On-Line Executive Management Course:Management Training Programme

MBA Management - Programme Requirement

The On-Line MBA Management Degree provides students with the flexibility of a choice of four courses from the twelve available, below. There is also a compulsory Research module (Course #7) – Research Project: Design, Conduct and Report. It is designed to prepare you for the 15,000 to 20,000 words dissertation required for the Awarding of the Degree of ‘MBA Management’. The MBA is also available in other specialism.

Please also read the Online Masters Degree Regulation.

Programme Duration – The time taken to complete the Postgraduate Diploma will, largely, depend on the pace of development of the student. However, time limits are imposed.
The Time limits are as follows:
Six months for each of 4 selected courses (2 years maximum)
Six months (Maximum) for Research Methods Course
Two Years (Maximum) for Dissertation

Course # and Name Module Title
1. Organisation and Management: An Introduction
Fundamentals Of Organisational Analysis

The Functions of Management: An Introduction
Delegating for Organisational Effectiveness
2. Managing Individuals and Groups In Organisations
Team Dynamics: Empowering High Performance Groups
Conflict Management in Organisation

Employee Development – incorporating Training Needs Analysis

3. Organisational Improvement: Revitalising Organisations, Through Organisational Development and Change
Organisational Development
Dynamics of Organisational Change Management

4. Enhancing Managerial Effectiveness
Time Management and Meeting Management
Managerial Leadership and Leader Behaviour in Organisations
Leadership Styles and Administrative Strategies: Improving Management
5 The Management of Human Resource
Human Resource and Personnel Management
Human Resource Planning
The strategic Significance of Employee Resourcing & Approaches to Employee Resourcing
Employee Flexibility and Workforce Flexibility
6 Managing Individual Performance
Human Resource and Performance Management
Staff Performance Appraisal
Reward management: developing an effective and Equitable Career Structure
7. Talent Management
Fundamentals of Talent Management
Head Hunting Strategy
Managing Organisational Talents
Launching and Empowering High Performance Teams
Talent Management Reward Structure
8. The Newcomer in an Organisation: A Strategic Approach
The Profile of the Newcomer
Managing Organisational Entry, Orientation and Exit
9. Managing Organisational Quality and Resources
Quality Management in a User-Sensitive Environment
Managing Organisational Resources
10. Managing Internal and External and Cultural Diversity

Communication in Organisation
Organisational Culture and Communication
Communication and the Organisation’s Cross Cultural Environment
The Management of Workforce Diversity: A Value Added Inclusion
11. Enhancing Objective Accomplishments Through an Enthusiastic Workforce
Motivating Workers: Intrinsic and Extrinsic Rewards
Trainer Training for Executive Management
12. Organisational Structure and Control Systems
Organisational Control Systems
Organisation Design: Structuring and Restructuring Organisations




EXECUTIVE MANAGEMENT COURSE # 1
Organisation and Management: An Introduction
Module 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


EXECUTIVE MANAGEMENT COURSE # 2
Managing Individuals and Groups In Organisation


Module Title Objectives Contents & Concepts
Team Dynamics: Empowering High Performance Groups By the conclusion of the specified learning and development activities, delegates will:
 Be aware that teams cannot perform effectively unless they understand team dynamics;
 Demonstrate their understanding of the their role in the management of teams in organisation;
 Exhibit a good knowledge of the finer-points of team-decision-making;
 Demonstrate that their inter-personal skills are well developed;
 Demonstrate their ability and willingness to contribute to the enhancement of a team’s ‘problem-solving capability’;
 Exhibit an understanding ‘role relationships’ in organisation;
 Groups: definition
 Distinguishing groups from aggregations
 Group solidarity
 Group cohesion;
 Team or group: a distinction
 Team dynamics
 Types of teams
 Command teams;
 Committees (temporary & Standing);
 Task Forces;
 Boards.
 Team formation
 Forming;
 Storming;
 Norming/initial integration;
 Performing/total integration
 Disbandment or adjournment
 Purpose of teams in the work-place
 Team characteristics;
 The role concept: an introduction
 How ‘true-to-life’ or realistic are the forming and norming stages of team development?
 Dysfunctional behaviour in teams
 Aggressiveness-
 Blocking
 Interfering
 Competing,
 Seeking sympathy
 Withdrawal and
 Special pleading
 Inter-team conflict;
 Sources of inter-team conflict;
 Consequences of dysfunctional conflict;
 Team decision-making;
 Social identity theory
 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
Conflict Management In Organisation By the conclusion of the specified learning and Development activities, delegates will:
 Demonstrate an understanding of the importance of understanding the perceptions of their role set;
 Be able to identify the role segment5s of their role set
 Distinguish between conflict and role conflict;
 Distinguish between intrarole senders and intrarole senders;
 Demonstrate an enhanced understanding of interrole conflict and intrarole conflict;
 Exhibit their ability to hypothise the existence of latent conflict;
 Determine the positive effect of conflict in a given situation;
 Demonstrate their ability to manage conflict effectively;
 Demonstrate their ability to choose the most appropriate conflict resolution method for particular situations.
 Employ role negotiation as a conflict management tool.  Role: A contextual Definition
 Role enactors
 Roles in Organisational and non-organisational settings;
 The role set
 Role segments
 Role expectations
 Role sender
 Conflict and role conflict
 Interpersonal conflict
 Interrole conflict
 Intrarole conflict
 Conflict management: An introduction
 Latent conflict
 Manifest conflict
 Organisational value of conflict
 Introducing conflict
 Exploiting conflict
 Conflict Resolution Methods
 Mutual Resolution
 Collegial Intervention
 Hierarchical intervention
 Debriefing in Conflict situations
 Role negotiation: beyond worker-manager prerogative
Employee Development – incorporating training needs analysis By the conclusion of the specified learning and development activities, delegates will:
 Locate employee development in a strategic context;
 Demonstrate their ability to analyse training needs;
 Be able to evaluate the conventional and non-conventional methods of training needs analysis;
 Demonstrate their ability to develop and manage a management succession chart;
 Exhibit an understanding of the use of focus groups in training needs analysis;
 Distinguish between demand-led and demand-led training needs;
 Exhibit an understanding of the value of action learning in determining training needs.
 Be able to relate the way in which action research can be used in determining training needs;
 Demonstrate their understanding of the relationship between individual; team and organisational training needs.
 Have developed a personnel deployment chart.  Rationale for and definition of training needs analysis
 Approaches, methods and techniques of training need analysis.
 The traditional approach to training needs analysis
 Job behaviour and task analysis
 Data is gathered from field observations using structured questionnaires and formal interviews
 Multi-skilling
 Knowledge skills, and attitudes development;
 Job, task and role analysis
 A strategic approach to competency assessment
 ‘Supply-led’ or ‘pedagogical’ approach to training needs analysis
 Demand-led’ approach to training needs analysis
 Behavioural expectation scales
 Focus groups
 Action learning
 Action research,
 Process management,
 Assessment centres
 Human resource plan
 Succession plan
 Human resource audit
 Critical incident reports
 Individual performance appraisal reports
 Personnel deployment charts
 Business plans
 Strategic plans
 Job evaluation or job tasks and role analysis
 Client or customer feedback.




Executive Management Course # 3
Organisational Improvement: Revitalising Organisations, Through Organisational Development and Change


Module title Objectives Contents & Concepts
Organisational Development By the conclusion of the specified learning and development activities, delegates will:
 Demonstrate an understanding of organisational development as a process;
 Exhibit a heightened awareness of the constituents of organisational development;
 Demonstrate an understanding of organisational climate and how it can be gauged;
 Be able to strike a balance between macro organisational development and micro organisational development
 Demonstrate their ability to incorporate specified elements of the quality of working life in the management of their subsystems and sections;
 Exhibit their ability to use aspects of quality of working life to motivate workers
 Have managed sensitivity training successfully
 Be able to determine the different stages of process consultation
 Determine organisational success factors  What is organisational development (od)?
 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
 Micro organisational development
 The quality of working life (qwl)
 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
 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
 Determination of success
Dynamics of Organisational Change Management  By the conclusion of the specific learning & development activities, delegates will be able to:
 Demonstrate their awareness of the inevitability of organisational 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
 Demonstrate the need for a proactive stance in relation to organisational change.
 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 the inevitability of organisational change
 Demonstrate the need for a proactive stance to organisational change
 Take steps to create a positive perception of the organisation, among shareholders, funding agents, clients and customers, during a strategic change process.
 Manage the relationship between the organisation and its internal and external stakeholders during the different stages of the change process
 Determine the factors, which contribute to workers’ resistance to change
 Suggest the efforts, which an organisation might employ to reduce workers’ resistance to change
 Distinguish between change strategies and approaches to change
 Illustrate the advantages and disadvantages of each change strategy
 Employ the correct change strategy that will create ‘winners’ even in a ‘most hopeless’ situation.
 Determine the situations, in specific relation to scale, level, cost, urgency (both proactive and reactive), where 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
 Appreciate the importance of change institutionalisation
 Design measures, which will ensure change institutionalisation
 Assess the likely effect of power distance on the effectiveness of change communication, taking steps to create a favourable situation within the internal and external environments
 Distinguish between strategic and operational change
 Assess the impact of information and communications technologies (icts) on the change process
 Exploit the benefits of information and communications technologies (icts) in the planning, communication and implementation of change, being mindful of their drawbacks
 Match the mode, channel and method of communication with the nature and stage of the change process.
 Determine the type, level and stage of change that might be best suited to the ‘employment’ of internal or external change agents, respectively, maintaining an effective working environment
 Appreciate the difference between individual stress tolerance levels
 Devise methods of reducing stress levels
 Distinguish between the speed of change and ‘change acceleration’
 Determine when change acceleration is necessary
 Devise a strategy that will reduce the negative effects of ‘change acceleration’
 Implement change, whilst avoiding human and organisational casualties
 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.  Influence change strategies:
 When they should be used or avoided.
 Control change strategies:
 When they should be used or avoided.
 Communicating organisational change. (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.
 Leading change implementation.
 Selecting the appropriate change agent
 Internal or external.
 Speed of change.
 Change acceleration:
 Averting organisational (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.





EXECUTIVE MANAGEMENT COURSE # 4
Enhancing Managerial Effectiveness

Module Title Objectives Contents & Concepts
Time Management and Meeting Management
By the conclusion of the specific learning & development activities, delegates will be able to:
 Appreciate the value of time in an organisational context
 Regard time as an important resource
 Apply the principle of throughput accounting to organisational
 Activities as a motivation towards effective time-management
 Devise an effective time management strategy
 Manage meetings more effectively as a time management device
 Apply effective time management to competitive situations
 Time in an organisation-wide context; its importance including:
 Speeding up decision-making
 Reducing research & development time
 Reduction of operational cycle, e.g. Through the use of:
 Computer aided design (cad)
 Reduction of testing time
 Throughput accounting
 Time management & the manager
 Benefits of effective time management, including:
 Increased efficiency & effectiveness
 Higher profitability
 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
Managerial Leadership and Leader Behaviour In Organisations By the conclusion of the specific learning & development activities, delegates will be able to:
 Demonstrate their understanding of the intricacies that are involved in the process of leadership
 Distinguish between a leader and a managerial leader
 Relate the theories of leadership to empirical research
 Demonstrate their understanding of the need to constantly re-evaluate the superior-subordinate that they encourage
 Exhibit an understanding of the relationship between leader behaviour and leadership styles
 Demonstrate their understanding of the different aspects of the contingency approaches to leadership

 Leadership-: general definition
 The difference between a leader and a managerial leader
 Transactional leader behaviour
 Charismatic or transformational leader
 Leadership and authority
 Management and power
 Management and control
 Leadership and interpersonal relationship
 Qualities or traits approach to leadership
 Task and person orientation
 Contingency or situational approaches to leadership
 Leadership and extroversion
 Leadership and characteristics
 Leadership and social needs
 Leadership and power needs
 Leadership sand achievement needs
 Leader orientation
 Person orientation
 Employee cantered leaders
 Participative leadership
 Democratic leadership
 Performance monitoring
 Leadership and environmental variability
 Leadership-superior subordinate relationship
 Leadership and team development
 Leadership and flexibility
 Leadership and decision making
 Leadership influence and reward
Leadership Styles and Administrative Strategies: Improving Management Performance
By the conclusion of the specific developmental and learning activities, delegates will be able to:
 Distinguish between control and influence administrative strategies
 Demonstrate their understanding of the positive and negative implications of a manager’s choice of administrative strategy for the management of his or her organisation
 Demonstrate an understanding of the relationship, which exists between administrative strategy and leadership style
 Assess the leadership style of a superior or colleague
 Demonstrate an understanding of the relationship between a manager’s leadership style and the type of structure, which he or she is likely to implement
 Demonstrate their ability to carefully select administrative strategies so as to promote leader and organisational flexibility
 Propose ways of reducing cultural infringement in their choice of strategy The ‘leader’ vs. The ‘managerial leader’
 Superior-subordinate relationships
 Leader behaviour
 Administrative strategy & the concept of ‘puissance’
 Control administrative strategy
 Influence administrative strategy
 Merits & demerits of control strategy
 Advantages & disadvantages of influence administrative strategy
 Characteristics of a ‘theory x’ leader
 Characteristics of a ‘theory y’ leader
 Relationship between leadership style & organisational structure
 The implications of leadership style for organisational problem-solving & decision-making
 Ascribing leadership styles
 Influencing your leadership style
 Leadership style vs. Leader & organisational flexibility
 The concept of ‘flexion’
 Leadership style & cultural infusion








EXECUTIVE MANAGEMENT COURSE # 5
The Management of Human Resource

Module Title Objectives Contents & Concepts
Human Resource and Personnel Management
By the conclusion of the established learning activities, delegate will be able to:
 Demonstrate understanding of distinction between personal management and human resource management.
 Indicate the significant aspects in development of human resource management and personal management.
 Demonstrate an appreciation of important of welfare in the development of personal management and human resource management.
 Relate the part played by Cadburys Rowntree in the development of personal management and human resource management.
 Manage the strategic role.
 Illustrate the difference between the Hard approach to HRM and Soft approach to HRM.

 The Development Of HRM.
 Personnel and HRM: A Distinction.
 The advent of welfare management.
 The role of Rowntree in industrial welfare development.
 Welfare workers and recruitment and selection.
 The development of professional personnel and human resource management.
 Concerns of personnel management:
 Recruitment and Selection
 Workers’ Welfare and Benefits
 Industrial Relations
 Staff Appraisal
 Training
 The strategic significance of human resource management.
 Concerns of human resource management:
 Recruitment
 Selection
 Motivation
 Human Resource Planning
 Workforce Management Strategy
 E.g. Workforce Flexibility
 Flexible Working Strategy
Human Resource Planning
By the conclusion of the established learning activities, delegate will be able to:
 Suggest the importance of human resource planning in organisation management.
 Illustrate the significance of effective human resource.
 Determine the links between corporate planning and human resource planning.
 Indicate how human resource planning can support business systems.
 Determine when there is a need to review an organisation human resource plans.
 Determine the factors influencing human resource planning.  The rationale for human resource planning (HRP).
 The link between HRP and corporate planning.
 The investigation and forecasting processes-understanding contextual influences.
 Designing, implementing and reviewing the effectiveness of HRP.
The Strategic Significance of Employee Resourcing & Approaches to Employee Resourcing
By the conclusion of the established learning activities, delegate will be able to:
 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  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


Employee Flexibility and Workforce Flexibility
By the conclusion of the established learning activities, delegates will be able to:
 Demonstrate understanding of different type and levels of organisational flexibility, from an Industrial Relation or Employee Relations prospective.
 Suggest what Numerical Flexibility means.
 Indicate the benefits of functional flexibility of workers and managers
 Indicate the relationship between Temporal Flexibility and Financial Flexibility.
 Decide what workers or managers are likely to gain from Geographical Flexibility  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.




EXECUTIVE MANAGEMENT COURSE # 6
Managing Individual Performance

Module Title Objectives Contents & Concepts
Human Resource and Performance Management By the conclusion of the established learning activities, delegates will be able to:
 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
Assessing the nature and causes of performance problems:
 Managing poor performance
 Managing absence
 Dealing with harassment
 The effective management of retirement, redundancy, dismissal and voluntary turnover.
 Evaluating the mechanisms available for preventing or alleviating poor performance
 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
Staff Performance Appraisal By the conclusion of the established learning activities, delegates will be able to:
 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 effective ness 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  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
Reward Management: Developing an effective and equitable career structure By the conclusion of the established learning activities, delegates will be able to:
 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
 Explain and evaluate the rationale for performance related pay 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 organizational 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)




EXECUTIVE MANAGEMENT COURSE #7
Talent Management

Module Title Objectives Contents & Concepts
Fundamentals of Talent Management By the conclusion of the established learning activities, delegates will be able to:
 Demonstrate an understanding of the bases of organisational talent management
 Determine the role that might be identified as talent management positions
 Assume the correct perimeters within which the psychological contract will be applied
 Make assumptions regarding the perceptions and expectations of the (talent managed) incumbent  Defining talent: An organisational perspective
 The importance of talent management to organisational survival
 The organisational level that should be concerned with talent management
 Role identification for talent management
 Psychological contract in talent management


Head Hunting Strategy By the conclusion of the established learning activities, delegates will be able to:
 Determine when head hunting is appropriate
 Determine head hunting agencies’ effectiveness
 Develop a head hunting strategy that is in line with organisational goals
 Will be able to identify sources of potential talents
 Identify exceptional talents
 Devise a strategy though which internal talents can be sourced  Defining head hunting
 Sources for head hunting
 Internally driven head hunting
 Internally managed head hunting
 Out sourcing head hunting
 The role of head hunting agencies
 The behaviour of head hunting agencies
 Cost comparison of internal and external sourcing of head hunting
 Valuing human capital
Managing Organisational Talents By the conclusion of the established learning activities, delegates will be able to:
 Effectively manage organisational talents
 Determine the key success factors in effective talent management
 Devise an effective communication structure that will avert the isolation of exceptional talents
 Locate talent management within the executive cadre
  Talent relationship management
 Talent and executive development
 Approaches to talent management
 Key success factors in talent management
 Employee Retention
 Career management:
 Career theory,
 Career development, management
 Management and succession planning
 Management succession charts
 Psychometric testing
 The psychological contract and the impact on employee retention
Launching and empowering High Performance Teams By the conclusion of the established learning activities, delegates will be able to:
 Effectively manage high performance teams
 Prepare high performance teams for their organisational
 Provide the high performance teams with the level of autonomy that they need to perform their tasks
 Provide the appropriate learning environment for high performance teams to progress
 Attend to the continuous professional development (CPB) of high performance teams
 Subtly monitor team output  High performance teams as autonomous work teams
 Self directed work teams as self managed teams
 Enhancing the contribution of high performance teams
 Averting Risky Shift in high performance teams
 Providing autonomy to high performance teams
 Delivering assignment at ‘loading level’ in the scheduling sequence
 Providing a support mechanism to high performance teams
 Dealing with decision repercussions of high performance teams
 Taking an internal customer relations stance in managing high performance teams
 Providing appropriate intrinsic and extrinsic incentives to enhance and sustain motivation
 Providing high performance teams with an understanding of team dynamics
 Helping high performance teams to understand their roles
 Provide decision support for high performance teams
 Developing the interpersonal skills of high performance teams
 Enhancing the problem solving capacity of high performance teams
 Providing an understanding of role relationships
 Improving communication and effective oral- visual presentations
 Enhancing competence level of high performance teams
 Developing expertise in meeting management
 Providing members with the expertise to address mutual conflict resolution
 Monitor, unhinderingly, the output of high performance teams
 Relaxing managerial presents, without losing control
 Influencing high performance teams
Talent Management Reward Structure By the conclusion of the established learning activities, delegates will be able to:
 Provide the impetus for talents to perform effectively through equitably rewards
 View equity as merit driven, rather than a common wheal prerogative
 View the unequal distribution of rewards in a positive organisational light
 Work towards an integrated, rather than a segregated reward structure, within which talents are effectively rewarded
 Implement performance related pay in its varying facets to systematise the pay structure  Pragmatising equity
 Equity as fairness
 Equity as inequality
 Integrating remuneration system that rewards talent
 Performance Related Pay
 Systemising performance related pay
 Productivity bonuses as performance related pay
 Creating equity in team reward schemes
 Reward performance without disincentivising low achievers
 Consolidating reward structure and pay scales





EXECUTIVE MANAGEMENT COURSE # 8
The Newcomer in an Organisation: A Strategic approach

Module Title Objectives Contents & Concepts
The Profile of a Newcomer By the conclusion of the established learning activities, delegates will be able to:
 Understand the problems with which a newcomer to an organisation has to contend
 Special problems associated with a newcomer’s disorientation
 The geographical displacement that a newcomer is likely to experience
 Understand the difficulty that a newcomer will have learning as a result of information overload
 Understand the need to phase and contextualise information dissemination to a newcomer  Domestic versus work orientation
 Knowledge and skill disorientation
 Geographic disorientation
 Cultural misappropriation
 Nostalgia
 Knowledge gap
 Information bombardment
 Cognitive retardation
Managing Organisational Entry, Orientation and Exit By the conclusion of the established learning activities, delegates will be able to:
 Determine the point at which induction, in reality, begins
 Demonstrate their ability to structure an induction programme
 Demonstrate how to conduct an exit interview
 Ensure that the organisation’s
 Intellectual property is protected at every level of the employee involvement
 Devise an appropriate mentoring and coaching system to facilitate the learning and development of the newcomer
 Stage probationary evaluation and systematic feedback
 Determine local Intellectual Property Law
 Effectively apply Intellectual property Rights conventions to organisational benefits
 Determine who owns the Intellectual Property Rights in varying scenarios
 Devise an effective mentoring and coaching strategy
 Demonstrate their understanding of the confidentiality and trust that must be upheld in mentoring, if the system is to work successfully
 Use the mentoring system as a professional development and organisational improvement strategy
 Determine the type and level of training that a mentor or a potential mentor needs Managing entry into the organisation:
 Induction programmes: a strategic view;
 Pre-selection induction
 Post-selection induction
 Organisational mentoring and coaching
 Transmitting corporate values;
 Enhancing the probationary experience;
 Managing the probationary period
 Valuing and exploiting intellectual capital: a strategic perspective;
 Intellectual property rights: intellectual property law
 Learning from early leavers
 Using exit interviews/ questionnaires
 Induction
 Mentoring and confidentiality
 Mentoring and professional development
 Selecting mentors
 Appointing mentors
 Training mentors






EXECUTIVE MANAGEMENT COURSE # 9
Managing Organisational Quality and Resources

Module Title Objectives Contents & Concepts
Quality Management in a User-Sensitive Environment By the conclusion of the specific learning activities, delegates will be able to demonstrate:
 Their appreciation for consumer demand for quality
 Their awareness of consumers’ increasing quality consciousness
 Their ability to design and implement a quality programme
 How continuous improvement might be designed and implemented
 How just-in-time system works in practice
 The difference in ‘push’ and ‘pull’ between just-in-time (JIT) system and materials requirement planning (MRP)
 Their understanding of the fundamental differences between JIT and MRP
 Their understanding of the Sourcing strategies, which are necessarily employed in JIT and MRP
 Their ability to circumvent problems posed by single Sourcing
 Their understanding of the fundamental tenets of Total Quality Management (TQM)
 An understanding of the operational constraints of popular quality systems
 Quality: a definition
 Clients’ quality consciousness
 The law and development of quality assurance
 Continuous Improvement Programme
 Just-In-Time (JIT) Compared With Material Requirements Planning (MRP)
 JIT Vs MRP: Component & material sourcing strategy
 Kaizen Or Continuous Improvement
 Quality Assurance Systems - British Standard Institution (BSI), BS 5750 Quality System & Continuous Improvement
 International Organisation for Standardization (ISO 9000, ISO 1400)
 Total Quality Management (TQM)
 Planning, Establishing & Monitoring Quality Systems
 Quality Audit
Managing Organisational Resources By the conclusion of the specific learning & development activities, delegates will:
 Exhibit appreciation for the finite nature of resources
 Demonstrate an awareness of the relationship between strategic management & resource management
 Exhibit awareness of the conflict, which is likely to persist between corporate & operational managers regarding allocation & utilisation of resources
 Demonstrate awareness of the traditional ways of controlling organisational resources, their benefits & drawbacks
 Have simulated the design, operation & analysis of responsibility centres - i.e.:
 Revenue centres
 Cost or expense centres
 Profit centres
 Investment centres
 Have designed resource management systems which
 Incorporate Policy Programme & Budgeting System (PPBS) and, or, Management By Objectives (MBO)
 Have demonstrated the application of ‘Zero-base’ Budgeting
 Undertake facilities audit, employing an effective costing strategy
 Systematise accounting throughput, relating it to most organisational processes.  Definition of Resource
 Relationship Between Strategic Management & Resource Management
 Conflict between corporate & operational management in relation to resource utilisation
 Corporate management’s Attempt To Control The Utilisation of Organisational Resources
 Traditional Methods of Controlling Organisational Resources & The Problems, Which They Present
 Methods of controlling organisational Resources: - responsibility centres:
 Revenue Centres
 Expense Or Cost Centres
 Profit Centres
 Investment Centres
 Policy, Programme & Budgeting System (PPBS) - Incorporating Zero-Base Budgeting
 Management by objectives (mbo)
 Facilities management
 Accounting throughput



EXECUTIVE MANAGEMENT COURSE # 10
Managing Internal and External Cultural Diversity

Module Title Objectives Contents & Concepts
Communication in Organisation By the conclusion of the established learning activities, delegates will be able to:
 Develop a working definition of communication
 Determine the important role that an initiator plays in contributing to an effective communication process
 Determine when communication attempt has been successful
 Determine the factors that contribute to successful communication
 Make a definite judgement as to when it is appropriate to release particular types of information
 Suggest the communication media that is appropriate in varying scenario
 Demonstrate their understanding of the importance of non-verbal communication
 Provide an appropriate distinction between kinesics and kinesiology
 Exhibit an understanding of the application of kinesics and kinesiology in organisational communication
 Determine the processes for which communication in which communication is crucial in organisations
 Determine the aspects of organisational operation to which enhanced communication can make a vital contribution
 Demonstrate their willingness to appraise the value of centralise communication vs decentralised communication
 Demonstrate their understanding of the extent to which communication can be used as a control mechanism
 Suggest at least three barriers to communication and how they might be averted or addressed  Communication: a definition
 When is communication effective?
 The role of the communication initiator
 Modes of transmission of communication
 Timing of communication
 Non verbal communication
 Intentional and unintentional communication
 Kinesics as communication
 Kinesiology as communication
 The counterveiling effects of kinesics and kinesiology
 Improving organisational communication through an enhanced understanding of kinesics and kinesiology
 Importance of communication in organisations
 Communication and work process information
 Communication and policy initiatives
 Communicating strategic, tactical and operational strategies
 Communicating problems and seeking advice
 Subsystem communication
 Organisation wide communication
 Communication and organisational control
 Communication and decision formulation and implementation
 Information dissemination as a factor of effective communication
 Communication and resource allocation
 Communication barriers –
 Organisational hierarchy
 Boss consciousness
 Mistrust
 Technical language
 Technical data
 Power distance emotion
Organisational Culture and Communication By the conclusion of the established learning activities, delegates will be able to:
 Distinguish between the four types of organisational culture developed in the session
 Link organisational cultural type with particular organisational structure
 Match organisational culture with preferred communication pattern and type
 Determine the effect of particular organisation culture on communication effectiveness  Organisational Culture
 Task Culture
 Role
 Person
 Power cultures
 The relationship between organisational culture and organisational structure.
 Methods of communication:
 Oral
 Written
 Non-verbal
 Electronic (computer aided communication
Communication and the Organisation’s Cross Cultural Environment By the conclusion of the established learning activities, delegates will be able to:
 Determine the cultural the cultural factors that impair the process of communication
 Suggest the role that emotions play in communication enhancement or impairment
 Demonstrate an understanding of the importance of emotional labour in averting communication problems
 Exhibit a high level of competence in managing multiculturalism in their organisation through communication enhancement
 Use communication to demonstrate the value of gender differences in teams, departments and the organisation as a whole
 Use kinesics and kinesiology to better understand the emotions of people in organsations Barriers to effective communication - e.g.:
 Filtering
 Selective perception
 Emotions
 National Language
 Culture
 Cultural differences
 Miss-management of multiculturalism
 Gender differences
 Conflict between body language and spoken words
 Efforts to avert or eliminate communication barriers
 The type and level of communication that each organisational culture encourages
 The extent to which particular organisational cultures encourage or impair communication

The Management of Workforce Diversity: A Value added Inclusion By the conclusion of the specific learning & development activities, delegates will be able to:
 Distinguish between equal opportunities and diversity management.
 Demonstrate their awareness of the bases for racial, ethnic and gender discrimination, focusing on the social identity perspective.
 Be able to determine the organisational benefits of organisational diversity, on the bases of cost, resource acquisition, marketing, and creativity & system flexibility.
 Be aware of vital diversity factoids, useful to their organisation’s effective operation.
 Be able to design a system by which organisational diversity will be managed.
 Have devised a managed approach to organisational culture.
 Have devised a strategy for the creation of a bias-free human resource management.
 Have devised ways to encourage a ‘gender friendly’ work environment - manifest in a bias-free career & promotion system and reduction in work-family conflict.
 Demonstrate their understanding of ‘sentience’ as a basis for discrimination.
 Have devised a system by which gender, racial and ethnic heterogeneity are promoted.
 Be aware of the de-moralising effect of ‘resonation’.
 Be able to recognise resonation, taking the necessary steps to avert or prevent its reoccurrence.
 Demonstrate their ability to manage complaints and disciplinary systems in such a way that all opportunities for discrimination are removed.
 Demonstrate their ability to apply their knowledge of organisational diversity to reducing the likelihood of ‘sentience’.
 Have applied their understanding of organisational diversity to promote a desirable level of cohesiveness, reducing the likelihood of ‘groupthink’.
 Have demonstrated competence in ‘diversity counselling’.
 Have demonstrated expertise in ‘relationship management’.
 Have exhibited the ability to detect tendencies towards ‘sentience’ as a direct result of diversity.
 Have demonstrated the ability to effectively manage in situations where sentience exists, progressing towards its elimination.
 Have demonstrated their ability to formulate, implement and monitor an effective diversity policy.
 Demonstrate exceptional leadership in the management of a diverse workforce  Discrimination as social identity
 Understanding and dealing with sentience.
 The effectiveness of the British legislation in protecting the rights of the disadvantaged groups.
 Gender disparity in organisations:
 An analysis of the status of women in the workplace
 Diversity mismanagement and its consequence for organisational survival:
 Some case examples
 Beyond equal opportunities:
 Towards diversity management
 Diversity management and effective human resource utilization.
 Constitution of committees and task forces.
 Gate keeping:
 Avoiding ‘resonation’
 Utilizing marketing intelligence.
 Activities necessary for an effective management of organisational diversity:
 Managing organisational culture
 Ensuring human resource management system is bias free.
 Managing diversity through:
 Recruitment
 Training
 Education
 Development
 Managing diversity in:
 Appraisal
 Compensation
 Benefits
 Promotion.
 Creating a higher career involvement of women:
 Eliminating dual career routes


EXECUTIVE MANAGEMENT COURSE # 11
Enhancing Objective Accomplishments Through An Enthusiastic Workforce

Module Title Objectives Contents & Concepts
Motivating workers: Intrinsic and Extrinsic Rewards By the conclusion of the specific learning & development activities, delegates will be able to:
 Demonstrate an understanding of the concept of motives and their value in organisational and subsystem effectiveness.
 Distinguish between the different sets of motivation theories, notably content, process and reinforcement.
 Demonstrate their ability to translate motivation theory into practice.
 Evaluate the appropriateness of the application of particular theoretical aspects of motivation to specific situations.
 Demonstrate their ability to formulate a comprehensive motivation strategy.
 Critically appraise existing motivation strategy within their organisations, identifying and addressing gaps.
 Formulate a workable motivation strategy.
 Follows the common trends in the popular motivation theories.
 Demonstrate their appreciation of the need for a variance in intrinsic and extrinsic values if motivation.
 Demonstrate how popular motivation theories have contributed to our understanding of worker behaviour.
 Locate performance related pay, productivity bonuses and other remuneration inducement within existing motivation theory.
 Illustrate how the contingency approach to motivation might be applied to different situations.
 Indicate the part that training and development play in worker motivation.
 Manage the process of motivation, taking account of socio cultural and economic differences.
 Manage the motivation process, taking account of the differences in preferences and expectation of workers.
 Apply the ‘equity’ theory to work situation from a ‘differentiation perspective’, rather than and equality perspective’.
 Demonstrate the need to balance the ‘individualist’ and ‘collectivist’ perspective to motivation.
 Suggest the approaches, which might be adopted in designing an organisation
 Design an organisation adhering to the principles of horizontal and vertical relationships
 Distinguish between the basic types of structure
 Recommend the most appropriate structure for an organisation, taking contingent factors into account
 Be aware of the relationship between organisational structure and leader and
 Organisational flexibility
 Translate the positive and negative factors of particular types of structure to the design of an organisation, which will enhance the effectiveness of an enterprise
 Demonstrate their ability to encourage the type of superior-subordinate relationship, which will be conducive to organisational success  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



Trainer Training for Executive Management By the conclusion of the specific learning & development activities, delegates will be able to:
 Be conversant with the theories of learning and memory crucial to the development and implementation of training programmes.
 Be aware of the taxonomy of educational objectives and translate these into individual capability and achievements.
 Determine the most appropriate way to organise training and development courses.
 Be able to equip a training room for maximum impact and effectiveness, within organisational budget and other constraints.
 Design courses that account for individual training needs and learning curve.
 Design learning objectives, mindful of what can be realistically achieved in terms of the experience and motivation of delegates.
 Be able to design learning experiences that will ensure that learning objectives are met taking account of relevant factors associated with established principles of learning.
 Be able to design appropriate delegate activities relevant to the stated learning objectives.
 Demonstrate their ability to prepare for and make effective oral presentations.
 Demonstrate their ability to conduct individual, team and organisational training needs analysis.
 Be able to use different internal sources of information to assess individual, team and organisation-wide immediate and future training and development needs.
 Be capable of designing evaluation questionnaire for individual courses, training programmes, and presenters.
 Be able to determine when training intervention is necessary.
 Be able to link organisational and subsystem business strategy to training and development strategy.
 Be able to position the training department within organisational corporate structure.
 Be able to design appropriate in-course evaluation.
 Design appropriate assessments and assessment strategy of award-bearing components of training programmes.
 Effectively structure training courses to incorporate formal presentations, delegate activities and evaluation.
 Be able to incorporate appropriate 'Ice-breaker' and 'Closure' activities that will enhance the effectiveness of individual training courses.
 Demonstrate exceptional leadership in the management of the learning environment.
 Effectively manage commissioning relationships.
 Effectively manage a training department.  Learning and memory.
 Conditions conducive to learning and memory.
 The taxonomy of educational objectives.
 Establishing learning objectives.
 Value of varied learning experiences.
 Determining the content of training programmes.
 Designing delegate activities, in line with established objectives.
 Effective oral presentations.
 Designing training courses.
 Designing icebreaker and closure activities.
 Creating an ‘ideal’ setting.
 Designing course evaluation questionnaires.






EXECUTIVE MANAGEMENT COURSE # 12
Organisational Structure and Control Systems

Module Title Objectives Contents & Concepts
Organisational Control Systems By the conclusion of the specific learning & development activities, delegates will be able to:
 Demonstrate their understanding of the different bases of co-ordination
 Determine the organisational benefits of Zero base budgeting
 Determine the place of mutual adjustment, as a co-ordinating mechanism within specific organisational settings – determined by their sizes and stages of development, and work process
 Distinguish between JIT system and material requirements planning
 Determine how management information systems support organisational control
 Determine the cybernetic value of computerised information system in general organisational functioning and specifically management control system
 Evaluate the impact of a haphazard management accounting system on the overall organisational control mechanism
 Explain the import conversion export process
 Apply the concept of equifinality in organisational control
 Determine the level of worker autonomy to permit when dealing with highly motivated staff
 Indicate when managerial control should be relaxed, to facilitate organisational development and continuous profession al development
 Traditional control systems
 Modern control systems
 Management Information System
 Computerised Information systems
 Informati