PA L5 - SP2 - Facilitator Guide

SAQA QUALIFICATION TITLE NQF MIN
ID LEVEL CREDITS
50060 National Certificate: Public Administration 5 141
FACILITATOR’S GUIDE
Skills Program Two (2):
Manage and Lead Human
Resources in the Workplace
Public Administration NQF Level 5 1

© Public Service Sector Education & Training Authority 2013
Facilitator Information:
Details Please Complete this Section

Name & Surname:
Organisation:
Unit/Dept:
Facilitator Name:
Date Started:
Date of Completion:
Copyright
All rights reserved. The copyright of this document, its previous editions and any annexures thereto, is
protected and expressly reserved. No part of this document may be reproduced, stored in a retrievable
system, or transmitted, in any form or by any means, electronic, mechanical, photocopying, recording or
otherwise without the prior permission.
Facilitator Guide Introduction
About the Facilitator This Facilitator Guide provides a comprehensive overview of MANAGE AND
Guide… LEAD HUMAN RESOURCES IN THE WORKPLACE, and forms part of a
series of Facilitator Guides that have been developed for National Certificate:
Public Administration Learning Programme at NQF Level 5, worth 156
credits.
The series of Facilitator Guides are conceptualized in modular’s format, in

accordance with the Learner Guides. This guide has been designed and
developed to assist you in effectively and efficiently prepare and implement
your various training interventions.
Purpose The purpose of this Facilitator Guide is to assist facilitators in delivering

training sessions, related to Public Administration The Guide also provides
information on facilitation methodologies and strategies to be adopted during
training sessions.
US No US Title Level Credit
15237 Build teams to meet set goals and objectives 5 3
114226 Interpret and manage conflicts within the 5 8

workplace
120300 Analyse leadership and related theories in a 5 8

work context
116928 Manage diversity in the workplace 5 14
120305 Analyse the role that emotional intelligence plays 5 8

in leadership
119336 Manage the development and performance of 5 12

human capital in the public sector
Objectives  To understand the facilitation methodology and strategy to be adopted

for this learning program
 To provide the necessary learner support and guidance during the

training session
Outcomes At the end of this module, you will be able to:

 Apply client service techniques to improve service delivery
 Manage service delivery improvement
Resources  White board and/or Flipcharts
 Laptop & Data Projector (not compulsory)
 Facilitator & Learner Guide
 Learner Workbook
 Appendices (attached to learner guide)
Time Contact/ Facilitation Days 6 days
Theory 19 Hrs
Practical 29 Hrs
Assessments 2 Hrs
Workplace Application Days 14 Days
4
Facilitator’s Checklist & Training Aids
Learner support strategies:
Learners are supplied with all resources and aids as required by the program – including:
 Objects & devices such as equipment, protective clothing, and safety gear, etc.
 Learner Guides and Learner Workbook
 Visual aids, etc.
Use this checklist below during your preparation to ensure that you have all the equipment,
documents and training aids for a successful session.
Preparation: Yes No
Qualification Knowledge – I have familiarised myself with the content of the

applicable qualification
Unit Standard Knowledge – I have familiarised myself with the content of all
aspects of the applicable unit standard
Content Knowledge – I have sufficient knowledge of the content to enable me

to facilitate with ease
Application knowledge – I understand the programme matrix & have

prepared for programme delivery accordingly
Contextualisation – I have included information which is specific to the

commodity and practices related to the commodity
Ability to respond to learners background & experience – I have

studied the learner demographics, age group, experience & circumstances &
prepared for programme delivery accordingly
Enthusiasm & Commitment – I am passionate about my subject & have

prepared my programme delivery to create a motivating environment with real
commitment to success
Enterprise knowledge – I know & understand the values, ethics, vision &
mission of the workplace & have prepared my programme delivery, reporting &
administrative tasks accordingly.
Equipment check:
Learner guides x 1 per learner
Assessment guides x 1 per learner
Writing materials & stationary (facilitator & learner)
White board & pens
Flip chart paper
Proximal projector & screen
Laptop & programme disk
Sample Hand-outs and examples of laws and other relevant documents
Safety gear as prescribed by unit standard and applicable legislation
Documentation checklist:
Attendance Register
Course Evaluation
Learner Course Evaluation
Portfolios of evidence
6
Learning Program Time Frames
Total time
Theoretical learning Practical learning time Activities to
allocated
time allocated (hours) allocated (hours) be completed
(hours)
Complete Program 100 hours 30 hours 70 hours

(including
summative
assessment)
Learner Orientation 1 hour 30 minutes 30 minutes

and “Ice Breaker”
Purpose, 1 hour 30 minutes 30 minutes

Introduction and
Learner Directions
Build teams to 60 hours 18 hours 42 hours

meet set goals and
objectives
Interpret and 80 hours 24 hours 56 hours

manage conflicts
within the
workplace
Analyse leadership 60 hours 18 hours 42 hours

and related
theories in a work
context
Manage diversity in 80 hours 24 hours 56 hours

the workplace
Analyse the role 60 hours 18 hours 42 hours

that emotional
intelligence plays
in leadership
Total time
Theoretical learning Practical learning time Activities to
allocated
time allocated (hours) allocated (hours) be completed
(hours)
Manage the 80 hours 24 hours 56 hours

development and
performance of
human capital in
the public sector
Preparation for 0.5 - - -

Assessment &
revision
8
TRAINING PROGRAM
Briefing Session: Day1
1. Introduction to the Learning Units

Start with an “ice-breaker”, and eventually discuss the global outcome
of the learning units with learners and emphasize the assessment
process.
Topics Time Remarks
 Ice Breaker 15 min Please refer to Learner

Guide and Assessment
 Course expectations Guide for details.
 Assessment Criteria 10 min
 Learner’s Responsibilities
5 min
2. Training Ground Rules

Discuss the training session ground rules with learners to avoid
disturbance during the session
Topics Time Remarks
 Learning Units estimated time 10 Min Write down the training

session ground rules and
 Ethical behavior keep them posted in the
classroom for the duration
 Cellular phones – (off/silent) of the session.
 Breaks – (tea, lunch….)
 Etc…
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LEARNING UNIT 1:
BUILD TEAMS TO MEET SET GOALS AND OBJECTIVES
UNIT STANDARD ID: 15237
Day 1: Session 1 & Day 2: Session 2
Discuss the Learning Unit introduction with the learners.
Topics Time Remarks
 Demonstrating knowledge of the 30 Hrs Ensure that all learners

principles and processes of team participate in the discussion by
building in workplace activities. asking them relevant
 Getting agreement from team questions.
members on objectives, timeframes,
Ensure that learners complete
rules and guidelines for participation.
the activity in their learner
 Leading team to complete workplace
workbooks.
activities.
 Clarifying questions
LEARNING UNIT 2:
INTERPRET AND MANAGE CONFLICTS WITHIN THE WORKPLACE
10 | P a g e ALL COPYRIGHT RESERVED

Discuss the Learning Unit introduction with the learners
Topics Time Remarks
 . Describing the main sources of 80 hrs Give feedback.

conflict
 Describing appropriate techniques to
manage conflict
Ensure that all learners participate
 Implementing a strategy to resolve in discussions
conflict
 Developing the attributes of a good
conflict manager
 Clarifying questions Q & A session

LEARNING UNIT 3:
ANALYSE LEADERSHIP AND RELATED THEORIES IN A WORK CONTEXT
Topics Time Remarks
 Explaining the concept of 80hrs Give feedback.

leadership.
 Differentiating between
leadership and management.
Ensure that all learners
 Analysing and comparing participate in discussions
leadership theories.
 Applying the different roles and
qualities of leadership in a
work context. Q & A session

LEARNING UNIT 4:
MANAGE DIVERSITY IN THE WORKPLACE
Topics Time Remarks
 Recognise diversity, 140hrs Give feedback.

stereotyping and phobias
relating to diversity
 Understand in which ways
various individuals and groups
participate in discussions
are, or have been, negatively
disadvantaged due to
discrimination
 Discuss how society and Q & A session
communities react to diversity
 Promote equality among
different people by embracing
differences
 Comprehend cultural and other
differences among people
 Relate diversity directly to the
South African context
 Refer to the South African
Constitution and Bill of Human
Rights in relation to diversity
and discrimination
 Discuss diversity in terms of
the history of the country
 Relate Employment Equity
(EE) to diversity
 Explain various concepts and
principles relating to
Organisational Transformation
and Change Management
(OT&CM

LEARNING UNIT 5:
ANALYSE THE ROLE THAT EMOTIONAL INTELLIGENCE PLAYS IN LEADERSHIP

Topics Time Remarks
 Explain the concept of 80hrs Give feedback.

emotional intelligence and how
this impacts on leadership.
 Analysing the relationship
between emotional intelligence
and self-awareness in relation
to leadership.
between emotional intelligence Q & A session
and self-management in
relation to leadership.
between emotional intelligence
and social awareness in
relation to leadership.
 Applying techniques for
responding to situations in an
emotionally intelligent manner.

LEARNING UNIT 6:
MANAGE THE DEVELOPMENT AND PERFORMANCE OF HUMAN CAPITAL IN THE PUBLIC
SECTOR
Topics Time Remarks
 Demonstrating an 120hrs Give feedback.

understanding of human
resources principles and
legislation and its applications
to the public sector
 Compiling human resources
plan
 Managing performance of
individuals within a team Q & A session
 Recruiting and selecting staff
 Managing the training and
development of individuals
within a team
WORKBOOK MEMORANDA
BUILD TEAMS TO MEET SET GOALS

AND OBJECTIVES
Learning Unit1
UNIT STANDARD NUMBER : 15237
NQF LEVEL : 5
CREDITS : 3
FIELD : Business, Commerce and Management Studies
SUB FIELD : Generic Management
This is a Unit Standard intended for managers in all economic sectors. These managers would
typically be second level managers such as a heads of department, section heads or divisional
PURPOSE:
heads, and may have more than one team reporting to them.
The qualifying learner is capable of:
 Demonstrating knowledge of the principles and processes of team building in workplace
activities.
 Getting agreement from team members on objectives, timeframes, rules and guidelines
for participation.
 Leading team to complete workplace activities.
LEARNING ASSUMED TO BE IN PLACE:
It is assumed that people learning towards this Unit Standard are competent in:
 Communication at NQF level 4.
 Computer Literacy at NQF level 4.
Questions and Answers below
SESSION 1.
Demonstrate knowledge of the principles and processes of team building in workplace

activities.
Learning Outcomes
 The goals and objectives of the workplace activity are identified and explained with examples.
 Styles of team leadership and membership are identified and their impact on team dynamics is
evaluated for the specific organisation.
 Principles of effective delegation are identified and explained with relevance to team-building.
Activity Questions Description Mark

1 Discuss any of the six (6) Cs for Team Building 12
Twelve Cs for Team Building
Executives, managers and organization staff members universally explore ways to improve business.
Many view team-based, horizontal, organization structures as the best design for involving all
employees in creating business success.
No matter what you call your team-based improvement effort: continuous improvement, total quality,
lean manufacturing or self-directed work teams, you are striving to improve results for customers. Few
organizations, however, are totally pleased with the results their team improvement efforts produce. If
your team improvement efforts are not living up to your expectations, this self-diagnosing checklist
may tell you why. Successful team building, that creates effective, focused work teams, requires
attention to each of the following.
 Clear Expectations: Has executive leadership clearly communicated its expectations for the

team performance and expected outcomes? Do team members understand why the team was
created? Is the organization demonstrating constancy of purpose in supporting the team with
resources of people, time and money? Does the work of the team receive sufficient emphasis as
a priority in terms of the time, discussion, attention and interest directed its way by executive
leaders?
 Context: Do team members understand why they are participating on the team? Do they
understand how the strategy of using teams will help the organization attain its communicated
business goals? Can team members define their team importance to the accomplishment of
corporate goals? Does the team understand where its work fits in the total context of the
organization goals, principles, vision and values?
 Commitment: Do team members want to participate on the team? Do team members feel the
team mission is important? Are members committed to accomplishing the team mission and
expected outcomes? Do team members perceive their service as valuable to the organization and
to their own careers? Do team members anticipate recognition for their contributions? Do team
members expect their skills to grow and develop on the team? Are team members excited and
challenged by the team opportunity?
 Competence: Does the team feel that it has the appropriate people participating? (As an
example, in a process improvement, is each step of the process represented on the team?) Does
the team feel that its members have the knowledge, skill and capability to address the issues for
which the team was formed? If not, does the team have access to the help it needs? Does the
team feel it has the resources, strategies and support needed to accomplish its mission?
 Charter: Has the team taken its assigned area of responsibility and designed its own mission,
vision and strategies to accomplish the mission. Has the team defined and communicated its
goals; its anticipated outcomes and contributions; its timelines; and how it will measure both the

outcomes of its work and the process the team followed to accomplish their task? Does the
leadership team or other coordinating group support what the team has designed?
 Control: Does the team have enough freedom and empowerment to feel the ownership
necessary to accomplish its charter? At the same time, do team members clearly understand their
boundaries? How far may members go in pursuit of solutions? Are limitations (i.e. monetary and
time resources) defined at the beginning of the project before the team experiences barriers and
rework?
Is the team’s reporting relationship and accountability understood by all members of the
organization? Has the organization defined the team’s authority? To make recommendations? To
implement its plan? Is there a defined review process so both the team and the organization are
consistently aligned in direction and purpose? Do team members hold each other accountable for
project timelines, commitments and results? Does the organization have a plan to increase
opportunities for self-management among organization members?
 Collaboration: Does the team understand team and group process? Do members understand
the stages of group development? Are team members working together effectively
interpersonally? Do all team members understand the roles and responsibilities of team
members? Team leaders? Team recorders? Can the team approach problem solving, process
improvement, goal setting and measurement jointly? Do team members cooperate to accomplish
the team charter? Has the team established group norms or rules of conduct in areas such as
conflict resolution, consensus decision making and meeting management? Is the team using an
appropriate strategy to accomplish its action plan?
 Communication: Are team members clear about the priority of their tasks? Is there an
established method for the teams to give feedback and receive honest performance feedback?
Does the organization provide important business information regularly? Do the teams
understand the complete context for their existence? Do team members communicate clearly and
honestly with each other? Do team members bring diverse opinions to the table? Are necessary
conflicts raised and addressed?
 Creative Innovation: Is the organization really interested in change? Does it value creative
thinking, unique solutions, and new ideas? Does it reward people who take reasonable risks to
make improvements? Or does it reward the people who fit in and maintain the status quo? Does it
provide the training, education, access to books and films, and field trips necessary to stimulate
new thinking?
 Consequences: Do team members feel responsible and accountable for team achievements?
Are rewards and recognition supplied when teams are successful? Is reasonable risk respected
and encouraged in the organization? Do team members fear reprisal? Do team members spend
their time finger pointing rather than resolving problems? Is the organization designing reward
systems that recognize both team and individual performance? Is the organization planning to
share gains and increased profitability with team and individual contributors? Can contributors see
their impact on increased organization success?

 Coordination: Are teams coordinated by a central leadership team that assists the groups to
obtain what they need for success? Have priorities and resource allocation been planned across
departments? Do teams understand the concept of the internal customer—the next process,
anyone to whom they provide a product or a service? Are cross-functional and multi-department
teams common and working together effectively? Is the organization developing a customer-
focused process-focused orientation and moving away from traditional departmental thinking?
 Cultural Change: Does the organization recognize that the team-based, collaborative,
empowering, enabling organizational culture of the future is different than the traditional,
hierarchical organization it may currently be? Is the organization planning to or in the process of
changing how it rewards, recognizes, appraises, hires, develops, plans with, motivates and
manages the people it employs?

2 Show your understanding of styles of team leadership and membership 8
The Director: is a leadership style that tends to appear where the leader has a highly Dominant
personality. Such a leader has a demanding and impatient leadership style. They rarely tolerate
dissension, and act quickly to quell any possible threats (as they will see them) to their leadership
position.
The Persuader: (a style related to profiles showing high Influence) prefers to foster a friendly, open
atmosphere, and to build strong relationships with the members of their team. This approach often
hides the fact, though, that this style is still an assertive and active one, and will react badly where
they believe other members of the team are in some sense taking advantage of their informal style.
The Supporter: (a style based on high Steadiness) tends to see themselves as providing a service
for the team's members, rather than a source of direction. While they understand their responsibilities
as a leader, they will typically seek to establish rapport with the members of their team, providing
support where circumstances require it, and looking for similar support from their members.
The Thinker: (which applies to styles showing high Compliance) represents a leader who works
through planning and structure. We have already seen how highly Compliant types will attempt to
impose authority through procedure and organisation. This is due largely to their desire for certainty -
they will wish to know as much as possible about the operations of the team on a day-by-day level.

Explain the five principles that can help you create an effective
3 10
delegation process.
1. Determine what you will delegate. Effective delegation begins with defining your
responsibilities. Write down all of your activities and responsibilities. Review your master list and

categorize all of the items into two secondary lists: things you alone must do and things that
others could do or help you complete. Anything that falls into the second list presents an
opportunity for delegation.
2. Choose the right person to delegate the task to. Andrew Carnegie said, "The secret to
success lies not in doing your own work, but in recognizing the right person to do it. " The key to
finding the right person to delegate an assignment to is matching skills and attitude to the task at
hand.
3. Clarify the desired results. When the results are clear, it allows the employee to use his or her
own creativity and resources to accomplish the task. An added benefit of effective delegation is
the individual may find a better and more effective way to accomplish the task or achieve the
desired results.
4. Clearly define the employee's responsibility and authority as it relates to the delegated
task. Clearly communicate the expectation, responsibilities, and timeline. Be sure to ask the
employee to share his or her understanding.
5. Establish a follow up meeting or touch points. The follow up meetings should be focused on
two things-monitoring progress and determining the need for assistance. The number of follow up
meetings will vary based on the scope of the task or project and whether the employee is new or
a long term member of the department.
Once you have created a solid process for delegation, stick to it, and avoid reverse delegation. At
times, a team member may try to dump the delegated task back to you, and you may feel tempted to
take it back especially if he or she seems to be struggling. Helping him or her stretch outside his or
her comfort zone is all part of a positive growth and development. Use the scheduled follow up
meetings to manage the delegation process, provide encouragement, and monitor the results!

SESSION 2.
Obtain agreement from team members on objectives timeframes, rules and guidelines for
participation.
Learning Outcomes
 Team members are involved in decision-making about the tasks at hand.
 Viewpoints of the team members are discussed and decisions taken and incorporated into plans of
action and work procedures.
 Individual participation is encouraged in the process.
 The team determines objectives, timeframes, etc for the tasks to be performed with the manager
guiding the group to reach consensus when required.

What are the common observations of the strategic decision making
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process that contribute to the leadership challenge
 Diverse Team Membership. There are often several agencies involved, each having different
terminology, goals, and priorities. Members may lack understanding of various agency roles and
contributions to the issues. And, members have different perceptions about how the government
works.
 Lack of Policy Guidance. Strategic-level decision-making teams often are not given clearly
defined policy guidance from above due to politics or concerns about media scrutiny. This often
leads to involvement in undesirable arenas.
 Low Team Authority. The framework for getting things done is either ambiguous or nonexistent.
Nobody is in charge of the process. The "lead agency" concept is confusing and agencies are
designated without specific guidance. Standard military formats and structures are not useful.
 Internal Politics. Bureaucratic bias impedes team performance. Team member mindsets
emphasize agency goals and programs at the expense of overall government objectives. There is
a strong preference for agency autonomy due to narrow budget constraints and rigid resource
controls. A powerful bias against adapting and integrating operations precludes coordinated
implementation.
 Organizational Inertia. There is strong inertia toward familiar situation assessments and courses
of action. Members resist change or divergence from existing policies.
 Lack of Integration. Sub-groups produce uncoordinated products because they work in parallel,
even when dealing with sequential tasks. There is no coordination mechanism to integrate
subgroup work while in development. In the end, the team staples together disconnected
subgroup products for implementation.
 Gaps and Ambiguities. In interagency teams, the economic component and the private sector
often have no spokespersons. The resource dimension security is often lacking, and team
assessments in this area are absent, weak, or wrong.
List the different approaches to decision making with regard to different
5 5
individual views
 The type of decision.

 The time and resources available.
 The nature of the task being worked on.
 The environment the group wants to create.
 The amount of buy-in needed.

6 Briefly describe the challenge of team decisions 6
The Challenge of Team Decisions
Using team input is challenging, and it takes preparation and time. As the saying goes, if you put three
people together in a room, you'll often get four opinions. People can often see issues differently – and
they all have different experiences, values, personalities, styles, and needs. Team decision-making
strategies should therefore be used when you want to get participation and achieve consensus. When
time is of the essence, a good decision is one that's made quickly. That doesn't usually happen with
full team decision-making. And when one or two people have the necessary expertise to make the
decision, it doesn't make sense to involve the whole team – the experts provide most of the input and
make the final choice anyway.
However, where the situation is complex, consequences are significant, commitment and buy-in are
important, and where team members can work together maturely, team decision-making is often best.

In short explain the importance of identifying the goal or team purpose
7 4
and timeline
Goal
Defining a clear goal is important so the group understands what it is trying to achieve. Without a clear
goal or purpose, the team may not be able to identify when the task has been completed or finished.
With a clear goal, the team can unify and focus on the objectives rather than determine what the
objectives should be.
Timeline

It is important to establish a timeline for group selection as well as project finish date (the project finish
date may be defined as ongoing or indefinite). While selecting the "best" members of a group, one
must not lose track of the date by which the group must be formed.

If you were to be left outside a team you think you should have been
8 8
involved in, explain how you would go about to address that.
 Request a meeting: Is a good idea to request a meeting, especially with superiors, because
usually they are busy and you will want to capture all of his/her attention. When you request a
meeting, you can be sure that the other person will pay attention to your concern. Usually this
type of meetings doesn’t last very long. Remember that our bosses are busy. A half hour to an
hour will be enough.
 Present your concern: Don’t be afraid, present your concern. Be open and honest. Ask why you
were not considered. The majority of the times you will be surprised that a) there was not a
reason behind, they just didn’t think about you or b) you can realize the reason behind the
decision. At this point, you will have the opportunity to clarify the perception or you can ask how
you can perform better or in a different way in order to be considered in future projects.
 Present your point of view and the reason(s) why you consider you will be a great asset to
the team: If the reason is they didn’t think about you, sell yourself and present your ideas.
Showing them that you have the experience and knowledge, as well as the skills and background
that can benefit the team selected. If you are still not considered, at least they will have an idea of
who you are and it will be a possibility in the future that they will select you. Remember: be clear,
concise and simple.
 Discussion and answer of questions: Be prepared to defend your ideas, also to answer
questions. Usually the other person just wants to better understand your point of view. Other
times they just want to know if you really have the knowledge and the experience that you said
you have. Don't be afraid to sell yourself and tell them about your experience and knowledge. An
excellent way to do this is telling stories.
 Conclude the meeting: Always conclude the meeting in good and positive terms. Most of the
times a diplomatic conversation is more valuable and can open other opportunities.
 If necessary, always follow up the conversation: If after the meeting you get a possibility to
be included in the team, always follow up the conversation to show that you are interested.

SESSION 3.
Lead team to complete workplace activities.
Learning Outcomes
 Completed workplace activities meet specified objectives within agreed timeframes.
 Leadership style contributes positively to the achievement of workplace activities.
 Time-wasting activities are identified and discouraged so as to improve productivity.

Make a list of important points on how a team could ensure it meets its
9 7
goals.
 Encourage contributions from everyone

 Speak for yourself
 Be confident to ask questions and contribute
 Be as open and honest as you can
 Listen to the others in your group
 Be constructive and supportive
 Maintain confidentiality
 Make democratic decisions
 Share tasks fairly
 Complete tasks by agreed deadlines

Give at least five (5) skills required to develop positive working
10 5
relationships
 Open communication
 Negotiation for a “win-win” situation rather than a “win-lose” result
 Trust and respect
 Acknowledgment of individual differences
 Effective listening
 Focus on controlling or changing yourself rather than trying to control or change others
 Giving everyone fair opportunity to contribute and express their concerns and issues
 Genuine appreciation of others, rather than criticism or blame
 Understand the needs or others

Briefly explain the interventions critical to resolve conflict resulting in
11 6
disagreements and differences in the workplace

 Do not avoid the conflict, hoping it will go away. Even if the conflict appears to have been
superficially put to rest, it will rear its ugly head whenever stress increases or a new disagreement
occurs. An unresolved conflict or interpersonal disagreement festers just under the surface in the
work environment.
 Talk to the people involved in the conflict and to your supervisor. Sometimes mediation is
required so that all employees are listened to and involved in the resolution.
 Everyone in your office and every employee, with whom the conflicting employees interact, is
affected by the stress when a conflict occurs. People feel as if they are walking on egg shells in
the presence of the antagonists. This contributes to the creation of a hostile work environment for
other employees. In worst case scenarios, team members take sides.

With the aid of a table outline your understanding of the SMART
12 6
acronym.
SPECIFIC Clear and concise. Record the goals and circulate

them to the team
MEASURABLE You must be able to count and equate your results.
You must be able to measure if your goal has been
achieved.
ATTAINABLE Realistic and possible to achieve.
RELEVANT Goal must have a purpose and be important to the
individual and the team. Try to set interesting or
challenging goals, as these will motivate the team.
TIME RELATED Goals must have a set time frame for achievement,
be manageable and flexible enough to change.

Discuss the timewasters that are controllable and caused by an
13 8
individual.
 Disorganisation - You are so disorganised that you always lose the important documents and
you seldom find what you need on your desk and you scarcely ever finish your tasks. Your desk
often looks like it has been hit by a hurricane, and at the end of your working day you carry part of
your paper mess home with the hope that you will order it. You do not keep a proper diary or to-
do list and have no idea of what is most important to do first.
 Procrastination - You leave your tasks till the very last minute and when you have to do it you
find that you are under so much pressure that you cannot meet the deadlines.
 Inability to say “No " - You feel that you cannot say "no" to requests because that is letting
people down, something that is not in your value system. You cannot say "No" because no one
else can do this task as well as you, or there is no one else to do it.

 Lack of interest - You are not doing your work because you are not interested in it, or you are
afraid of failing if you try. You may not have sufficient information about it, or you simply do not
want to do it.
 Burn Out - You are exhausted and are unable to concentrate, you are very emotional and feel
you have been working and living under so much pressure. When the stress becomes too much
for you this is called “burn out."

INTERPRET AND MANAGE CONFLICTS
WITHIN THE WORKPLACE
Learning Unit2
LEVEL ON THE NQF : 5
CREDITS : 8
SUB FIELD : Human Resources

1 Differentiate between problems, disputes and conflict. 8
As a problem is the least serious of these three. You might agree with a colleague about working
together, but there is a problem about finding time when you are both free.
If you both try hard enough, you will, probably find a solution to the problem.
A dispute arises when there is a clash between the interests, needs, or goals of two individuals or
groups. Both parties are determined to promote their own interests, even if it is at the expense of
others. Disputes can be settled through negotiation, or through compromise where both parties are
prepared to sacrifice on one issue, on condition that they secure another that is important to them.
Disputes sometimes have to be settled by inviting a third party to intervene.
A conflict is deeper and more serious than a dispute. Conflicts arise when individuals or groups
believe that their interests are incompatible, and they often take very aggressive action to protect
and secure their interests

Provide scenarios which can be categorized as a problem, dispute and
2 10
conflict. Explain how you arrive at your answer.
THE LEARNER MUST GIVE LOGICAL EXAMPLES

3 What are the main sources of conflict? 15
 Data or information conflict involves lack of information and misinformation, as well as

differing views on what data are relevant, the interpretation of that data and how the
assessment is performed.
 Relationship conflict results from strong emotions, stereotypes, miscommunication and
repetitive negative behaviour. It is this type of conflict which often provides fuel for disputes

and can promote destructive conflict even when the conditions to resolve the other sources of
conflict can be met.
 Value conflict arises over ideological differences or differing standards on evaluation of ideas
or behaviors. The actual or perceived differences in values do not necessarily lead to conflict.
It is only when values are imposed on groups, or groups are prevented from upholding their
value systems, that conflict arises.
 Structural conflict is caused by unequal or unfair distributions of power and resources. Time
constraints, destructive patterns of interaction and non conducive geographical or
environmental factors contribute to structural conflict.
 Interest conflict involves actual or perceived competition over interests, such as resources,
the way a dispute is to be resolved, or perceptions of trust and fairness. An analysis of the
different types of conflict the parties are dealing with helps the intervener determine strategies
for effective handling of the disputes.

Describe scenarios’ when conflict is destructive and when it is
4 10
constructive.
When is conflict destructive?
1. it continues even after a decision has been reached

2. people remain enemies even when the issues change outside parties are drawn into the debate
3. one person is determined to emerge as a winner (which makes the other a loser)
When is conflict constructive?
1. helps the parties to adapt and change

2. focuses attention on problems that may inhibit performance
3. gets the parties to re-examine their goals, policies and practices
4. energises staff by actively involving them in the life of the school
5. brings an individual’s problems into the open
6. generates new ideas and new perspectives
7. provokes an evaluation of organisational structures.

What is the difference between conflict resolution and conflict
5 10
management?
Conflict Management and Conflict Resolution
Some people use these terms interchangeably, but the following distinction is useful:
 a conflict thinker assumes there will always be conflict, and therefore talks about the need to
find ways to benefit from and manage conflict
 a consensus thinker assumes that conflict is an aberration and that the aim should be to
remove conflict, and therefore talks about the need to resolve conflict
Activity Mark
Questions Description
6 What are functions of conflict? 10
What positive things have happened to you as a result of conflict? Here are some of the positive
aspects noted by Coser (1956):
 Conflict helps establish our identity and independence . Conflicts, especially at earlier
stages of your life, help you assert your personal identity as separate from the aspirations,
beliefs and behaviors of those around you.
 Intensity of conflict demonstrates the closeness and importance of relationships .
Intimate relationships require us to express opposing feelings such as love and anger. The
coexistence of these emotions in a relationship creates sharpness when conflicts arise. While
the intensity of emotions can
 threaten the relationship, if they are dealt with constructively, they also help us measure the
depth and importance of the relationship.
 Conflict can build new relationships . At times, conflict brings together people who did not
have a previous relationship. During the process of conflict and its resolution, these parties
may find out that they have common interests and then work to maintain an ongoing
relationship.
 Conflict can create coalitions. Similar to building relationships, sometimes adversaries
come together to build coalitions to achieve common goals or fend off a common threat.
During the conflict, previous antagonism is suppressed to work toward these greater goals.
 Conflict serves as a safety-valve mechanism which helps to sustain relationships .
Relationships which repress disagreement or conflict grow rigid over time, making them
brittle. Exchanges of conflict, at times through the assistance of a third party, allow people to
vent pent-up hostility and reduce tension in a relationship.
 Conflict helps parties assess each other’s power and can work to redistribute power in
a system of conflict . Because there are few ways to truly measure the power of the other
party, conflicts sometimes arise to allow parties to assess one another's strength. In cases
where there is an imbalance of power, a party may seek ways to increase its internal power.
This process can often change the nature of power within the conflict system.
 Conflict establishes and maintains group identities . Groups in conflict tend to create
clearer boundaries which help members determine who is part of the “in-group” and who is
part of the “outgroup”. In this way, conflict can help individuals understand how they are part
of a certain group and mobilize them to take action to defend the group’s interests.
 Conflicts enhance group cohesion through issue and belief clarification When a group
is threatened, its members pull together in solidarity. As they clarify issues and beliefs,

renegades and dissenters are weeded out of the group, creating a more sharply defined
ideology on which all members agree.
Conflict creates or modifies rules, norms, laws and institutions. It is through the raising of
issues that rules, norms, laws and institutions are changed or created. Problems or frustrations left
unexpressed result in the maintaining of the status quo.

7 What are questions to consider in a conflict analysis situation? 15
The following questions and dilemmas are ones that are useful to consider in a conflict analysis
process.
1. Who are the parties relevant to the conflict situation?
2. What are the positions of each party in the conflict?
3. What are the needs and interests of each party? [In other words, what are they saying without
saying? What lies beyond the spoken word?]
4. What is the relative power, status and resources of each part in the conflict?
5. What are the processes they are using to pursue their interest in conflict with other?
6. Within what framework, structure or system is the conflict taking place?
7. How are decisions made and conflict resolved/transformed in the situation?
8. What external factors impact the conflict?
9. What outcome does each party expect?
10. What are the possible changes as the result of the resolution/transformation of the conflict at
following levels:
a) Personal,
b) Relational,
c) Structural/systems,
d) culture/traditions, and
e) Spiritual.

8 Make recommendations for future improvement on conflict resolution? 20
THE LEARNER MUST PROVIDE LOGICAL RECOMMENDATIONS

9 Describe the Methods of Conflict Resolution 10
Methods of Conflict Resolution
Regardless of the level of conflict, there are differing approaches to deal with the incompatibilities that
exist. Conflict can result in destructive outcomes or creative ones depending on the approach that is
taken. If we can manage conflict creatively, we can often find new solutions that are mutually

satisfactory to both parties. Sometimes this will involve a distribution of resources or power that is
more equitable than before, or in creating a larger pool of resources or forms of influence than before.
Creative outcomes are more probable when the parties are interdependent, i.e., each having some
degree of independence and autonomy from which to influence the other, rather than one party being
primarily dependent on the other.
Given interdependence, three general strategies have been identified that the parties may take toward
dealing with their conflict; win-lose, lose-lose, and win-win (Blake, Shepard & Mouton, 1964).
1. The win-lose approach is all too common. People learn the behaviors of destructive
conflict early in life – competition, dominance, aggression and defense permeate many of our
social relationships from the family to the school playground. The “fixed pie” assumption is
made, often incorrectly, that what one party gains, the other loses. The strategy is thus to
force the other side to capitulate. Sometimes, this is done through socially acceptable
mechanisms such as majority vote, the authority of the leader, or the determination of a
judge.
Sometimes, it involves secret strategies, threat, innuendo – whatever works is acceptable,

i.e., the ends justify the means. There is often a strong we-they distinction accompanied by
the classic symptoms of intergroup conflict. The valued outcome is to have a victor who is
superior, and a vanquished who withdraws in shame, but who prepares very carefully for the
next round. In the long run, everyone loses.
2. The lose-lose strategy is exemplified by smoothing over conflict or by reaching the

simplest of compromises. In neither case is the creative potential of productive conflict
resolution realized or explored. Disagreement is seen as inevitable, so therefore why not split
the difference or smooth over difficulties in as painless a way as possible? Sometimes, this is
indeed the reality of the situation, and the costs are less than in the win-lose approach, at
least for the loser. Each party gets some of what it wants, and resigns itself to partial
satisfaction. Neither side is aware that by confronting the conflict fully and cooperatively they
might have created a more satisfying solution. Or the parties may realistically use this
approach to divide limited resources or to forestall a win-lose escalation and outcome.
3. The win-win approach is a conscious and systematic attempt to maximize the goals of
both parties through collaborative problem solving. The conflict is seen as a problem to be
solved rather than a war to be won. The important distinction is we (both parties) versus the
problem, rather than we (one party) versus they (the other party). This method focuses on the
needs and constraints of both parties rather than emphasizing strategies designed to
conquer.
Full problem definition and analysis and development of alternatives precede consensus
decisions on mutually agreeable solutions. The parties work toward common and
superordinate goals, i.e., ones that can only be attained by both parties pulling together.
There is an emphasis on the quality of the long term relationships between the parties, rather
than short term accommodations. Communication is open and direct rather than secretive
and calculating.
Threat and coercion are proscribed. The assumption is made that integrative agreements are
possible given the full range of resources existing in the relationship. Attitudes and behaviors
are directed toward an increase of trust and acceptance rather than an escalation of
suspicion and hostility. The win-win approach requires a very high degree of patience and
skill in human relations and problem solving.

10 Describe Conflict Resolution In Terms of the Labour Relations Act 15
1. If there is a dispute about the interpretation or application of any provision of this Chapter,
any party to the dispute may refer the dispute in writing to-
(a) a council, if the parties to the dispute fall within the registered scope of that council; or
(b) the Commission, if no council has jurisdiction.
2. The party who refers the dispute must satisfy the council or the Commission that a copy of
the referral has been served on all the other parties to the dispute.
3. The council or the Commission must attempt to resolve the dispute through conciliation.
4. If the dispute remains unresolved, any party to the dispute may refer it to the Labour Court
for adjudication

11 What are the Five Habits of Highly Effective Conflict Resolvers 10
1. Understand the Employee's Needs

If you are a manager of an organization, it’s natural for you to jump right in to handle conflict. When an
employee visits you to discuss a personality conflict, you assess a situation, determine the next steps
and proceed until the problem is solved. But is that helpful?
When you take charge, the employee is relieved of his or her responsibility to find a solution. That
leaves you to do the work around finding alternatives. And while you want to do what is best for this
person (and the organization), it is important to ask what the employee wants first-- whether it is to
vent, brainstorm solutions or get some coaching. Understand what the person entering your door
wants by asking questions:
How can I be most helpful to you? What are you hoping I will do? What do you see my role as in this
matter?
2. Engage in Collaborative Listening

Collaborative Listening takes those attending and discerning skills one step further. It recognizes that
in listening each person has a job that supports the work of the other. The speaker’s job is to clearly
express his or her thoughts, feelings and goals. The listener’s job is facilitating clarity; understanding
and make the employee feel heard.
So what’s the difference? The distinction is acknowledgement. Your role is to help the employee gain
a deeper understanding of her own interests and needs; to define concepts and words in a way that
expresses her values (i.e. respect means something different to each one of us); and to make her feel
acknowledged someone sees things from her point of view.
Making an acknowledgement is tricky in corporate settings. Understandably, you want to help the
employee but are mindful of the issues of corporate liability. You can acknowledge the employee even
while safeguarding your company.
Simply put, acknowledgement does not mean agreement. It means letting the employee know that
you can see how he got to his truth. It doesn't mean taking sides with the employee or abandoning
your corporate responsibilities. Acknowledgement can be the bridge across misperceptions.
Engage in Collaborative Listening by:

Helping the employee to explore and be clear about his interests and goals
Acknowledging her perspective
 I can see how you might see it that way.
 That must be difficult for you. O I understand that you feel _______ about this.
Asking questions that probe for deeper understanding on both your parts:
 When you said x, what did you mean by that?
 If y happens, what is significant about that for you?
 What am I missing in understanding this from your perspective?
3. Be a Good Transmitter
 Messages transmitted from one person to the next are very powerful. Sometimes people have
to hear it from the horse’s mouth. Other times, you will have to be the transmitter of good
thoughts and feelings. Pick up those gems, those positive messages that flow when
employees feel safe and heard in mediation, and present them to the other employee. Your
progress will improve.
 We are all human. You know how easy it is to hold a grudge, or assign blame. Sharing gems
appropriately can help each employee begin to shift their perceptions of the situation, and
more importantly, of each other. To deliver polished gems, try to:

 Act soon after hearing the gem Paraphrase accurately so the words are not distorted Ask the
listener if this is new information and if changes her stance Avoid expecting the employees to
visibly demonstrate a shift in stance (it happens internally and on their timetable, not ours)
4. Recognize Power
 Power is a dominant factor in mediation that raises many questions: What is it? Who has it?
How to do you balance power? Assumptions about who is the powerful one are easy to make
and sometimes wrong. Skillful conflict resolvers recognize power dynamics in conflicts and
are mindful about how to authentically manage them. You can recognize power by being
aware that:
 Power is fluid and exchangeable Employees possess power over the content and their
process (think of employees concerns as the water flowing into and being held by the
container) Resolvers possess power over the mediation process (their knowledge, wisdom,
experience, and commitment form the container) Your roles as an HR professional and
resolver will have a significant impact on power dynamics
5. Be Optimistic & Resilient
 Agreeing to participate in mediation is an act of courage and hope. By participating,

employees are conveying their belief in value of the relationship. They are also expressing
their trust in you to be responsive to and supportive of our efforts. Employees may first
communicate their anger, frustration, suffering, righteousness, regret, not their best hopes.
You can inspire them to continue by being optimistic:
 Be positive about your experiences with mediation Hold their best wishes and hopes for the
future encourage them to work towards their hopes
 Be Resilient. Remember the last time you were stuck in a conflict? You probably replayed
the conversation in your mind over and over, thinking about different endings and scolding
yourself. Employees get stuck, too. In fact, employees can become so worn down and
apathetic about their conflict, especially a long-standing dispute; they would do anything to
end it. Yes, even agree with each other prematurely. Don not let them settle. Mediation is
about each employee getting their interest met. Be resilient:
12 What qualities do you expect to see in an effective conflict manager? 20
1. Understand the Employee's Needs
2. Be Optimistic & Resilient
3. Recognize Power
4. Be a Good Transmitter
5. Engage in Collaborative Listening

Analyse leadership and related
theories in a work context
Learning Unit3
CREDITS : 8
FIELD: Business, Commerce and Management Studies
SUB FIELD : Public Administration
QUESTION 15
In its essence, leadership in an organizational role involves…
(1) establishing a clear vision,

(2) sharing that vision with others so that they will follow willingly,
(3) providing the information, knowledge, and methods to realize that vision, and
(4) coordinating and balancing the conflicting interests of all members or stakeholders.
QUESTION 16
Give a brief explanation of each of these ten roles and qualities of a leader:
 Have vision
 Make decisions
 Take risks
 Motivate others
 Build teams
 Possess self-knowledge
 Display integrity
 Pursue lifelong learning
 Communicate effectively
 Help others succeed
Leaders are both born and made. Managers don't become leaders overnight. Even “born” leaders
don’t start out possessing all these skills. To be a strong leader, you need to:
1. Have vision. Leaders have a clear sense of where they want to go and how they intend to get
there. They see the big picture, then create a strategic plan for achieving their goals.

2. Make decisions. Leaders aren’t afraid to make difficult or unpopular decisions because they have
confidence in themselves and in their abilities. They know that indecision wastes resources and
opportunities
3. Take risks. Leaders have the courage to act in situations where results aren’t assured. They're
willing to risk failure
4. Motivate others. Leaders can articulate their vision and ideals to others, convincing them of the
value of their ideas. They can inspire people to work toward common goals and to achieve things they
never thought they could do.
5. Build teams. Leaders create productive teams that draw the best from people. They effectively
coach teams in collaboration, consensus building, and conflict resolution.
6. Possess self-knowledge. Leaders know their own strengths and weaknesses and are able to view
their behavior objectively. They recognize their shortcomings, open themselves to feedback, and are
willing to make changes when necessary.
7. Display integrity. Leaders must be trustworthy before others will follow them. Warren Bennis, The
Leadership Institute, University of Southern California, says qualities that establish trust are
competence, constancy, caring, candor, and congruity, which he defines as authenticity, reliability,
and feeling comfortable with oneself.
8. Pursue lifelong learning. Leaders have a desire to continually learn and grow and are open to
new ideas.
9. Communicate effectively. Leaders can convey their ideas to diverse individuals and adjust their
styles to meet the needs of the people they lead.
10. Help others succeed. Leaders empower others and go out of their way to help them achieve
their full potential, thereby benefiting the organization
QUESTION 17
What is the difference between Leadership and management
Leadership is setting a new direction or vision for a group that they follow, ie: a leader is the
spearhead for that new direction
Management controls or directs people/resources in a group according to principles or values that

have already been established.
The difference between leadership and management can be illustrated by considering what happens
when you have one without the other.

QUESTION 18
Present in tabular form, the roles and qualities of a leader and a manager, in terms of the
following: Essence, Focus, Have, Horizon ,Seeks, Approach, Decision, Power, Appeal to,
Energy, Culture, Dynamic, Persuasion, Style, Exchange, Likes, Wants, Risk, Rules, Conflict,
Direction, Truth, Concern, Credit, Blame
Subject Leader Manager
Essence Change Stability
Focus Leading people Managing work
Have Followers Subordinates
Horizon Long-term Short-term
Seeks Vision Objectives
Approach Sets direction Plans detail
Decision Facilitates Makes
Power Personal charisma Formal authority
Appeal to Heart Head
Energy Passion Control
Culture Shapes Enacts
Dynamic Proactive Reactive
Persuasion Sell Tell
Style Transformational Transactional
Exchange Excitement for work Money for work
Likes Striving Action
Wants Achievement Results
Risk Takes Minimizes
Rules Breaks Makes

Conflict Uses Avoids
Direction New roads Existing roads
Truth Seeks Establishes
Concern What is right Being right
Credit Gives Takes
Blame Takes Blames
QUESTION 19
Write a clear expiation of your understanding on these two statements:
 Managers have subordinates

 Leaders have followers
Managers have subordinates
By definition, managers have subordinates - unless their title is honorary and given as a mark of
seniority, in which case the title is a misnomer and their power over others is other than formal
authority.
Authoritarian, transactional style
Managers have a position of authority vested in them by the company, and their subordinates work for
them and largely do as they are told. Management style is transactional, in that the manager tells the
subordinate what to do, and the subordinate does this not because they are a blind robot, but
because they have been promised a reward (at minimum their salary) for doing so.
Work focus
Managers are paid to get things done (they are subordinates too), often within tight constraints of time
and money. They thus naturally pass on this work focus to their subordinates.
Seek comfort
An interesting research finding about managers is that they tend to come from stable home
backgrounds and led relatively normal and comfortable lives. This leads them to be relatively risk-

averse and they will seek to avoid conflict where possible. In terms of people, they generally like to
run a 'happy ship'.
Leaders have followers
Leaders do not have subordinates - at least not when they are leading. Many organizational leaders
do have subordinates, but only because they are also managers. But when they want to lead, they
have to give up formal authoritarian control, because to lead is to have followers, and following is
always a voluntary activity.
Charismatic, transformational style
Telling people what to do does not inspire them to follow you. You have to appeal to them, showing
how following them will lead to their hearts' desire. They must want to follow you enough to stop what
they are doing and perhaps walk into danger and situations that they would not normally consider
risking.
Leaders with a stronger charisma find it easier to attract people to their cause. As a part of their
persuasion they typically promise transformational benefits, such that their followers will not just
receive extrinsic rewards but will somehow become better people.
People focus
Although many leaders have a charismatic style to some extent, this does not require a loud
personality. They are always good with people, and quiet styles that give credit to others (and take
blame on themselves) are very effective at creating the loyalty that great leaders engender.
Although leaders are good with people, this does not mean they are friendly with them. In order to
keep the mystique of leadership, they often retain a degree of separation and aloofness.
This does not mean that leaders do not pay attention to tasks - in fact they are often very
achievement-focused. What they do realize, however, is the importance of enthusing others to work
towards their vision.
Seek risk
In the same study that showed managers as risk-averse, leaders appeared as risk-seeking, although
they are not blind thrill-seekers. When pursuing their vision, they consider it natural to encounter
problems and hurdles that must be overcome along the way. They are thus comfortable with risk and

will see routes that others avoid as potential opportunities for advantage and will happily break rules in
order to get things done.
A surprising number of these leaders had some form of handicap in their lives which they had to
overcome. Some had traumatic childhoods, some had problems such as dyslexia, others were shorter
than average. This perhaps taught them the independence of mind that is needed to go out on a limb
and not worry about what others are thinking about you.
QUESTION 20
List and discuss at least 8 Theories of leadership
 "Great Man" Theories

 Trait Theories
 Contingency Theories
 Situational Theories
 Behavioral Theories
 Participative Theories
 Management Theories
 Relationship Theories
QUESTION 21
Describe in detail, each of the above listed theories
1. "Great Man" Theories:
Great man theories assume that the capacity for leadership is inherent – that great leaders are born,
not made. These theories often portray great leaders as heroic, mythic and destined to rise to
leadership when needed. The term "Great Man" was used because, at the time, leadership was
thought of primarily as a male quality, especially in terms of military leadership. Learn more about the
great man theory of leadership.
2. Trait Theories:
Similar in some ways to "Great Man" theories, trait theories assume that people inherit certain
qualities and traits that make them better suited to leadership. Trait theories often identify particular
personality or behavioral characteristics shared by leaders. If particular traits are key features of
leadership, then how do we explain people who possess those qualities but are not leaders? This
question is one of the difficulties in using trait theories to explain leadership.
3. Contingency Theories:
Contingency theories of leadership focus on particular variables related to the environment that might
determine which particular style of leadership is best suited for the situation. According to this theory,
no leadership style is best in all situations. Success depends upon a number of variables, including
the leadership style, qualities of the followers and aspects of the situation.
4. Situational Theories:
Situational theories propose that leaders choose the best course of action based upon situational
variables. Different styles of leadership may be more appropriate for certain types of decision-making.
5. Behavioral Theories:
Behavioral theories of leadership are based upon the belief that great leaders are made, not born.
Rooted in behaviorism, this leadership theory focuses on the actions of leaders not on mental
qualities or internal states. According to this theory, people can learn to become leaders through
teaching and observation.
6. Participative Theories:
Participative leadership theories suggest that the ideal leadership style is one that takes the input of
others into account. These leaders encourage participation and contributions from group members
and help group members feel more relevant and committed to the decision-making process. In
participative theories, however, the leader retains the right to allow the input of others.
7. Management Theories:
Management theories, also known as transactional theories, focus on the role of supervision,
organization and group performance. These theories base leadership on a system of rewards and
punishments. Managerial theories are often used in business; when employees are successful, they
are rewarded; when they fail, they are reprimanded or punished. Learn more about theories of
transactional leadership.
8. Relationship Theories:
Relationship theories, also known as transformational theories, focus upon the connections formed
between leaders and followers. Transformational leaders motivate and inspire people by helping
group members see the importance and higher good of the task. These leaders are focused on the
performance of group members, but also want each person to fulfill his or her potential. Leaders
with this style often have high ethical and moral standards.
QUESTION 22
List the ten Popular Leadership Styles

 Autocratic leadership
 Bureaucratic leadership
 Charismatic leadership
 Democratic leadership or participative leadership
 Laissez-faire leadership
 People-oriented leadership or relations-oriented leadership
 Servant leadership
 Task-Oriented leadership
 Transactional leadership
 Transformational leadership
QUESTION 23
Describe each of the above listed leadership styles.
Popular Leadership Styles
The leadership theories and styles discussed so far fit within formal theoretical frameworks. However,
many more terms are used to describe leadership styles, even if these don't fit within a particular
system. It's worth understanding these!
1. Autocratic leadership
Autocratic leadership is an extreme form of transactional leadership, where leaders have absolute
power over their workers or team. Staff and team members have little opportunity to make
suggestions, even if these would be in the team's or the organization's best interest.
Most people tend to resent being treated like this. Therefore, autocratic leadership often leads to high
levels of absenteeism and staff turnover. However, for some routine and unskilled jobs, the style can
remain effective because the advantages of control may outweigh the disadvantages.
2. Bureaucratic leadership
Bureaucratic leaders work "by the book." They follow rules rigorously, and ensure that their staff
follows procedures precisely. This is a very appropriate style for work involving serious safety risks
(such as working with machinery, with toxic substances, or at dangerous heights) or where large sums
of money are involved (such as handling cash).
3. Charismatic leadership
A charismatic leadership style can seem similar to transformational leadership, because these leaders
inspire lots of enthusiasm in their teams and are very energetic in driving others forward. However,
charismatic leaders can tend to believe more in themselves than in their teams, and this creates a risk
that a project, or even an entire organization, might collapse if the leader leaves. In the eyes of the

followers, success is directly connected to the presence of the charismatic leader. As such,
charismatic leadership carries great responsibility, and it needs a long-term commitment from the
leader.
4. Democratic leadership or participative leadership
Although democratic leaders make the final decisions, they invite other members of the team to
contribute to the decision-making process. This not only increases job satisfaction by involving team
members, but it also helps to develop people's skills. Team members feel in control of their own
destiny, so they're motivated to work hard by more than just a financial reward.
Because participation takes time, this approach can take longer, but often the end result is better. The
approach can be most suitable when working as a team is essential, and when quality is more
important than speed to market, or productivity.
5. Laissez-faire leadership
This French phrase means "leave it be," and it's used to describe leaders who leave their team
members to work on their own. It can be effective if the leader monitors what's being achieved and
communicates this back to the team regularly. Most often, laissez-faire leadership is effective when
individual team members are very experienced and skilled self-starters. Unfortunately, this type of
leadership can also occur when managers don't apply sufficient control.
6. People-oriented leadership or relations-oriented leadership
This is the opposite of task-oriented leadership. With people-oriented leadership, leaders are totally
focused on organizing, supporting, and developing the people in their teams. It's a participative style,
and it tends to encourage good teamwork and creative collaboration.
In practice, most leaders use both task-oriented and people-oriented styles of leadership.
7. Servant leadership
This term, created by Robert Greenleaf in the 1970s, describes a leader who is often not formally
recognized as such. When someone, at any level within an organization, leads simply by meeting the
needs of the team, he or she is described as a "servant leader."
In many ways, servant leadership is a form of democratic leadership, because the whole team tends
to be involved in decision making.
Supporters of the servant leadership model suggest that it's an important way to move ahead in a
world where values are increasingly important, and where servant leaders achieve power on the basis
of their values and ideals. Others believe that in competitive leadership situations, people who
practice servant leadership can find themselves left behind by leaders using other leadership styles.

8. Task-Oriented leadership
Highly task-oriented leaders focus only on getting the job done, and they can be quite autocratic. They
actively define the work and the roles required, put structures in place, plan, organize, and monitor.
However, because task-oriented leaders don't tend to think much about the well-being of their teams,
this approach can suffer many of the flaws of autocratic leadership, with difficulties in motivating and
retaining staff.
9. Transactional leadership
This style of leadership starts with the idea that team members agree to obey their leader totally when
they accept a job. The "transaction" is usually the organization paying the team members in return for
their effort and compliance. The leader has a right to "punish" team members if their work doesn't
meet the pre-determined standard.
Team members can do little to improve their job satisfaction under transactional leadership. The
leader could give team members some control of their income/reward by using incentives that
encourage even higher standards or greater productivity. Alternatively, a transactional leader could
practice "management by exception" – rather than rewarding better work, the leader could take
corrective action if the required standards are not met.
Transactional leadership is really a type of management, not a true leadership style, because the
focus is on short-term tasks. It has serious limitations for knowledge-based or creative work, however
it can be effective in other situations.
10. Transformational leadership

As we discussed earlier, people with this leadership style are true leaders who inspire their teams
constantly with a shared vision of the future. While this leader's enthusiasm is often passed onto the
team, he or she can need to be supported by "detail people." That's why, in many organizations, both
transactional and transformational leadership are needed. The transactional leaders (or managers)
ensure that routine work is done reliably, while the transformational leaders look after initiatives that
add new value

Manage diversity in the workplace
Learning Unit4
CREDITS : 14
SUB FIELD : Generic Management

1 Define Organizational culture 8
"Organizational culture" refers to the importance that is attached to the development of people and
the norms, values and beliefs that reinforce or discourage people development in general and the
advancement of the historically disadvantaged in particular. Anorganizational culture that supports
people development is characterized by the following:
1 positive expectations of individuals and their competence;
2 open, honest and constructive feedback on performance;
3 evaluation of performance based on results achieved in terms of short and long term objectives;
no discrimination based on race, gender or disability;
the development of people is a key result area for managers and performance in this area is
measured and rewarded/sanctioned in a meaningful way;
managers understand the process of development and their roles in this process;
managers have the necessary skills to perform the role effectively;
on-the-job coaching is an effective and primary means of people development.

Discuss the Organizational culture and the role of line management in
2 10
the development of people
This refers to the extent to which the development of employees in general occurs in the organization.
The importance of this issue rests on the assumption that the creation and maintenance of standards
(whether in terms of quality or output, etc.) relies in large measure on well-trained staff who are
responsible for the development of those who report to them. Development should not be perceived,
however, in racial or gender terms. Development is rather characterized by:

 the determination of individual development needs;
 the drawing up of individual development plans based on the competences required for
effective job performance and on the overall workforce plan;
 the attendance of relevant off-the-job training and development courses which meet individual
training needs;
 line managers playing a key role in on-the-job coaching and the development of staff.
This process applies equally to all staff, irrespective of race, gender or level

3 What are the Advantages and Disadvantages of Diversity in Workplace 15
Diversity in the workplace encompasses a range of elements. Differences in national origin, primary
language, religion, social status and age can benefit or harm organizations. Managing diversity
effectively is the key to leveraging the advantages and minimizing the disadvantages of diversity in
the workplace.
Diverse Experience
Co-workers with diverse cultural backgrounds bring unique experiences and perceptions to the table
in groups and work teams. Pooling the diverse knowledge and skills of culturally distinct workers
together can benefit companies by strengthening teams' productivity and responsiveness to changing
conditions. Each employee in a diverse workplace possesses unique strengths and weaknesses
derived from their culture in addition to their individuality. When managed properly, diversity in the
workplace can leverage the strengths and complement the weaknesses of each worker to make the
impact of the workforce greater than the sum of its parts.
Learning and Growth
Another advantage of workplace diversity is the opportunity for employees' personal growth. Being
exposed to new ideas, cultures and perspectives can help individuals to reach out intellectually and
gain a clearer view of their surroundings and their place in the world. Spending time with culturally
diverse co-workers can slowly break down the subconscious barriers of ethnocentrism and
xenophobia, encouraging employees to be more well-rounded members of society.
Communication Issues
Diversity impacts workplace communication in positive and negative ways. Between co-workers,
diversity can place impediments in the way of effective communication, which can directly dampen
productivity and the cohesiveness of small groups. Spending time with diverse employees can break
down communication barriers over the long-term, but first impressions and co-workers' orientation
periods can be difficult to control when cultures clash. Diversity can strengthen your company's
relationships with specific customer groups by making communication more effective. Customer
service representatives can be paired up with customers from their specific demographic, making the

customer feel comfortable with the representative, and thus with the company. A number of
companies in the southwest United States, for example, prefer to hire bi-lingual customer service reps
to deal with Spanish-speaking customers in their native language.
Integration Issues
Social integration at work can only be influenced to a small degree. The formation of cliques and
exclusive social groups is a natural process that can be impossible to control at times. Because of
this, companies can experience informal divisions in their staff, creating a situation where culturally
diverse employees avoid exposure to each other during break times and after work. Although there
is nothing fundamentally wrong with this scenario, it can hinder the effectiveness of sharing
knowledge, skills and experience, thus curbing productivity growth and the effectiveness of teams.

4 List some Some’s principal “isms”: 5
Some principal “isms”:
 Sexism
 Racism (including anti-Arabism and anti-Semitism)
 Classism
 Ableism
 Homophobia
 Ageism
5 What does “racism” mean, and what are its manifestations? 10

1. Racism is often equated with hatred, so it may be defined as “hating people because of their
race or color.” Hatred, of course, is something inward. We should be quick to recognize it in
ourselves, slow to accuse others of it. Unfortunately, in the current discussion, the reverse is often
true. People quickly accuse others of racial hatred, but they almost never admit such hatred in
themselves. That is one thing that goes wrong in current discussions of race.
Certainly it is sinful, and irrational, to hate someone merely because of ancestry or skin color.
A person cannot help who his ancestors were, and ancestry alone never makes a person worthy of
hatred.
I do not doubt that such irrational racial hatred exists, but I suspect it is more rare than many ethical
writers and news commentators suppose. Most of the time, what we call “racial hatred” is really

something more subtle, and with a greater claim, at least, to rationality. I explore those possibilities
below.
Activity Mark
Questions Description
Explain how discrimination and prejudices are experienced by all South
6 10
African as part of daily life
In terms of the Population Registration Act of 1950, all South Africans were classified for legal
purposes according to the racial categories of white, black, and colored, with the Indian population
group constituting a distinct section within the colored community. The racist laws of apartheid South
Africa never attempted to define race as such and applied different criteria so as to be able to allocate
racial classifications to all its citizens. Being "white" depended on a person's appearance and general
acceptance by other members of the white community, whereas being Native/Bantu/black/African
depended on a person's belonging to an aboriginal race or tribe of Africa. A "colored person" was
defined as someone who was neither white nor black. It is perhaps interesting to note that although
Chinese persons were classified as colored, Japanese persons were classified as white.
Based on this classification, apartheid was particularly noted for the totalitarian interference of the
state in the private sphere of peoples' day-to-day lives. In apartheid South Africa, the state prescribed,
with race as the prime criterion, whom one could marry, where one could reside and own property,
what schools and universities one would be allowed to attend, and which jobs were reserved for one.
The state dictated to sports clubs whom they could admit as members, and against whom they were
permitted to compete. The sick had to be conveyed in racially exclusive ambulances, could receive
blood transfusions only from donors of their own racial groups, and could qualify for treatment only in
racially defined hospitals. The state even regulated, with race as the prime criterion, who would be
allowed to attend church services in some regions, and where one could be buried.
The implementation of segregation in pre-1994 South Africa was designed to secure the political
dominance and the economic and social privileges of the white population group. When the Union of
South Africa was established in 1910, political rights in the provinces of Natal, the Orange Free State,
and Transvaal were almost exclusively confined to whites. Indians had been disfranchised by the
British colonial authorities of Natal in 1896, but those who at that time were already registered voters
retained their right to vote for life. When the 1948 elections were held, only two Indians were still on
the voter rolls. In the Cape of Good Hope, Africans and coloreds had (qualified) franchise rights, and
those rights were afforded entrenched protection in the Constitution of the Union of South Africa;
however, Cape of Good Hope African voters were disfranchised by the legislature under United Party
rule in 1936, and Cape coloreds were deprived of their voting rights by the legislature under National
Party rule in 1956. The South African Constitution of 1983 reinstated political rights for coloreds and
Indians, but did so on a racist basis. It created segregated legislative chambers for the colored and
Indian population groups, elected by the colored and Indian voters (respectively). The constitution was
carefully crafted to afford dominance to the white chamber of Parliament in all matters, including those
over which the coloreds and Indians supposedly had primary jurisdiction. Because of the constitution's

racist design and the political dominance of whites it upheld, only small percentages of the colored
and Indian communities exercised their newly acquired political rights.
As prescribed by the Bantu Land Act of 1913 and the Bantu Trust and Land Act of 1936, portions
of South Africa were demarcated for exclusive occupation by Africans. Although the African
communities comprised approximately 80 percent of the South African population, the land allocated
for their occupation constituted no more than 13 percent of the territory comprising the South African
state. In 1951 the South African government appointed a commission instructed by the governor-
general "to conduct an exhaustive enquiry into and report on a comprehensive scheme for the
rehabilitation of the Native Areas with a view to developing within them a social structure in keeping
with the culture of the Native, and based on effective socioeconomic planning." The commission,
chaired by Frederick Tomlinson, professor of Agricultural Economy at the University of Pretoria,
submitted its report to Parliament in 1954. It among other things calculated the costs of extending the
African homelands and of creating economic incentives that might prompt Africans to remain in, return
to, or settle in their respective ethnic homelands. The government rejected those recommendations as
being too costly and instead embarked on a policy of separating the races by means of legal coercion.
H. F. Verwoerd (1901966), commonly regarded as the architect of apartheid, transformed the
Tomlinson recommendations into a policy that promoted the political "independence" of the black
homelands, demarcated on an ethnic (tribal) basis. In due course eight black self-governing territories
were proclaimed: Bophuthatswana, Ciskei, Lebowa, Transkei, Venda, Gazankulu, Qwaqwa, and
kwaZulu. Four opted for independence: Transkei in 1976, Bophuthatswana in 1977, Venda in 1979,
and Ciskei in 1981. In the UN, South Africa claimed that the policy of separate development was
congruent with the right of its population groups to self-determination as proclaimed in international
law. Not so, responded the UN: The right to self-determination presupposes participation of the
people in the legislative and executive structures of the state that determine their fate, whereas the
independence of the black homelands was imposed on the peoples of those territories without their
consent. Further, the black homelands were never accepted as independent political entities by the
international community of states.
The movement of Africans to and within the main employment centers of the country was regulated by
the Blacks (Urban Areas) Consolidation Act of 1945. Africans required special permission to enter
and to remain within an urban area and had to carry a reference book at all times that would indicate
their right to be at a particular place within the countryhe so-called dom pass (dommeaning stupid). As
part of the Group Areas Act of 1966 (which consolidated earlier similar legislation), separate
residential areas were designated for occupation by whites, Africans, coloreds, and Indians within the
towns and cities of the country.
The South African exploitation of the African population group, and to a lesser extent the Indian and
colored communities, was carried out in such a way as to preserve the privileged political, economic,
and social status of white South Africans in a racially defined elitist oligarchy. Educational facilities,
residential areas, and job opportunities reserved for persons of color were considerably inferior to
those at the disposal of the dominant white communityoth in quality and in degree of availability.
The group areas reserved for occupation by members of a particular population groups other than
whites were almost invariably far removed from the business districts and employment centers, and
the residential areas reserved for Africans and coloreds were conspicuously inferior, as far as
locality, infrastructure, and aesthetic appeal were concerned. When Verwoerd, Minister of Bantu
Affairs at the time, introduced in Parliament the Bantu Education Act of 1953, he sought to justify
the inferior education of blacks by invoking the system of job reservation imposed on the black
community as part of the apartheid system:

Discuss and make a presentation of the effect of Apartheid on the
7 15
economic and social life of South Africans with examples.
Presentation should have tangible facts

8 What is equality and diversity? 20
Equality is about ‘creating a fairer society, where everyone can participate and has the opportunity to
fulfil their potential’ . By eliminating prejudice and discrimination, the NHS can deliver services that are
personal, fair and diverse and a society that is healthier and happier. For the NHS, this means
making it more accountable to the patients it serves and tackling discrimination in the work place
Diversity literally means difference. When it is used as a contrast or addition to equality, it is about

recognising individual as well as group differences, treating people as individuals, and placing positive
value on diversity in the community and in the workforce.
Historically, employers and services have ignored certain differences such as background, personality
and work style However, individual and group diversity needs to be considered in order to ensure that
everybody‘s needs and requirements are understood and responded to within employment practice
and service design and delivery.

Analyse the role that emotional
intelligence plays in leadership
LEANING UNIT5
CREDITS : 8
FIELD: Business, Commerce and Management Studies
QUESTION 25
Demonstrate an understanding of Emotional intelligence
Emotional intelligence (EI) is a skill or ability in the case of the trait EI model, a
self-perceived ability to identify, assess, and control the emotions of oneself, of
others, and of groups. Various models and definitions have been proposed of
which the ability and trait EI models are the most widely accepted in the
scientific literature. Criticisms have centered on whether the construct is a real
intelligence and whether it has incremental validity over IQ and the Big Five
personality dimensions.

QUESTION 26
What is the Importance or role of Emotional Intelligence as an attribute of a Leader?
Emotional Intelligence (EQ) is sometimes described as more important than IQ, since EQ helps us to
understand our life, our values better. Psychologists have established through various tests and
scientific evaluations that having better Emotional Intelligence is a must for making healthy choices in
every aspects of life.
Emotional Intelligence, or EQ for short, is a group of traits or abilities which relate to the emotional
sides of life.
There are five components of EQ:
1. Knowing our own emotions: Emotions are termed as powerful reactions. It means to say that
everyone should be aware of his emotions. However, this is not the case. It has been proved
that some are highly aware of their emotional side of life, and others are perfectly oblivious to
their emotions. It has some serious implications for day-to-day life. If one is not aware of his
emotions how can one make a judgment like whom to marry, whom to date with, or which car
to buy. Second, it has been observed that when one is not has any inkling about one’s
emotions then they are found to be low in expressiveness. Expressiveness means showing
your expressions through facial expressions, body language, and other gestures. Lack of
expressiveness hurts in terms of interpersonal relationships since, other people will find it
tough to decipher the inner world of that person. Hence, being aware of one’s emotions is a
must.
2. Managing your own emotions: In day-to-day life, often we try to manage our emotions. It is
like regulating the nature, intensity and expression of concerned emotions. For example, if we
don’t get expected grade in the examination, we try to remain calm before our parents,
nevertheless, the emotions running behind our face is not good. Managing emotions is very
much important for your mental health and for keeping your interaction with others efficient.
3. Motivating ourselves: To get something special in our life, one thing that matters most is self
motivation. Motivating oneself to work hard and be on right direction is one of the main
aspects of Emotional Intelligence. Being high in this can give surprising results for any
individual.
4. Recognizing and influencing others’ emotions: This relates to the ability to understand others
exactly. It is to recognize their mood and the emotions that they had at any point of time. As
life experience says, this ability is very much valuable in practical settings. For example,
understanding others’ mood and emotions exactly can say us whether it is the right time or
not to ask for a favor.

5. Handling relationship: Handling relationship is the most important point of strong interpersonal
relationship. We have seen many people who handle relationship very well and in the process
become successful. On the other hand, some people make a total mess of their interpersonal
relationship. This is the basic difference between having good EQ and not. A person with high
EQ will always handle relationship in optimum way.
QUESTION 27
Why is Emotional Intelligence Is Needed In Leadership
Emotional Intelligence does not fit the classic historical models of leadership. The latter are usually
associated with great figures of military history and conjure up charismatic and sometimes despotic
images. However, people often use the same language for leadership today - bold, brave and tough
with a strong sense of purpose and resolve. However, this does not fit today's needs, because:
 Today’s workforce does not accept the autocratic style often adopted by leaders following
historical models of leadership.
 Leadership has had to evolve to match a growing sense of democracy and independence in
the workforce
 Employees now have far more options and choices than the foot soldiers of yesterday
QUESTION 28
Describe Self-Esteem and its importance in leadership.
Self-esteem is a term in psychology to reflect a person's overall evaluation or appraisal of his or her
own worth. Self-esteem encompasses beliefs (for example, "I am competent", "I am worthy") and
emotions such as triumph, despair, pride and shame[citation needed]: some would distinguish how
'the self-concept is what we think about the self; self-esteem, the positive or negative evaluation of the
self, is how we feel about it'.
Self-esteem can apply specifically to a particular dimension (for example, "I believe I am a good writer
and I feel happy about that") or have global extent (for example, "I believe I am a bad person, and feel
bad about myself in general"). Psychologists usually regard self-esteem as an enduring personality
characteristic ("trait" self-esteem), though normal, short-term variations ("state" self-esteem) also exist
Importance
Abraham Maslow states that no psychological health is possible unless the essential core of the
person is fundamentally accepted, loved and respected by others and by her or his self. Self-esteem
allows people to face life with more confidence, benevolence and optimism, and thus easily reach
their goals and self-actualize. It allows oneself to be more ambitious, but not with respect to
possessions or success, but with respect to what one can experience emotionally, creatively and
spiritually. To develop self-esteem is to widen the capacity to be happy; self-esteem allows people to
be convinced they deserve happiness. Understanding this is fundamental, and universally beneficial,
since the development of positive self-esteem increases the capacity to treat other people with
respect, benevolence and goodwill, thus favoring rich interpersonal relationships and avoiding
destructive ones. For Erich Fromm, love of others and love of ourselves are not alternatives. On the
contrary, an attitude of love toward themselves will be found in all those who are capable of loving
others. Self-esteem allows creativity at the workplace, and is a specially critical condition for teaching
professions.
QUESTION 29
What is your understanding on Emotional intelligence and self-awareness in relation to

leadership
The following are key indicators of self-awareness.
 Self-confidence
 Realistic self-assessment
 Self-deprecating sense of humor
Self-awareness is the basis for the other components of emotional intelligence. It refers to a person's
capacity for being aware of how they are feeling. In general, more self-awareness allows a person to
more effectively guide their own lives and behaviors
Being aware of emotions requires reflection. If one learns to pause, to focus inward, and to seek one's
emotions, one can become more aware of them. You might begin asking yourself several times during
a normal day, "What am I feeling now?" If you question yourself frequently for a week, you will
probably be able to notice what you feel more readily. Then the challenge--one accepted by people
with high emotional intelligence--is to manage those emotions in a more positive way. People who
develop a high emotional intelligence do not yield to their emotions easily--rather they seek to manage
them.
Emotional awareness: Recognizing ones emotions and their effects. People with this competence:
 Know which emotions they are feeling and why

 Recognize how their feelings affect their performance
 Have a guiding awareness of their values and goals
Accurate self-assessment: Knowing ones strengths and limits. People with this competence are:
 Aware of their strengths and weaknesses

 Reflective, learning from experience
 Open to candid feedback, new perspectives, continuous learning, and self-development
 Able to show a sense of humor and perspective about themselves
Self-confidence: Sureness about ones self-worth and capabilities. People with this competence:
 Present themselves with self-assurance; have "presence"

 Can voice views that are unpopular and go out on a limb for what is right
 Are decisive, able to make sound decisions despite uncertainties and pressures
What distinguishes truly great leaders from those who are just mediocre is their level of Emotional
Intelligence.
QUESTION 30
Describe the role of feedback in leadership
Feedback is an important for of personal and professional development. Create an environment, or

culture, of feedback by being open to and role-modeling giving and receiving feedback to others.
Establish a formal benchmark on receiving feedback using an anonymous tool, such as the 360°
Partnering Quotient Assessment. Feedback is not a “special” event. Incorporate it into your day-to-day
activities…make it a part of your daily interaction. Ask questions to prompt people into providing you
with feedback. Remember the 3X’s Rule. Do not over-react to feedback until you’ve had an
opportunity to process the information.

Set goals around the feedback you’ve identified as important to you and then ask others how you’re
progressing.
 Choose one to three goals
 Develop an action plan for desired change
 Dialogue with direct reports about areas for improvement along with the action plan
 Ask direct reports for help in changing behavior
 Follow up with direct reports to check progress and receive further feedback
QUESTION 30
Identify and describe each of the Steps involved in Improving Feedback in the Workplace
1. Establish a culture of feedback

Leadership must take responsibility to role-model healthy and effective methods of providing
feedback. Employees and partners observe how leaders behave and mimic that behavior. Sound
simplistic ? It’s not.
Many studies of both the animal kingdom and people show that when leaders exhibit a quality, others
imitate that quality hoping to find favor with the “boss.” IBM’s moniker “Big Blue” didn’t come from the
color of the logo but from the color of the suits founder Thomas Watson Sr. wore to work everyday . . .
as did any aspiring manager.
2. Incorporate feedback into routine activities
Almost every business today has tried some form of open-session feedback forums. Brown-bag
lunches and skip-level meetings are just a few techniques. They often last for a month or several
months, but over time, they tend to run their course and vanish like steam on a freezing day. Why ?
People tend to either lose interest or are too busy to participate in these more formal activities.
Nevertheless, as managers interact with employees in day-to-day routines, they should collect and
provide feedback regularly. Any personalized comment reinforcing or constructively offering
alternatives to actions is attention showered on employees. People respond well to attention, even if
it’s an alternative suggestion to what they are doing.
3. Ask questions
Rather than wait for feedback to be offered, an effective leader asks questions, thereby opening the
door to receive feedback. “How is the development going ?” “How is your relationship with department
X’s team ?” “Do you have the resources you need to complete the project on time?” “Am I providing
enough, the right, and timely information you need ?”

Asking such questions sets the example and opens the door for responses. It also creates a great
opportunity for a leader to practice effective feedback behaviors
4. Engage the 3X rule
Feedback often says more about the giver than about you, the receiver. This phenomenon occurs
because feedback provides insights into the issues the feedback-giver has with you, and those issues
often reside within the giver and have nothing at all to do with you. That is why I always invoke the
three-times rule.
The first time I hear a piece of feedback; I thank the giver and tuck it away in my memory. The second
time I hear the same piece of feedback from a different source, I listen a lot closer to what the person
is saying. If I hear the same piece of feedback from a third party, I must decide if I am going to act on
that feedback or not. This technique provides people with permission to not re-act immediately to
feedback with a knee-jerk, defensive reaction, but gives them time to process the information they’ve
received and determine for themselves its relevancy.
5. Starting a Culture of Feedback
One of the most effective techniques in gathering feedback is initiating a formal feedback process to
develop a baseline for development. The process might start with an anonymous feedback data-
collection system, such as the 360° Partnering Quotient Assessment offered by Partnership
Continuum, Inc.
The assessment allows an individual to gather input from teams, peers, bosses, and partners or can
be tailored to collect data from customers, suppliers, and community members as well as internal
sources, richly broadening the impact and importance of the feedback. Using a safe and secure
methodology, the assessment allows raters the freedom to provide honest and candid feedback. From
that point, the assessed individual can determine what areas of improvement he or she would like to
tackle. It is important however, to close the communication loop by setting goals around the feedback
and continuing to ask for feedback on progress.
6. Set Goals and Ask for Feedback
Dean DeGroot, a Partnership Continuum consultant and licensed psychologist, cites a study by Keilty,
Goldsmith & Company, documenting “The Impact of Direct Report Feedback and Follow-up on
Leadership Effectiveness.” The study validated the hypothesis that leaders who frequently ask direct
reports for feedback about their progress on development goals are 95 percent more likely to be
perceived as actually making progress on those goals.

The study involved over 8000 respondents from some of the largest US Corporations. Feedback
works: when you inform people that you learned something new and are now going to try new actions,
they tend to rate improvements in these new areas.
For instance, in this study, each leader was encouraged to :-
 Choose one to three goals
 Develop an action plan for desired change
 Dialogue with direct reports about areas for improvement along with the action plan
 Ask direct reports for help in changing behavior
 Follow up with direct reports to check progress and receive further feedback
Several months after these dialogues, direct reports were surveyed, with the following questions:
 How effective was the leader in reaching the goal ?
 To what degree did the manager follow up on the initial dialogue about plans for
improvement?
For those managers who responded and did a little follow up, two-thirds of the leaders were viewed as
more effective; those who did some follow up were 89 percent more effective; and those who did
frequent follow up were 95 percent more effective.
Feedback not only enables managers to appear more effective, research conducted at several
universities indicates that when people believe they are more effective, their level of competencies
increases. Feedback is an important form of personal and professional development that when
utilized, can increase your effectiveness in all aspects of your life.
QUESTION 31
Demonstrate an understanding and knowledge of Self-management
Self-management means different things in different fields:
 In business, education, and psychology, self-management refers to methods, skills, and

strategies by which individuals can effectively direct their own activities toward the
achievement of objectives, and includes goal setting, decision making, focusing, planning,
scheduling, task tracking, self-evaluation, self-intervention, self-development, etc. Also known
as executive processes (in the context of the processes of execution).

 In the field of computer science, self-management refers to the process by which computer
systems will (one day) manage their own operation without human intervention. Self-
Management technologies are expected to pervade the next generation of network
management systems.
 In the field of medicine and health care, self-management means the interventions, training,
and skills by which patients with a chronic condition, disability, or disease can effectively take
care of themselves and learn how to do so. Personal care applied to outpatients. See also
self care.
 In condominiums and housing co-operatives, it refers to apartment buildings or housing
complexes that are run directly by the owners themselves, either through a committee
structure, or through a Board of Directors that has management as well as executive
functions.
 In political economy, economics and sociology, self-management may refer to a Self-
managed economy, a type of socialist economic system that is based on various forms of
collaborative, decentralized, inclusive decision-making and relative workplace autonomy in
economic enterprises and the government.
Self-management may also refer to:
 Workers' self-management - a form of workplace decision-making in which the employees

themselves agree on choices (for issues like customer care, general production methods,
scheduling, division of labor etc.) instead of the traditional supervisor telling workers what to
do, how to do it and where to do it. This was the official development strategy of Socialist
Federative Republic of Yugoslavia. Workers self-management was promoted on all levels in
society
QUESTION 32
Define What Is Stress and give a simple distinction of Good Stress and Bad Stress
Stress is a feeling that's created when we react to particular events. It's the body's way of rising to a
challenge and preparing to meet a tough situation with focus, strength, stamina, and heightened
alertness.
Good Stress and Bad Stress
The stress response (also called the fight or flight response) is critical during emergency situations,
such as when a driver has to slam on the brakes to avoid an accident. It can also be activated in a
milder form at a time when the pressure's on but there's no actual danger — like stepping up to take
the foul shot that could win the game, getting ready to go to a big dance, or sitting down for a final
exam. A little of this stress can help keep you on your toes, ready to rise to a challenge. And the
nervous system quickly returns to its normal state, standing by to respond again when needed.

But stress doesn't always happen in response to things that are immediate or that are over quickly.
Ongoing or long-term events, like coping with a divorce or moving to a new neighborhood or school,
can cause stress, too.
Long-term stressful situations can produce a lasting, low-level stress that's hard onpeople. The
nervous system senses continued pressure and may remain slightly activated and continue to pump
out extra stress hormones over an extended period. This can wear out the body's reserves, leave a
person feeling depleted or overwhelmed, weaken the body's immune system, and cause other
problems.
Stress is the inability to cope with a perceived threat to one’s mental, physical, emotional and spiritual
well-being, which can affect one’s physical health. ™
Stress is our perception of situations or circumstances in our environment.
These perceptions of stress are rooted in our feelings of fear and anger. These feelings can be
expressed as impatience, frustration, envy, hostility, depression, doubt, anxiety, guilt or worry.
QUESTION 33
The Emotional Intelligence model developed by Daniel Goleman and others identifies 4
components; list these below…
1. Self Awareness
2. Self Management
3. Social Awareness
4. Relationship Management
QUESTION 34
Think about the situations in which you've found yourself feeling flustered and frustrated.
Maybe you've witnessed others experience emotional outbreaks at work. What are the
questions people are likely to ask themselves in a situation like that?
 Have you ever dealt with an issue, either personal or professional, by taking your frustrations
out on someone in the workplace — even though it had nothing do with him or her?
 Do you feel like there's too much to do and not enough time or resources to do it … and you
might snap at the next request that comes your way?
 Have you avoided confronting an employee or coworker because you're unsure of the best
way to deal with the situation should it become emotional?
 Do you hide your emotions at work for fear of "losing it"?
 Do you let your emotions go and feel you can pick up the pieces after the fact?

 Do you work with others who have emotional outbursts at the office and need a better outlet
for dealing with emotionally charged situations?
QUESTION 35
List and discuss the four essential aspects of the empathy
 to be sensitive or delicate with others and understand them;
 to take care of others’ needs and well being;
 to encourage others’ progress;
 to be concerned about social and political matters.
QUESTION 36
What are the two most important conflict management tools?
In order to manage conflict effectively we need special tools. These tools include good communication
skills, using group problem solving processes, behaving assertively and working co-operatively
together.
 Consider the following ineffective communication:

Effective
• Be clear on what you wish to communicate.
Communication
• Explain completely and concisely.
• Ensure than the other person or party understands you.
• Work at understanding them.
• Listen carefully to the other person, pay attention to his responses to
your messages.
• Try not to get emotional.
 Ensure that the receiver has heard your message as you intended and
check that you really heard what the other person was trying to say.

• Non-assertive behaviour includes not expressing your own feelings,
Appropriate
needs, ideas and ignoring your own rights. It is very unhealthy as it
Assertiveness
results in resentment building up.
• Aggressive behaviour is exactly the opposite and involves trying to be
dominant; even to humiliate others and bullying them to your way of
thinking.
• Positive assertive behaviour involves expressing your feelings, needs
and ideas and standing up for your rights in a way that does not violate
the rights of others.
Learning Unit6

CREDITS : 12

Learners working towards this standard will be working within a Public Sector environment,
PURPOSE: specialising in Public Finance Management and Administration, where the acquisition of competence
against this standard will add value to one's job. This standard will also add value to public officials
who are seeking to develop a career pathway towards becoming an accomplished public finance
management and administration specialist.
The qualifying learner is capable of:
 Demonstrating an understanding of human resources principles and legislation and its
applications to the public sector
 Compiling human resources plan
 Managing performance of individuals within a team
 Recruiting and selecting staff
 Managing the training and development of individuals within a team
LEARNING ASSUMED TO BE IN PLACE:

 Learners accessing this Unit Standard must be in possession of a Further Education and Training Certificate
or equivalent qualification.

LEARNING UNIT 1:
DEMONSTRATE AN UNDERSTANDING OF HUMAN RESOURCES PRINCIPLES AND
LEGISLATION AND ITS APPLICATIONS TO THE PUBLIC SECTOR.
This learning unit is link to SAQA registered Unit Standard:

US ID US Title Level Credits
Link: 119336 Manage the development and performance of human capital 5 12
in the public sector.
Learning Outcome 1: The importance of the human resources function is explained.
Learning Outcome 2: All legislation relating to human resources management is reviewed and
explained in relation to public sector human resources requirement.
Learning Outcome 3: Public service training and management development policies are
explained and applied.
Learning Outcome 4: Public service disciplinary codes and practices are explained and
applied where relevant.
Learning Outcome 5: The link between human resource management and integrated
development plans are explained.
What is the importance of the human resources function within an

1 organization? 12
The HR function is typically responsible for drafting and implementing employee codes of conduct. As
such, HR managers hold the pen on the principles contained in the employee codes. Since a number
of recent high profile corporate frauds, boards of directors have become very concerned about the
ethical culture within their organizations, looking for 100% sign-off on and compliance with codes of
conduct which articulate their ethical values.
Human resource managers are well positioned to play an instrumental role in helping their
organization achieve its goals of becoming a socially and environmentally responsible firm – one
which reduces its negative and enhances its positive impacts on society and the environment.
Further, human resource (HR) professionals in organizations that perceive successful corporate social
responsibility (CSR) as a key driver of their financial performance, can be influential in realizing on
that objective.
HR can facilitate the development of processes and systems; however, employee engagement is
ultimately a shared responsibility. The more the HR practitioner can understand their leverage with

respect to CSR, the greater their ability to pass these insights along to their business partners
towards the organization’s objectives in integrating CSR throughout their operations and business
model.

2 Discuss the legislation that governs human resources management. 12
1.1. Legislation relating to human resources management
Over the last few years, employees have become more and more aware of their rights within
organisations. Huge amounts of money have been paid out to employees and small businesses are
now realising the importance of managing employees within the boundaries of legislation and good
practise.
There are very clear and stringent guidelines which need to be adhered to in South Africa when
dealing with staff and labour issues. These acts should be studies and understood by all employers to
ensure they are complying with the regulations outlined. These include:
 Basic Conditions of Employment Act
1. The purpose of this Act is to advance economic development and social justice by fulfilling the
primary objects of this Act which are-
a. to give effect to and regulate the right to fair labour practices conferred by section 23(1) of the
Constitution-
i. by establishing and enforcing basic conditions of employment; and
ii. by regulating the variation of basic conditions of employment;
b. to give effect to obligations incurred by the Republic as a member state of the International
Labour Organisation.
This Act outlines what is and is not considered acceptable relating to the conditions of employment for
an individual.
 Labour Relations Act

The purpose of this Act¹ is to advance economic development, social justice, labour peace and the
democratisation of the workplace by fulfilling the primary objects of this Act, which are-
1. to give effect to and regulate the fundamental rights conferred by section 27 of the Constitution;²
2. to give effect to obligations incurred by the Republic as a member state of the International
Labour Organisation;
3. to provide a framework within which employees and their trade unions, employers and
employers' organisations can-
i. collectively bargain to determine wages, terms and conditions of employment and other
matters of mutual interest; and
ii. formulate industrial policy; and
4. to promote-
i. orderly collective bargaining;
ii. collective bargaining at sectoral level;
iii. employee participation in decision-making in the workplace; and
iv. the effective resolution of labour disputes.
 Employment Equity Act
Purpose of this Act.--The purpose of this Act is to achieve equity in the workplace by--
a. promoting equal opportunity and fair treatment in employment through the elimination of
unfair discrimination; and
b. implementing affirmative action measures to redress the disadvantages in employment
experienced by designated groups, in order to ensure their equitable representation in all
occupational categories and levels in the workforce.

What do you understand about public service training and
3 15
management development policies?
1.2. Public service training and management development policies

Any framework for reshaping attitudes of government officials must involve staff training and
development. Traditionally, training programmes have had a skills based focus, but recent trends in
customer-oriented civil service require an attitudinal- focused training. This has led to the need for a
pragmatic approach to training and development so as to develop the capacity of public servants for
improved service delivery. The government has to invest in public servants in order to:
 Equip managers with the necessary skills to handle new responsibilities;
 Develop skills for customer oriented civil service;

 Improve the standards of service delivery; and
 Adapt to new technologies and new working techniques, methods and process.
The Public Service, despite its limitations and constraints, still remains the only acceptable instrument
for the implementation of government policy, and is therefore critical for the realization of government
goals and development objectives.
The public sector must create an appropriate and conducive environment for the efficient and effective
performance of other sectors such as the private sector, NGOs and civil society. The public service
plays a central role in enabling the achievement of development goals. Governments should therefore
continuously seek new and better ways to build service institutions that have the capacity to champion
and advance the course of development.
Efforts at capacity building involve investments in human capital, institution building and process
improvement. The broad objectives of the various initiatives should be the development of human and
material resources to analyze, plan, implement and monitor programmes, which have a positive
impact on national development. These efforts should be initiated to create the framework for
theidentification and analysis of problems and the formulation and implementation of solutions to
enhance sustainable human development.
The purpose of human resource capacity building efforts are to raise the level of performance of the
public sector to cope with the rising and ever-changing demands of the economy and the population.
What are the disciplinary codes and practices applicable to the
4 15
Public service sector?
Public service disciplinary codes and practices
The Disciplinary Code and Procedures for the Public Service provide the framework within which
departments must manage the discipline of their employees. Whilst the Code provides examples of
sanctions to be imposed, the discretion to decide on sanctions ultimately rests with presiding officers
and the departments that they represent. There is a real risk that the sanctions imposed by presiding
officers may vary not only between departments but also within departments themselves.
The Labour Relations Act 66 of 1995 (LRA) provides the overarching legislative framework for the
management of discipline in the private and public sector. Employers and employees in the Public
Service are accordingly bound by the provisions of the LRA and any relevant disciplinary codes and
procedures which may be collectively bargained through the Public Service Co-ordinating Bargaining
Council (PSCBC). Public Service employees are also bound by legislation governing public servants
specifically. Where an employer develops its own disciplinary policy and procedure these are to be
read with the Code of Good Practice in the LRA, and any specific disciplinary codes and procedures
developed by a department.

5 What is the link between human resource management and 15

integrated development plans?
The link between human resource management and integrated development plans
Six principles of integrated planning
At the heart of integrated planning are the six guiding principles. These principles form the basis on
which planning activities and processes are to be developed and implemented.
Integrated planning calendar
Based on the Six Principles of Integrated Planning, the Public Service Human Resources
Management Agency can develop an integrated planning calendar. The Calendar illustrates a four-
phase approach to aligning human resources and business lines to achieve integrated planning. It
also provides approximate timeframes for each of the four phases.
Five-step approach to determining and building for current and future needs
A five-step approach to determining and building for current and future needs was also developed to
guide organizations in their efforts to implement integrated planning. The Integrated Human
Resources and Business Planning Checklist is a "how to" model, and provides some important
questions for managers to consider as they develop their plans. More specifically, the five steps
include:
Step 1 determining your business goals;
Step 2 analyzing your environment to see if you have the right mix and complement to meet your
current and future needs;
Step 3 assessing the gaps in your workforce - what are you missing from a human resources
perspective in order for you to achieve your goals;
Step 4 taking action and initiating strategies to close the gap and help obtain the required resources;
and
Step 5 reviewing, monitoring and measuring whether efforts were successful.
Together, the six principles, the planning calendar, and the five-step approach outlined above form
the basis from which planning activities, tool and instruments should be derived.

LEARNING UNIT 2:
COMPILE A HUMAN RESOURCES PLAN.

in the public sector
Learning Outcome 1: A human resources plan is compiled in line with strategic objectives of
organisation, the goals and objectives of a division and in line with
legislative requirements.
Learning Outcome 2: Labour related regulations and principles are applied in the planning and
recruitment strategies of employees.
Learning Outcome 3: Public service training and management development policies are
explained and applied.
Learning Outcome 4: Human resources plan is monitored and reviewed on an ongoing basis
according to work requirements and any changing legislation and/or
public sector policies and procedures.

How can you compile a human resources plan?
6 10
Human resources planning is a process that identifies current and future human resources needs for
an organization to achieve its goals. Human resources planning should serve as a link between
human resources management and the overall strategic plan of an organization. Aging worker
populations in most western countries and growing demands for qualified workers in developing
economies have underscored the importance of effective Human Resources Planning.
The planning processes of most best practice organizations not only define what will be accomplished
within a given timeframe, but also the numbers and types of human resources that will be needed to
achieve the defined business goals (e.g., number of human resources; the required competencies;
when the resources will be needed; etc.).
Competency-based management supports the integration of human resources planning with business
planning by allowing organizations to assess the current human resource capacity based on their
competencies against the capacity needed to achieve the vision, mission and business goals of the
organization. Targeted human resource strategies, plans and programs to address gaps (e.g., hiring /

staffing; learning; career development; succession management; etc.) are then designed, developed
and implemented to close the gaps.
These strategies and programs are monitored and evaluated on a regular basis to ensure that they
are moving the organizations in the desired direction, including closing employee competency gaps,
and corrections are made as needed. This Strategic HR Planning and evaluation cycle is depicted in
the diagram below.
LEARNING UNIT 3:
MANAGE PERFORMANCE OF INDIVIDUALS WITHIN A TEAM.

Learning Outcome 1: The performance management system that applies to public sector
finance and administration is sourced and explained.
Learning Outcome 2: The performance management monitoring and review tools are
integrated into overall management function.
Learning Outcome 3: Performance reviews are conducted at regular intervals with individuals
and codes of conduct relating to performance reviews are firmly
established.
Learning Outcome 4: All related reports to performance reviews are documented and kept on
record.

Learning Outcome 5: Disciplinary practices are undertaken where necessary and appropriate
mechanism are utilized to ensure constructive feedback according to
public sector disciplinary practices and codes of conduct.
Complete the following questions as per instructions provided
Activities

The performance management procedures may vary from one group or
7 level of employees to another, depending on their tasks, what are the 12
principles that underpin all performance management procedures:
Resolution 1 of 2003 of the Public Service Co-ordinating Bargaining Council recognises the following
principles:
 Discipline is a corrective measure and not a punitive one.
 Discipline must be applied in a prompt, fair, consistent and progressive manner.
 Discipline is a management function.
 A disciplinary code is necessary for the efficient delivery of service and the fair treatment of
public servants, and ensures that employees:
o have a fair hearing in a formal and informal setting;
o are timeously informed of the allegations of misconduct made against them;
o receive written reasons for a decision taken; and
o Have the right to appeal against any decision.
 The disciplinary procedure should be held in the place of work of an employee and be
understandable to all employees.
 If an employee commits misconduct that is also a criminal offence, both procedures shall
continue separately.
Disciplinary proceedings do not replace or seek to imitate court proceedings.
o The Disciplinary Code and Procedures constitutes a framework within which departmental
policies may be developed provided that such policies do not deviate from the provisions of the
framework.
The principles of substantive fairness as articulated in the Code of Good Practice of the LRA are
reiterated in the Disciplinary Code and Procedure. The requirement of consistency in the application
of rules falls within the ambit of substantive fairness. The consistency of sanctions is a key tenet of
the principle of fair labour practice, with the Code of Good Practice in the LRA stating that an
employer should apply the penalty of dismissal consistently with the way in which it has been
applied to the same transgressions and other employees in the past, and consistently as between
two or more employees who participate in the misconduct under consideration.
8 Discuss the importance of performance reviews. 12
Conducting employee reviews is a task that many business owners and managers dread, especially if
they have yet to develop a sound system for conducting those reviews. However, a practical and well-
designed employee review system is a vital element to attract, retain, and encourage top talent in this
competitive marketplace.
Here are some tips for creating and implementing a fair, accurate, and discerning employee review
system:
1. Write it down. When creating a formal appraisal system, everything should be documented.

Specifically, your system should provide supporting documentation for any actions that may
ensue. Without a written record, the fairness and relevance of your evaluation may come into
question. Read Performance Reviews: A Guide for Managers for additional pointers on this
topic.
2. Be focused and clear in your purpose. The purpose of an employee review is not to mete
out punishment or to merely avoid lawsuits. It should act as a solid and fundamental method
of communication for you and your employees; it should function as the yardstick by which
you set common goals and measure progress.
3. Keep it simple. Keep the process and the paperwork as simple as possible. A basic and
standardized evaluation form can have several advantages, such as greater uniformity among
reviews. The forms, like their function, should be direct and on point.
4. Be flexible. Conversely, rigidly maintaining a uniform system of appraisal does not work for
every employee, every time. Some employees — especially in small businesses where
people tend to wear many hats — possess unique competencies that may not be covered on
your stock evaluation. Have a system in place to commend and critique any particular or
specific qualities and accomplishments of your staff.
5. Solicit feedback. Employee feedback during the review process is as important as the

review itself. Moreover, you should let them play a hand in how the review will be conducted.
Ask your employees ahead of time to list their strengths, weaknesses, and goals for the
coming year. During the review you can compare notes. This element of the review allows
you to see not only how your employees are meeting your goals and expectations, but also
how their goals and expectations match with yours. Also read The Benefits of Employee Self-
Reviews for some helpful advice on this topic.

6. Encourage self-evaluations. Exhorting self-evaluations also encourages the person being
evaluated. It offers your employees a chance to review the quality of their work, to highlight
the projects or responsibilities of which they are most proud, and to reflect on mistakes
made and lessons learned.

As a manager how would you ensure that performance management
9 monitoring and review tools are integrated into overall management 15
function.
You’ve invested your time, your money, and all your energy into building your company. But no
company can function for very long without a team of productive employees supporting it. It’s
important not only that your employees feel appreciated, but also that they feel they're progressing
steadily in their careers.
One of the best ways to ensure this level of job satisfaction is by holding employee performance
reviews at least once a year. However, as essential as these reviews can be for the growth of the
company and the well-being of its employees, many small business owners remain uncomfortable
with the entire process.
To make your performance reviews as productive and as painless as possible, follow these 10 tried-
and-true suggestions:
1. Be prepared. First of all, make sure you are fully prepared before sitting down with the
employee. Decide both what you're going to say and how you're going to say it.
2. Lead with the positive. It’s important to reaffirm the employee’s strengths at the beginning of
the review. Since job security is the number one concern of most people, the performance
review is a good time to tell an employee how much you value their contributions to your
business.
3. Don’t be confrontational. It’s also important not to criticize the employee in general terms.
The goal is to evaluate job performance and not the person. A performance review that turns
into a gripe session misses the opportunity to raise employee morale.
4. Keep it real. Human resource professionals recommend that you avoid detailed reviews that
are too complicated and mechanistic, which can leave the employee feeling like a drone
rather than a human being.
5. Be consistent. Make sure to handle performance reviews in a consistent manner. Top
performers should hear affirmations from you regarding their exemplary efforts; weak
performers need to hear that their performance requires improvement. A simple approach to
review criteria is to evaluate work based on quantity and quality relative to the job
requirements. Secondary considerations might be employee attitude, willingness to help other
personnel with their work when appropriate, and the ability to get along with others.
6. Make it a two-way conversation. An effective performance review requires an interactive
discussion with an open agenda. Try to formulate questions that seek the employee’s ideas

and input. Remember, this will help the employee feel you value his or her opinions. The
review should also be a forum for employees to voice their concerns.
7. Address what’s important to the employee. Since job satisfaction is the most important
factor affecting an employee’s attitude (and therefore his or her level of performance and
value to your company), an effective review should delve into areas that include issues most
important to that employee.
8. Discuss work/life balance. The performance review is a good opportunity to show your
concern for the employee’s work/life balance, and to jointly discuss solutions to improve that
balance. It’s also a good time to create a plan for the employee’s career advancement and
discuss what future opportunities might exist for him or her.
9. Be a good listener. Remember to be an active listener and to pick up on your employee’s
verbal and nonverbal cues.
10. Review regularly. Reviews should be done proactively with the purpose of improving
employee morale and productivity. When you conduct them on a regular basis, you avoid
reviews prompted solely by the need to document an employee’s poor performance. This in
turn can imply that the information is being collected as evidence to avoid litigation, should the
employee ever be terminated.

LEARNING UNIT 4:
RECRUIT AND SELECT STAFF.

Learning Outcome 1: Recruitment plan is drawn up according to divisional needs.
Learning Outcome 2: Recruitment policies relating to internal and external recruitment are
complied with.
Learning Outcome 3: Job descriptions are drawn up and interviewing questions designed
accordingly.
Learning Outcome 4: Any assessment tools are reviewed and effectively utilized for selection
purposes.
Learning Outcome 5: Selection process is implemented according to public sector policies.
Activities

10 Draft a Recruitment plan. 20
RECRUITMENT PLAN
This is sample / example of recruitment plan
1. Quantity of recruitment
• Identify number of employee / staff recruited per department
• Design a table with columns: No, department, Position, Number of employee, date got new
employee, remarks
2. Design of recruitment materials
• Testing tools for the above positions are available?
• If not, company should have plan to fulfill above materials
• Job description of the above positions are available?
3. Sources of recruitment
• You should design a table with columns: No, position, channel, budget, who follow?, remark
• You can identify recruitment sources by internal or external
• What are channels for recruitment?

• You should identify suitable channel for each position.
4. Selection plan
• Who receive CVs? and when do?
• Who review CVs? and when do?
• Who organize to check professional and skills of candidate? and when do?
• Who interview? and when do?
• Who make final decision? and when do?
You should design a table with columns: No, working contents, who follow, who support, date, remark.
5. Recruitment budget
Identify what is budget of this recruitment.
6. Notes (if any)
Sign:
Make by————–HR Manager————–CEO

11 Differentiate between internal and external recruitment. 10
INTERNAL OR EXTERNAL RECRUITMENT

The Internal Recruitment is the most favourite source of candidates in the stable and developed
companies. The Internal Recruitment needs a strong support from other HR Processes, because the
unmanaged internal recruitment process can lead to disappointed managers and employees in the
organization. The Succession Planning and strong and consistent Performance Management are
needed to ensure the success of the internal recruitment.
The internal recruitment can offer the chance to change the job position to anyone in the
organization, but the efficient internal recruitment process needs a strong help from other processes
to provide managers with the additional information to work with. In case of the unknown additional
information, the internal recruitment process can not offer much of the value added. The internal job
candidate should be known to the organization and the HRM Function should provide the hiring
manager with the information about the background information.
The internal recruitment process has to be driven by strict and agreed HR Rules and HR Policies
as the unclear rules for the process can bring a lot of tension inside the organization as the best
employees can be easily stolen among different units and different managers. This issue looks pretty
simple to solve, but the reality can bring difficult issues and conflicts among the management team
and can affect the performance of the organization hardly.
Internal Recruitment Pros and Cons

The Internal Recruitment can build a strong loyalty with the organization as the employees have a
chance to change their position after a period of time. The employees are not pressed to look for
opportunities on the external job market.
The Internal Recruitment can be cheaper for the organization and can save the costs dedicated to the
training and induction of new employees. Also, as the candidate knows the organization, the
possibility of the failure is not a significant issue to the organization.
The Internal Recruitment needs strong management from the HRM Function, which can lead to the
conflicts and the HRM Function has to have a position to be able to act as a strong facilitator in the
conflict resolution.
The Internal Recruitment can lead to huge issues when the candidates come from one department.
The managers have to have the right to protect their own interests in the organization as they are
responsible for the smooth operation.
The Internal Recruitment does not bring new skills and competencies to the organization and
organization with an intensive usage of the internal recruitment can suffer from the fresh blood.

What is a job description? What is the procedure of drawing up Job
12 10
descriptions?
A job description is a detailed explanation of the roles and responsibilities of the post advertised.
Most applicants will ask for this before applying for the job. It refers to the post available rather than
the person.
A job specification is drawn up by the business and sets out the kind of qualifications, skills,
experience and personal attributes a successful candidate should possess. It is a vital tool in
assessing the suitability of job applicants and refers to the person rather than the post.

LEARNING UNIT 5:
MANAGE THE TRAINING AND DEVELOPMENT OF INDIVIDUALS WITHIN A TEAM.

Learning Outcome 1: Training and development plans are compiled according to related
legislation and public sector policies and procedures.
Learning Outcome 2: Appropriate providers are sourced, evaluated and appointed for external
training requirements and schedules for such training programmes are
drawn up.
Learning Outcome 3: Internal trainers are sourced for internal training requirements and
schedules for training programmes drawn up.
Learning Outcome 4: Assessment policies relating to training and development interventions

are adhered to and trainee is briefed in accordance with legislative
practices and public sector policies and procedures relating to
assessment.
Learning Outcome 5: Training and development is monitored and evaluated on an ongoing

basis to ensure skills transfer back at the workplace.
Activities

13 What are training and development Policy? 10
Individual Development Plans are compiled in order to identify, prioritise and implement the training
needed for the development of employees.
Every Company should be committed to the continuous training and development of its employees to
achieve its vision, mission and strategic objectives and to empower employees. Companies should
manage training and development within the guidelines of relevant national policies and legislation.
It is suggested that an integrated approach to Human Resource Management be followed, that

Human resource development should form an integral part of human resource planning and
management.

What are the advantages and disadvantages of External trainers
14 10
and internal trainers to an organisation?
Internal trainers have the advantage of knowing the organization and employees well. They are
more likely to have a long-term relationship with the organization and continue to support
skills improvement over time.
External trainers have the advantage of an outside perspective. They can effectively deliver training or
intervene in a way that is difficult for internal trainers. Trainers can help employees learn new skills but
to have an impact on broader organizational change, they need the support of senior management.
Some employees become corporate trainers through their expertise in a particular subject matter and
an interest in instruction

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SAQA QUALIFICATION TITLE NQF MIN

50060 National Certificate: Public Administration 5 141

Public Administration NQF Level 5 1

Details Please Complete this Section

The series of Facilitator Guides are conceptualized in modular’s format, in

Purpose The purpose of this Facilitator Guide is to assist facilitators in delivering

15237 Build teams to meet set goals and objectives 5 3

114226 Interpret and manage conflicts within the 5 8

120300 Analyse leadership and related theories in a 5 8

116928 Manage diversity in the workplace 5 14

120305 Analyse the role that emotional intelligence plays 5 8

119336 Manage the development and performance of 5 12

Objectives  To understand the facilitation methodology and strategy to be adopted

 To provide the necessary learner support and guidance during the

Outcomes At the end of this module, you will be able to:

 Laptop & Data Projector (not compulsory)

 Facilitator & Learner Guide

 Appendices (attached to learner guide)

Time Contact/ Facilitation Days 6 days

Workplace Application Days 14 Days

Learner support strategies:

 Learner Guides and Learner Workbook

 Visual aids, etc.

Qualification Knowledge – I have familiarised myself with the content of the

Content Knowledge – I have sufficient knowledge of the content to enable me

Application knowledge – I understand the programme matrix & have

Contextualisation – I have included information which is specific to the

Ability to respond to learners background & experience – I have

Enthusiasm & Commitment – I am passionate about my subject & have

Learner guides x 1 per learner

Assessment guides x 1 per learner

Writing materials & stationary (facilitator & learner)

White board & pens

Flip chart paper

Proximal projector & screen

Laptop & programme disk

Sample Hand-outs and examples of laws and other relevant documents

Safety gear as prescribed by unit standard and applicable legislation

Learner Course Evaluation

Complete Program 100 hours 30 hours 70 hours

Learner Orientation 1 hour 30 minutes 30 minutes

Purpose, 1 hour 30 minutes 30 minutes

Build teams to 60 hours 18 hours 42 hours

Interpret and 80 hours 24 hours 56 hours

Analyse leadership 60 hours 18 hours 42 hours

Manage diversity in 80 hours 24 hours 56 hours

Analyse the role 60 hours 18 hours 42 hours

Manage the 80 hours 24 hours 56 hours

Preparation for 0.5 - - -

Briefing Session: Day1

1. Introduction to the Learning Units

Topics Time Remarks

 Ice Breaker 15 min Please refer to Learner

 Assessment Criteria 10 min

2. Training Ground Rules

Topics Time Remarks

 Learning Units estimated time 10 Min Write down the training

 Breaks – (tea, lunch….)

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UNIT STANDARD ID: 15237

Day 1: Session 1 & Day 2: Session 2

Discuss the Learning Unit introduction with the learners.

Topics Time Remarks