Communication, Information Gathering, Analysis and Report Writing: PG Diploma

Block # 1	Block Title	Credit Value	Duration
	Use of English	3	90 Hours
Objectives		Contents & Concepts
By the end of the specified Learning and development activities, delegates will be able to: Demonstrate their ability to spell unusual words Demonstrate their Mastery of the English ‘Peculiars’ Identify words with silent consonants, reflecting this factor in their spelling Demonstrate their ability to identify words with silent consonants, reflecting this factor in their spelling Demonstrate their ability to recall the different parts of speech, in the English Language; Demonstrate their knowledge of the function of the different parts of speech, generally Demonstrate their knowledge of the function of the different parts of speech, understanding Demonstrate their ability to differentiate between ‘countables’ and ‘uncountables’ and the appropriate ways of managing them in context. Distinguish between common and proper nouns Use the different parts of speech in sentences, their demonstrating their ability to use them effectively in context Exhibit their understanding of how the different types of pronouns are to be used in different contexts Indicate how transitive and intransitive verbs are to be used in written and spoken contexts Construct sentences and paragraphs using gerunds, as distinct form other aspects and contexts of ‘Use of English’ Use comparatives and superlatives, effectively, demonstrating how to appropriately use them in written and spoken contexts. Analyse sentences, picking out main and subordinate clauses Construct sentences, incorporating noun clauses Demonstrate their ability to construct sentences incorporating noun clauses Analyse sentences, demonstrating their knowledge of the difference between nouns, and adverbial and adjectival clauses. Tell the function of clauses in sentences.		Spelling Unusual Words Vowels and Consonants; The Silent Vowels; The Peculiars; Speech Organisation – Nouns – Common nouns, Proper nouns, ‘Noun in a position’, Countables, Uncountables; Pronouns – Types of Pronouns Relative pronoun Personal pronoun Indefinite pronoun Demonstrative pronoun Reflexive pronoun Interrogative pronoun Verbs – Transitive And Intransitive Verbs; Adjectives; Adverbs; Prepositions; Exclamations Or Interjections Conjunction Gerunds The superlatives Using Tense appropriately – Present Tense; Past Tense; Simple Present Tense Present Perfect Tense; Pluperfect or Past Perfect Tense; Future tense; Fundamentals of Reported Speech Subjects and Objects Relating number of verb to number of subject or object Clauses Main clauses Subsidiary clauses Types of clauses – Defining clauses Non-defining clauses Noun clauses Adjectival clauses Adverbial clauses

Block #2	Block Title	Credit Value	Duration
	Information Gathering, Processing and Presentation	2	60 Hours
Objectives		Contents & Concepts
By the conclusion of the specified learning activities, participants will be able to: Distinguish between data and information Assess the value of secondary sources of information as a prelude to the presentation of primary information Choose the most appropriate data elicitation techniques, in relation to the sampling frame, sampling unit, sample size & time span, among other factors. Advise others of the situations in which participant observation, conversation analysis, documentary analysis, focus groups, interviews & questionnaires, respectively, are appropriate. Design interview & questionnaire schedules that will elicit information appropriate to the objectives of the report Design structured & unstructured questions, determining the conditions under which they should be used Design questionnaires & interview schedules, with a mixture of open-ended & closed-ended items, avoiding forced-choice in the latter Employ the most appropriate data analysis techniques, based on the type & volume of data available Use SPSS (subject to licence) and, or, Excel software packages in analysing data Use Microsoft Excel to make necessary calculations Identifying ‘trends’ & ‘patterns’ in information, in an effort to arrive at the appropriate conclusions Distinguish between summary and conclusions Produce effective reports, adhering to conventional styles, presenting evidence from the data, & exploiting visual representations Design an investigation, taking pertinent factors into account Manage an investigation, from inception and design to reporting Demonstrate their ability to work collaboratively in: Designing an investigation Eliciting data, Analysing data Interpreting Data Presenting Information		Instrument Design, Information Gathering, Analysis and Presentation: Sources of Information Secondary Sources of Information Primary Sources of Information Combining Primary and Secondary Sources of Information Selecting appropriate background information Choosing The Methodology for collecting information Qualitative Approaches to collecting information Quantitative Approaches to collecting information Combining or ‘Triangulating’ The Methods of collecting information Data gathering Techniques Surveys Participant Observation Conversation Analysis Documentary Analysis Focus Groups Interviews Questionnaires Structuring interview and questionnaire items Closed-ended questions Open-ended questions Non-forced-choice closed ended questions Sampling As An Important Element of gathering information The Sampling Frame Sampling Techniques Convenience Or Non-random Samples Quota Sample Systematic Sample Probability Or Random Samples Simple Random Sample Stratified Sampling Multi-stage Sampling Interview Or Questionnaire? Using Unstructured Questions Using Open-ended Questions Designing Closed-ended Questions Avoiding Forced-choice Data Analysis Instruments of Analysis Using a ‘Tally System’ Using SPSS Package – Licensing permitting Using Excel Package Data Interpretation Making Sense of The Information gathered and analysed Identifying ‘Trends’ & ‘Patterns’ in Information Arriving At Conclusions Reporting The Findings Reporting Styles Using The Evidence available Choosing reporting style to match the type of report or information being presented Generating Graphs & Charts From Tables Using Microsoft Excel to create graphs and charts Monitoring & Continuous Evaluation The Interim Reports The final Report Formal Reports The Abstract Establishing The Terms of reference The Executive Summary Choosing prefacing summaries The Introduction The Background Styles of Report Writing; Using Visual presentation to enhance the effectiveness of reports Using evidence from information gathered to support claims made in reports

Block #3	Block Title	Credit Value	Duration
	Multimedia (Oral-Visual) Presentation	1	30 Hours

Objectives

Contents & Concepts

By the conclusion of the specified learning activities, participants will be able to:

‘Explicitly demonstrate’ that they took the necessary steps in the preparation for their oral-visual presentation
Prepare and deliver electronic presentations
Demonstrate their understanding of the importance of the introduction – in oral-visual presentations
Demonstrate effective verbal and non-verbal presentation skills, during the delivery of their oral-visual presentations
Demonstrate their ability to select the information that is relevant to the particular issues being presented, omitting the irrelevant aspects
Exhibit their ability to select the most appropriate PowerPoint template, in line with the type of presentation they intend to deliver
Set their PowerPoint presentation slides to automatic run, timing it to coincide with their allocated time
Programme their presentations to provide ‘dim effect’, thereby enhancing the readability and psychological effect of the information they present

Preparing For The presentation
Electronic Presentations
The Presentation
The Introduction To Your Presentation
Avoiding Stage-fright
Eye Contact, Posture & Other Forms Of Body Language
Verbal Communication –
Written Communication
Oral communication - audibility, Intonation, Etc.
Improving The Relevance Of Information presented
Addressing Questions
Designing PowerPoint Presentations
Choosing PowerPoint Background
Using PowerPoint Templates
Using sound and animation, appropriately
Adding automatic run
Timing the presentation for automatic run
Enhancing presentations with ‘Dim’ effect.
Choosing the appropriate ‘Dim effect’

Block #3	Block Title	Credit Value	Duration
	Taxonomy and Multimedia (Oral-Visual) Presentation	1	30 Hours

Taxonomy of Educational Objectives

Objectives

Contents & Concepts

By the end of the specified Learning and development activities, delegates will be able to:

Demonstrate their understanding of the different levels of learning
Indicate the level of learning that relates to each ‘occupational activity’,
Determine the level of information processing that is associated with each level of learning,

Levels of Learning –
Simple Recall;
Comprehension or Analysis;
Application;
Problem-Solving;
Synthesis

Minutes and Minute-Taking

Objectives

Contents & Concepts

By the conclusion of the specified learning activities, participants will be able to:

Illustrate the importance of meetings in an organisational context
Demonstrate the use of different minute-taking techniques
Make decisions regarding the appropriateness of particular minute-taking techniques,
Make decisions regarding the appropriateness of particular minute reporting styles
Determine when verbatim in minute reporting is important and appropriate
Demonstrate their ability to use mind-mapping technique to record minutes.

Preparing for the meeting
Preparing to Take the minutes;
The significance of minutes;
Minutes as a record of events;
Meetings in a historical perspective;
Techniques of minute-taking;
Recording styles;
Preparation and Presentation of minutes;
The verbatim – when is it appropriate;
Taking note of motions;
Taking note of result of motions;
Noting Action Points;
Noting assigners and assignees of action;
Noting timescales and deadlines;
Recording amendments to minutes; Seeking clarification
Mind-mapping as a minute-taking technique.

Block #4	Block Title	Credit Value	Duration
Course # 53	Effective Time Management	1	30 Hours

Block 4 - Part 1 INTRODUCTION TO TIME MANAGEMENT
Block Objectives:	Contents, Concepts and Issues
By the conclusion of the specified Learning, Reinforcement, Consolidation and Development Activities, Delegates will be able to:	Principles of Time Management Time Management Defined Time in an Organisational Wide Context: Acting in Time The Cost of Time Time Management Tools Maximising Personal Effectiveness Busy vs. Productive Time Wasters/Time Robbers/Time Stealers/Time Bandits Managing Time Wasters/Time Robbers/Time Stealers/Time Bandits Combating Procrastination Diffusing the Impact of Others Handling Interruptions Constructively Asserting Yourself Politely and Calmly Conquering Overcommitment ( Learn to say, “No”)
Determine how efficient time management increases work effectiveness and productivity. Develop a personal approach in using your time in the most productive way Implement techniques for minimising disruptions. Understand the underlying principles of “time” in an organisational wide context Appreciate the importance of time management Know the difference between being “busy” and “productive” Identify time wasters and adopt strategies for eliminating them Make use of the different time management tools to increase their work effectiveness and productivity. Develop ways to maximise their personal effectiveness. Understand the difference between important and urgent activities/works. Learn how to diffuse the impact of others. Adopt appropriate strategies for dealing with interruptions. Learn how to handle interruptions constructively. Learn how assert themselves politely and calmly. Know how to refuse unreasonable requests in the proper manner.

Block 4 - PART 2 CONTEXTUALISING TIME MANAGEMENT
Block Objectives:	Contents, Concepts and Issues
By the conclusion of the specified Learning, Reinforcement, Consolidation and Development Activities, Delegates will be able to:	Contextualising Time Management The Four D’s of Time Management Do Delegate Tasks Which Should Be Delegated Effective Delegation Techniques How to Delegate Dump Defer Managing Multiple Task and Deadlines Combating Work Related Stress Balancing Personal and Professional Life Avoiding Time Crunches Handling Unexpected Job Emergencies Human Multitasking Benefits of Effective Time Management Effects of Poor Time Management Time Management Theories Maslow’s Hierarchy of Needs The Pickle Jar Theory Pareto Principle or 80/20 Rule Eisenhower Method POSEC Method
Specify and explain the four D’s in time management. Use effective delegation techniques at the workplace. Decide which items can be delegated Adopt effective delegation techniques. Know how to properly delegate task. Relate the concept of Maslow’s Hierarchy of Needs with effective time management. Explain the pickle jar theory Apply the Pareto Principle (80/20 rule) to time management issues. Explain the concept of Eisenhower method. Discuss POSEC Method in relation to time management. Recognise the variety of causes of procrastination and apply relevant techniques to overcome them. Identify time bandits and devise strategies for dealing with them. Understand the concept of multitasking. Suggest ways to manage multiple tasks. Meet tight deadlines with time to spare. Beat work related stress. Gain a balance between professional goals and personal time. Devise ways to avoiding time crunches. Formulate strategies in handling unexpected job emergencies. Enumerate the benefits of effective time management. Specify the effects of poor time management.

Block 4- PART 3 SETTING GOALS/OBJECTIVES, PLANNING AND GETTING ORGANISED
Block Objectives:	Contents, Concepts and Issues
By the conclusion of the specified Learning, Reinforcement, Consolidation and Development Activities, Delegates will be able to:	Setting Goals and Objectives What You Want to Achieve Importance of Goal Setting Realistic Goals Through SMART Method Techniques for Setting and Achieving Goals Planning Management and Planning Tools Using a Planner Developing Action Plan Getting Organised Organising Your Workspace, Files and Folders E-mail, Task and Calendar Managing Information Flow and Retrieval Process Information Overload Schedule Management Scheduling to Create Work/Life Balance Creating Dynamic “To-Do List” Reducing Mental Clutter The Batching Technique Utilise Time Gaps Effective Follow-up System Developing Time Management Habit
Ascertain their respective goals/objectives. Realise the importance of goals. Develop useful techniques for setting and achieving goals. Determine how goal setting can lead to proper time management. Set realistic goals through SMART method. Identify their professional goals and personal time. Name the different planning tools. Devise their personal planner. Develop your own individualised plan of action.to maximise their use of time. Use practical techniques for organising work. Handle e-mails, task and calendar systematically. Manage information flow and retrieval process. Deal with information overload. Devise an organized and systematic schedule and handle it properly. Develop their personal “To-Do List.” Explain the concept of batching technique and its relationship to time management. Learn how to utilize their gap times. Manage projects in a systematic way. Adopt an effective follow-up system in the workplace. Develop and maintain a good time management habit.

Block 4 - PART 4 SCHEDULING, PRIORITISING AND TIME MANAGEMENT APPLICATION
Block Objectives:	Contents, Concepts and Issues
By the conclusion of the specified Learning, Reinforcement, Consolidation and Development Activities, Delegates will be able to:	Scheduling Effective Scheduling Steps in Scheduling Prioritising The Prioritisation Grid Important vs. Urgent Time Management Matrix (Covey’s Four Quadrant Matrix) To-Do List ABC123 Prioritised Planning Decision Matrix Time Management and Manager How Most Managers Apportioned Their Time Time Management Tips for Managers Effective Resource Management Workload Analysis Managing Workload Managing Disorganised Staffs
Plan to make the best use of the time available through the art of effective scheduling. Learn the step-by-step process in making effective schedule. Understand the underlying concept of the prioritisation grid. Prioritise ‘urgent’ and ‘important’ activities. Explain the time management matrix. Develop their personal ABC123 prioritised planning. Learn how to prioritise using decision matrices. Learn how to maintain their responsibility. Know how most managers apportioned their time. Enumerate the different time management tips for managers. Manage resources more efficiently. Conduct an efficient workload analysis. Learn how to manage their workloads more effectively. Ascertain how to work with disorganised colleagues. Specify and explain the four D’s in time management. Use effective delegation techniques at the workplace. Decide which items can be delegated Adopt effective delegation techniques. Know how to properly delegate task.

Block 4 - PART 5 ACHIEVING EFFECTIVE TIME MANAGEMENT THROUGH PROPER MEETING MANAGEMENT
Block Objectives:	Contents, Concepts and Issues
By the conclusion of the specified Learning, Reinforcement, Consolidation and Development Activities, Delegates will be able to:	Meeting Management Creating an Effective Agenda Importance of Agenda Steps For Productive and Effective Meeting Groupthink Teamthink Reducing Time Spent on Meeting Meeting Menaces The Waffler The Turf Warrior The Assassin The Dominator The Interrupter Meeting Mismanagement Trading Game Scenario
Create an effective agenda that will keep the meeting on the track Realise the importance of agenda Specify the steps for running productive and effective meeting Distinguish groupthink from teamthink Reduce time spent in meetings yet contribute more effectively Identify the different meeting menaces and learn how to deal with them Ascertain the possible causes and effects of meeting mismanagement Solve problems through the trading game scenario.

Block #5

Block Title

Credit Value

Duration

Course # 50

30 Hours

Course Objectives

By the end to this presentation and its related activities, you will be able to:

Distinguish between groups and mere aggregations

Suggest the difference in interpretation of groups and teams

Demonstrate your understanding of the social and psychological relevance of the stages of formation of a group

Distinguish between task forces, committees, command groups and boards

Apply group dynamics to organisational settings

Suggest ways of improving group morale, while enhancing their effectiveness

Demonstrate a heightened understanding of the type and permanence of the leadership of a team

Explain the occasions in which a situational leader is likely to emerge

Demonstrate a high level of understanding of a team attempts to replace a situational leader, to enhance stability, acceptability or renewed or clarified mission or objectives

Determine why a temporary team is likely to be more problematic to lead than a permanent team

Explain why a team’s disbandment might have a negative psychological effect on members and the team leader

Explain the bases for the feeling of ‘Togetherness’ or ‘Awareness’ IN An Aggregation

Demonstrate their understanding of the theoretical and practice bases of Team Dynamics

Explain the Team Typological Bases

Distinguish between command teams, boards, committees and task forces

Provide examples of command teams, highlighting the situations in which a leader might belong to two Command Teams

Distinguish between Temporary Committees and Standing Committees

Order the team formation stages, explaining the psychological issues that beset them and relate them to organisational functioning

Demonstrate their ability to deal with the psychological effect of disbandment

Detect Dysfunctional Behaviours

Address the salient issues associated with Dysfunctional Behaviours

Provide an individually synthesized proposal for dealing with aggressiveness

Indicate how they would handle blocking, effectively

Propose an effective way of dealing with interfering behaviour

Demonstrate the effectiveness of the strategy that they have devised for dealing with intra-team competition

Evaluate the effectiveness of their strategy for addressing situations where team members seek sympathy

Propose an effective remedy to ‘member withdrawal’

Put forward a satisfactory way of addressing ‘special pleading’

Demonstrate an effective ‘leader behaviour’ when dealing with dysfunctional behaviours

Exhibit tact in discouraging team member distracting behaviours

Provide examples of how a leader should encourage desirable behaviours in a team

Indicate the range of tangible rewards that might be utilised in a team

Propose suitable intangible rewards that might be applied to a team situation

Apply appropriate rewards and, or, punishment that are applied to a given team situation – thereby promoting team ‘functionality’

Demonstrate an awareness of their ‘Team Building and Maintenance Roles’ that will improve team effectiveness

Indicate the steps that they will take to harmonising their teams

Establish a basis for standard setting in their teams

Demonstrate their understanding of the importance of Gatekeeping in team formal settings

Determine the optimum team size for effective functioning

Demonstrate their ability to manage conflict effectively, incorporating the occasions when it should be encouraged

Outline the steps that they will take to avert groupthink and promote teamthink

Demonstrate their understanding of the ‘risky shift syndrome’, outlining the steps that they will take to avert them

Demonstrate their ability to employ transactional analysis in a team context

Internalise the dysfunctional effect of ‘resonation’ in a team context

Suggest how they might employ an effective diversity management that discourages resonation

Demonstrate their grasp of the fundamentals of performance management

Illustrate how they might resolve interpersonal problems among team members.

Indicate how they will help team members to channel their energies into task performance, establishing realistic goals

Develop effective communication strategies that might be applied to team settings, minimising technical language

Clarify roles in team settings

Provide a basis for team standard setting - establishing standards and evaluating progress

Illustrate how they will determine the contribution of each team member to team goal accomplishment

Recognise and acknowledge performance improvement in teams

Indicate how they will reward exceptional performance in their teams

Indicate how they will establishing key competencies in teams

Suggest how to establish acceptable performance levels in teams, noting performance indicators

Propose standards of measuring competence in teams

Suggest how to determine which individual members of a team can improve their performance – and subsequently, their contribution to the team as a way of harnessing team synergy

Illustrate how they will enhance the issue of ‘gatekeeping’ to ensure that team members, in general, participate in team meetings, extending support to the weak, ensuring that introverted team members are not intimidated or ‘crushed’ by the extroverted

Recognise the ineloquent team members

Without relevant current

Information, who might, nevertheless, be able to perform evaluative role

Resonation as an issue in team effectiveness

Indicate how they will recognise resonation in their teams, outline the steps that they will take to avert or reduce its occurrence, outlining how they will ‘cautioning’ resonators

Suggest ways to counteract the effect of the informal hierarchy - in teams other than command teams

Demonstrate their appreciation of the fact that workers belong to different classes, in society

Demonstrate an understanding of the notion that societal socio-economic hierarchy might be informally represented in teams

Provide an indication of their awareness of the fact that team members’ class consciousness might relate to the positions that they occupy in the organisation or society

Exhibit a knowledge of the intimidating effect that class might have on team members, and, hence,

The leader’s responsibility to ensure that this informal hierarchy is dispensed with in the promotion of a ‘classless team’

Describe the effort that they will make to enhance the ‘critical faculty’ of their team

Demonstrate their awareness of the value of team cohesiveness and team solidarity, and the dangers of over-cohesiveness.

Course Contents, Concepts and Issues

Groups and Aggregations: Points of Distinction
The type and permanence of the leadership of a team
When does a situational leader emerge
How does the team attempts to replace a situational leader, enhance stability, acceptability or renewed or clarified mission or objectives?

Why does a temporary team more problematic to lead than a permanent team?

Why does team disbandment have a negative psychological effect on members and leader?

An Aggregation - ‘Togetherness’ or ‘Awareness’?

Aggregation and Interaction

Team or Group: A Definition and Distinction

Team Dynamics
Team Typologies
Team Typological Bases
Command Team
Committees
Temporary Committees
Standing Committees
Task Forces;
Boards.

A-Single

Command Teams and The Organisational Hierarchy
Command Teams and The Organisational Functioning
Team Formation
Team Formation Stage 1: Forming
Team Formation Stage 2: Storming
How ‘True-To-Life’ Or Realistic Are The Forming And Norming Stages OF Team Development?
Team Formation Stage 3: Norming
Team Formation Stage 4: Performing or Total Integration
Team Formation Stage 5: Adjourning or Disbanding
Deal With The Psychological Effect of Disbandment
Dysfunctional Behaviours
Addressing Dysfunctional Behaviours
Dealing With Aggressiveness
Handling Blocking
Dealing With Interfering Behaviour
Dealing With Intra-Team Competition
Addressing Situations Where Team Members Seek Sympathy
Dealing With Member Withdrawal
Addressing Special Pleading
Leader Behaviour in Dealing with Dysfunctional Behaviours
Being Tactful In Discouraging Distracting Behaviours
Encouraging Desirable Behaviours
Using Tangible Rewards,
Using Intangible Rewards
Bearing Mindful of Team Situation
Applying Appropriate Rewards and, or, Punishment
Promoting Team Functionality
Team Building and Maintenance Roles: Improving Team Effectiveness
Encouraging members
Harmonising
Standard setting
Gatekeeping
Determining the optimum team size
Providing team incentives
Encouraging conflict
Averting Groupthink
Avoiding the risky shift syndrome
Employing transactional analysis
Employing effective diversity management and discouraging resonation
Encouraging members
Harmonising team
Performance Management
Solving Interpersonal Problems Among Team Members.
Helping Team Members To Channel Their Energies Into task performance Establishing Realistic Goals
Developing Effective Communication Strategies
Minimising Technical Language
Clarifying Roles
Standard Setting - Establishing Standards And Evaluating Progress.
A Determination Of The Contribution Of Each Team Member To Goal Accomplishment
Recognising and Acknowledging Performance Improvement
Rewarding Exceptional Performance
Establishing Key Competencies
Establishing Acceptable Performance Levels
Noting Performance Indicators
Measuring Competence
Which Individual Members Can Improve Their Performance –
And Subsequently, Their Contribution To The Team As A Who
Harnessing Team Synergy
Gatekeeping
Making It Possible For Others To Participate,
Supporting The Weak
Ensuring That Introverted Team Members are not Intimidated Or ‘Crushed’ By The Extroverted
Recognising the Ineloquent Team Members
Without Relevant Current
Information to perform evaluative role
Resonation as an issue in team effectiveness
Recognising Resonation
Taking Steps To Avert or Reduce Resonation
‘Cautioning’ Resonators
Determining The Optimum Team Size.
Numbers That Are Best For The Operational Effectiveness Of A Team –
Team constitutional contingent factors
TTTeam numbers and member interaction
Team Leader’s Direct Communication With Them
Members and the intervening factors
Team communication as Interaction
Necessity of communication reciprocation within teams
Team transaction
Team transitional analysis
The ‘Child’ in the team
The ‘Adult’ in the team
The ‘Parent’ in the team
The Team leader as a transaction analyst

Block #6

Block Title

Credit Value

Duration

Course #004

Motivating Workers: Intrinsic and Extrinsic Rewards

30 Hours

Seminar Or Course Objectives:

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

Demonstrate an understanding of the concept of motives and their value in organisational and subsystem effectiveness
Distinguish between the different sets of motivation theories, notably content, process and reinforcement
Demonstrate their ability to translate motivation theory into practice
Evaluate the appropriateness of the application of particular theoretical aspects of motivation to specific situations
Demonstrate their ability to formulate a comprehensive motivation strategy
Critically appraise existing motivation strategy within their organisations, identifying and addressing gaps
Formulate a workable motivation strategy
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’.
Demonstrate the need to balance the ‘individualist’ and ‘collectivist’ perspective to motivation.

Motivating Workers: Intrinsic and Extrinsic Rewards

Contents, Concepts and Issues

Directing Or Leading
The Concept of Motivation
Theories of Motivation
Content Theories & Some of Their Contributors
Maslow’s Hierarchy of Needs
Analysis of Maslow’s Claims
McClelland's Studies
Taylor: Money & Motivation
Motivator-Hygiene Factor: Herzberg’s Contribution
Process Theories
Equity Theory
Goal-Setting Theory
Expectancy Theory
Equitable Reward Systems
Reinforcement Theories
Reinforcement Theory
Motivation & Contingency Theory
Designing An Effective Motivation Strategy
The collectivist Vs the individualist perspective of motivation
Common trends in Motivation theories
Intrinsic and extrinsic values of motivation
Motivation and worker behaviour
The extent to which salary or wages inducement motivate workers
Performance Related Pay (PRP)
Productivity Bonuses
Efficiency Gains
Profit Share
The contingency approach to motivation
Social differentiation in motivation
Culture differentiation in motivation
Wealth as a factor in motivation
Class as an issue in Motivation
Individual expectation and motivation
Individual preferences as a motivating factor

Block #7	Block Title	Credit Value	Duration
Course #032.B1	Organisation (Organization) and Management: An Introduction	1	30 Hours

Block Title	Objectives	Contents & Concepts
Fundamentals of Organisational Analysis	By the end of the specified learning and development activities, participants will be able to: 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 & business objectives Distinguish between internal and external accountability State at least three agencies to which an organisation is accountable	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
The Functions of Management: An Introduction	By the end of the specific learning and development activities, delegates will: Demonstrate an awareness of the difference between managing in stable and turbulent times Be aware of the different elements, which constitute the role of a manager Demonstrate a general understanding of how these fundamental elements of management are performed Demonstrate their ability to establish an effective co-ordinating mechanism Have designed a ‘leadership strategy’, which has a high probability of greatly enhancing worker motivation and improving their morale - factors crucial to organisational success Be able to 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. Be aware of some key issues in designing effective organisations Be aware of the importance of organisational design and communication effectiveness. Be able to establish objectives, designing the mechanism for their accomplishment Apply effective time management to competitive situations	The functions of management The management process: its universality Planning: the basis for the emanation of subsequent functions The different types & levels of planning Planning as objective establishment Planning as a procedural issue Organising process, people & subsystems Fundamental issues in designing organisations Management implications for tall & 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 & horizontal relationships Directing or leading Directing or leading? : a question of leadership styles & administrative strategies Directing or leading? : managerial control vs worker autonomy The relationship between leadership & 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
Delegating For Organisational Effectiveness	By the conclusion of the specified learning activities, participants will: Be aware of the importance of delegation in human resource & organisational development Be aware of the benefits of delegation to delegates Be aware of the benefits of delegation to delegates Have exhibited confidence in delegating Be aware of the importance of communication in the process of delegation Be able to determine the factors that delegates should ascertain before delegating tasks Be better able to determine the support that delegates should give to their delegates during their performance of the specified tasks	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 & authority in delegation Problems of ineffective delegation

Block #7

Block Title

Credit Value

Duration

Course # 148

Organisational Culture and Cross-Cultural Communication

30 Hours

Course Programme for Organisational Culture and Cross-Cultural Communication

Leading to Diploma-Postgraduate in Organisational Culture and Cross-Cultural Communication

Organisational Culture

Understanding Organisational Culture
Concept of Organisational Culture
Layers of Organisational Culture
Framework for Organisational Culture
Elements of Organisational Culture
Culture Classification
Role Culture
Task Culture
Power Culture
Types of Organisational Culture
Constructive
Passive-Defensive
Aggressive-Defensive
Factors Influencing Organisational Culture
The Relationship between Power Culture and Organisational Structure
Sources of Culture
Culture As a Liability
Culture and Managerial Action
Organisational Culture Improvement
Influencing and Managing Organisational Culture
How Organisation Culture is Formed
Embedding Organisation Culture
Building Organisation Culture
Strong Culture vs. Weak Culture
How Employees Learn Culture
How Culture Affects Managers
Implication or Process/Maintaining Culture
Keeping a Culture Alive
Measuring Organisational Culture
Quantitative
Qualitative
Managing Organisational Culture
Functions of Culture

The Symbiotic Relationship Between Organisational Culture and Organisational Structure

Structural Variations
Simple Structure and Cultural Practices
Functional Structure, Norms, Values, Ritualistic Cultural Practices
Divisional Structure and cultural Inclinations
The Role Culture and its Structural Manifestation
The Task Culture and its Structural Symbiosis
The Concept of ‘Flexion’ in Culture-Structure Symbiosis

Culture and the Management of Change

How to Change Culture
The Need for Culture Change
Elements Affecting Culture Change
Why Culture Doesn’t Change?
When Culture Can Change
The Effect of Culture on Organisational Change
Organisational Change and Cultural Resistance
Cultural Cementation
Flexibility VS ‘Flexion’ in organisational Change

Conducting a Cultural Analysis

Diagnosing the current organizational culture
Defining the desired organizational culture
Performing a gap analysis

Cross-Cultural Communication

Defining Communication
Communication: The Flow
What is Effective Communication?
Barriers to Cultural Communication
Ethnocentrism
Stereotyping
Cultural Blindness
Cultural Imposition
Tone Differences
Discrimination
General Guidelines for Managers to Overcome Conflicts in Workplace Due to Discriminatory Attitude of Employees
The Communication Process
Problems of Language
Effects of Culture on Cross-Cultural Communication
Methods of Communication
Oral
Written
Nonverbal
Electronic (Computer-Aided Communication)
Codes Use in Communication
Cross Culture Communication
Importance of Cross Culture Communication
Different Attitudes Towards Various factors of Human Relationship
Time
Space
Frankness
Values
Expression of Emotions
Verbal Communication Differences
High Context and Low Context Cultures
Uncertainty and Anxiety
Strategies to Reduce Anxiety
How to Resolve Conflict
Learning About Other Cultures
Eye Contact
Gesture
Developing Cross Cultural Communication Skills
Reminders while Interacting and Connecting with People
Handshake
Improving Cross Cultural Communication
Welcome Topics
Topics to Avoid During Conversation
Precautions in Cross-Cultural Communication

Block #8	Block Title	Credit Value	Duration
Course # 140	Advanced Business Communication	2	60 Hours
Course Programme for Advanced Business Communication Written Communication: An Overview Introduction Principles of Business Writing 4 Stages of Writing Using Mind Maps and Writing Plan Business Correspondence Common Mistakes in Business Letter Writing Presentation of Business Documents Parts of a Business Letter Business Letter Formats Styles in Business Correspondence Open Punctuation Memos Fax Messages Structuring Your Communications - 4-Point Plan Introduction Details Response or Action Closure Language and Tone The Weakest Link in Your Business Writing Ten Steps to Good Business Writing E-mail The Explosive Growth of E-Mail Seven Deadly Sins of Working with E-Mail The Good, the Bad and the Ugly of E-Mail The Weakest Link in Your E-Mails How Can You Make E-Mail Work For You? Customer Care and E-Mail Creating Electronic Rapport E-Mail @ Work Netiquette Drafting Common Business Documents Inquiries and Replies Requests for Catalogues and Price Lists General Enquiries and Replies Requests for Goods on Approval Visits by Travelers Requests for Concessions Quotations, Estimates and Tenders Terminology Routine Quotations Quotations Subject To Conditions of Acceptance Tabulated Quotations Estimates and Specifications Tenders Quotations Not Accepted or Amended Follow-Up Letters Orders and Their Fulfilment Placing Orders Routine Orders Acknowledging Orders Declining Orders Counter-Offers from Suppliers Packing and Dispatch Invoicing and Settlement of Account Invoices and Adjustments Pro Forma Invoices Debit and Credit Notes Statements of Account Varying the Terms of Payment Methods of Payment Letters Requesting Payment Tone Late Payments Collection Letters: Credit and Status Inquiries Reasons for Credit Disadvantages of Credit Requests for Credit Business References Status Enquiries Replies to Status Enquiries A Typical Business Transaction Request for Quotation Supplier's Quotation Request for Permission to Quote Company As A Reference Permission Granted Order Supplier's Acknowledgement Advice Note Consignment Note Delivery Note Invoice Debit and Credit Notes Statement of Account Payment Receipt Dealing with Other Important Business Documents Complaints and Adjustments Handling Complaints Complaints Concerning Goods Complaints Concerning Delivery Cancelling Orders Personal Complaints Goodwill Messages General Goodwill Letters Letters of Apology Letters in Which Tone Is Particularly Important Letters of Thanks Letters of Congratulation Letters of Condolence and Sympathy Reports and Proposals Introduction to Reports and Proposals The Plain English Guide to Writing Reports Defining the Purpose Investigating the Topic Organising the Report into Sections Order of Presentation Order of Writing Numbering Sections and Paragraphs Planning the Writing- Revision Notices, Advertisements and Information Sheets Notices Advertisements Leaflets and Information Sheets Design Skills Circulars Circulars Announcing Changes in Business Organization Circulars Announcing Changes in Business Partnerships Letters Announcing Change of Representatives Internal Circulars to Staff Circulars with Reply Forms Sales Letters and Voluntary Offers The Weakest Link in Your Sales Letters Successful Sales Letters Specimen Sales Letters Voluntary Offers Publicly Materials Press Releases Newsletters Writing Skills Marketing Matters Identifying Your Audiences Why Is Customer Care So Important? Customer Care through Internet and E-Mail Marketing through the Web Business Plan Components of a Business Plan Meetings Documentation Notice and Agenda Minutes of Meetings Types of Minutes Personnel Letters of Application Testimonials Favourable References Unfavourable References Interview Letters Offers of Appointment Termination of Employment Sundry Personnel Matters Presenting Data and Statistics through Graph, Table, Chart and Diagram

Demonstrate their understanding of the theoretical and practice bases of Team Dynamics

Order the team formation stages, explaining the psychological issues that beset them and relate them to organisational functioning

Demonstrate their ability to deal with the psychological effect of disbandment

Demonstrate an awareness of their ‘Team Building and Maintenance Roles’ that will improve team effectiveness

Team Dynamics

Team Typologies

Command Teams and The Organisational Hierarchy

Command Teams and The Organisational Functioning

Team Formation

Team Formation Stage 2: Storming

Team Formation Stage 3: Norming

Team Formation Stage 4: Performing or Total Integration

Team Formation Stage 5: Adjourning or Disbanding

Team Building and Maintenance Roles: Improving Team Effectiveness

Contents, Concepts and Issues

Conducting a Cultural Analysis

Introduction

Details

Response or Action

Closure