivalent to

30 Credit Hours, representing one credit, as is tabulated below.

On this basis, the definitive calculation on the Award requirement is based on the number of

hours studied (aggregate credit-value), rather than merely the number of credits achieved.

This approach is particularly useful when a student or delegate studies a mixture of courses

of different credit-values.

For those delegates choosing the accumulative route, it is advisable that at least one or two

credits be attempted each year. This will ensure that the required 180 Credit-Hours and 360

Credit-Hours, for the Postgraduate Certificate and Postgraduate Diploma, respectively, are

achieved, within the designated period. These Credit-Values, awards and their accumulation

are exemplified below.

Examples of Postgraduate Course Credits: Their Value, Award Prefix & Suffix – Based on 5-Day Multiples Credit Value Credit

Hours Award Title Prefix (& Suffix)

Single-Credit 30-54 Diploma - Postgraduate

Double-Credit 60-84 Diploma – Postgraduate (Double-Credit)

Triple-Credit 90-114 Diploma – Postgraduate (Triple-Credit)

Quad-Credit 120-144 Diploma – Postgraduate (Quad-Credit)

5-Credit 150-174 Diploma – Postgraduate (5-Credit)

6-Credit 180-204 Postgraduate Certificate

7-Credit 210-234 Postgraduate Certificate (+ 1 Credit)

8-Credit 240-264 Postgraduate Certificate (+2 Credits)




Examples of Postgraduate Course Credits: Their Value, Award Prefix & Suffix – Based on 5-Day Multiples Credit Value Credit

Hours Award Title Prefix (& Suffix)


10-Credit 300-324 Postgraduate Certificate (+ 4 Credits)


12-Credit 360 Postgraduate Diploma

360 Credit-Hours = Postgraduate Diploma

12 X 5-Day Courses = 360 Credit-Hours = Postgraduate Diploma

10 X 6-Day Courses = 360 Credit-Hours = Postgraduate Diploma

Exemplification of Accumulated Postgraduate Certificate and Postgraduate Diploma Award Titles

All Specialist Postgraduate Certificate and Postgraduate Diploma Programmes have their

predetermined Award Titles. Where delegates do not follow a Specialism, for accumulation to

a Postgraduate Diploma, they will normally be Awarded a General Award, without any

Specialist Award Title. However, a Specialist Award will be given, where a delegate studies

at least seventy percent (70%) of his or her courses in a specialist grouping. These are

exemplified below:

1. Postgraduate Diploma in Accounting and Finance;

2. Postgraduate Certificate in Accounting and Finance;

3. Postgraduate Certificate in Aviation Management;

4. Postgraduate Diploma in Aviation Management;

5. Postgraduate Certificate in Industrial Health and Safety Management,

Incorporating Oil and Gas Safety;

6. Postgraduate Diploma in Industrial Health and Safety Management,

Incorporating Oil and Gas Safety;

7. Postgraduate Certificate in Business Communication;

8. Postgraduate Diploma in Business Communication;




9. Postgraduate Certificate in Corporate Governance;

10. Postgraduate Diploma in Corporate Governance;

11. Postgraduate Certificate in Costing and Budgeting;

12. Postgraduate Diploma in Costing and Budgeting;

13. Postgraduate Certificate in Client or Customer Relations;

14. Postgraduate Diploma in Client or Customer Relations;

15. Postgraduate Certificate in Engineering and Technical Skills;

16. Postgraduate Diploma in Engineering and Technical Skills;

17. Postgraduate Certificate in Events Management;

18. Postgraduate Diploma in Events Management;

19. Postgraduate Certificate in Health and Safety Management;

20. Postgraduate Diploma in Health and Safety Management;

21. Postgraduate Certificate in Health Care Management;

22. Postgraduate Diploma in Health Care Management;

23. Postgraduate Certificate in Human Resource Development;

24. Postgraduate Diploma in Human Resource Development;

25. Postgraduate Certificate in Human Resource Management;

26. Postgraduate Diploma in Human Resource Management;

27. Postgraduate Certificate in Information and Communications Technology

(ICT);

28. Postgraduate Diploma in Information and Communications Technology

(ICT);

29. Postgraduate Certificate in Leadership Skills;

30. Postgraduate Diploma in Leadership Skills;

31. Postgraduate Certificate in Law – International and National;

32. Postgraduate Diploma in Law – International and National;

33. Postgraduate Certificate in Logistics and Supply Chain Management;

34. Postgraduate Diploma in Logistics and Supply Chain Management;

35. Postgraduate Certificate in Management Skills;

36. Postgraduate Diploma in Management Skills;




37. Postgraduate Certificate in Maritime Studies;

38. Postgraduate Diploma in Maritime Studies;

39. Postgraduate Certificate in Oil and Gas Operation;

40. Postgraduate Diploma in Oil and Gas Operation;

41. Postgraduate Certificate in Oil and Gas Accounting;

42. Postgraduate Diploma in Oil and Gas Accounting;

43. Postgraduate Certificate in Politics and Economic Development;

44. Postgraduate Diploma in Politics and Economic Development;

45. Postgraduate Certificate in Procurement Management;

46. Postgraduate Diploma in Procurement Management;

47. Postgraduate Certificate in Project Management;

48. Postgraduate Diploma in Project Management;

49. Postgraduate Certificate in Public Administration;

50. Postgraduate Diploma in Public Administration;

51. Postgraduate Certificate in Quality Management;

52. Postgraduate Diploma in Quality Management;

53. Postgraduate Certificate in Real Estate Management;

54. Postgraduate Diploma in Real Estate Management;

55. Postgraduate Certificate n Research Methods;

56. Postgraduate Diploma in Research Methods;

57. Postgraduate Certificate in Risk Management;

58. Postgraduate Diploma in Risk Management;

59. Postgraduate Certificate in Sales and Marketing;

60. Postgraduate Diploma in Sales and Marketing;

61. Postgraduate Certificate in Travel, Tourism and International Relations;

62. Postgraduate Diploma in Travel, Tourism and International Relations.

The actual courses studied will be detailed in a student or delegate’s Transcript.




Service Contract, incorporating Terms and Conditions

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Contract, incorporating Terms and Conditions.

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course booking form or e-mail booking request is an attestation of the candidate’s subscription

to our Policy Terms and Conditions, which are legally binding.

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