Management

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People Capabilities Training DVDs and Corporate Learning Resources

Enrich your learning experience with our diverse range of training DVDs & corporate learning resources for as little as R1 330. The training DVDs showcase workplace-based scenarios dramatised by professional actors in USA, UK & Australia. The DVD packages also include comprehensive workbooks & facilitator notes. Our corporate learning DVDs focus on various business themes and topics under the following DVD bundles;

1.     Manager’s Collection: consists of a set of 9DVDs targeted at developing leadership and supervisory competencies. This collection of DVDs showcase proven techniques and ‘how-to-guides’ on managing people and teams.

2.     Customer Service Collection: consists of a set of 9DVDs on how to establish effective customer relationships. If YOU deal with customers either face-to-face or on the phone, you’re the point of contact between customers and the organisation. Workplace-based scenarios and role plays are used to reinforce learning about service excellence in customer care.

3.     Human Resource Collection: consists of a set of 9 DVDs focused on creating a conducive and productive workplace.

4.     Professional Management Series: consists of 9 CDs with 52 learning outcomes & 35 hours of contact learning time. Targeted at supervisory & management development to enhance communication & interpersonal competencies in the workplace.

To order your collection of DVDs, you can request an order form through our Corporate Learning Resources Division on training@peoplecapabilities.com . Our learning & development team can also arrange to meet with you to assist on your training needs analysis and recommend suitable learning DVD collections that you can use in your training interventions or select a collection for your corporate resource centre suitable for your specific needs.

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Credit Blende Training - Companies Act Workshop

CBT is an education and training provider that has its core focus on the delivery of technical credit management skills. Expertise for other non-credit related programs is obtained largely from the industry, either through independent contractors (facilitators, assessors, moderators and material developers) or from subject matter experts employed within the sector, thereby ensuring currency of inputs.

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Significant Points

* About 61 percent of construction managers are self-employed.
* Jobseekers who combine construction work experience with a bachelor’s degree in a construction-related field should enjoy the best prospects.
* Certification, although not required, is increasingly important for construction managers.


Nature of the Work

Construction managers plan, direct, coordinate, and budget a wide variety of construction projects, including the building of all types of residential, commercial, and industrial structures, roads, bridges, wastewater treatment plants, and schools and hospitals. Construction managers may supervise an entire project or just part of one. They schedule and coordinate all design and construction processes, including the selection, hiring, and oversight of specialty trade contractors, such as carpentry, plumbing, or electrical, but they usually do not do any actual construction of the structure.

Construction managers are salaried or self-employed managers who oversee construction supervisors and personnel. They are often called project managers, constructors, construction superintendents, project engineers, construction supervisors, or general contractors. Construction managers may be owners or salaried employees of a construction management or contracting firm, or they may work under contract or as a salaried employee of the property owner, developer, or contracting firm managing the construction project.

These managers coordinate and supervise the construction process from the conceptual development stage through final construction, making sure that the project gets completed on time and within budget. They often work with owners, engineers, architects, and others who are involved in the process. Given the designs for buildings, roads, bridges, or other projects, construction managers supervise the planning, scheduling, and implementation of those designs.

Large construction projects, such as an office building or an industrial complex, are often too complicated for one person to manage. Accordingly, these projects are divided into various segments: site preparation, including clearing and excavation of the land, installing sewage systems, and landscaping and road construction; building construction, including laying foundations and erecting the structural framework, floors, walls, and roofs; and building systems, including protecting against fire and installing electrical, plumbing, air-conditioning, and heating systems. Construction managers may be in charge of one or several of these activities.

Construction managers determine the best way to get materials to the building site and the most cost-effective plan and schedule for completing the project. They divide all required construction site activities into logical steps, estimating and budgeting the time required to meet established deadlines. Doing this may require sophisticated scheduling and cost-estimating techniques using computers with specialized software.

Construction managers also manage the selection of general contractors and trade contractors to complete specific phases of the project—which could include everything from structural metalworking and plumbing, to painting, to installing electricity and carpeting. Construction managers determine the labor requirements of the project and, in some cases, supervise or monitor the hiring and dismissal of workers. They oversee the performance of all trade contractors and are responsible for ensuring that all work is completed on schedule.

Construction managers direct and monitor the progress of construction activities, occasionally through construction supervisors or other construction managers. They are responsible for obtaining all necessary permits and licenses and, depending upon the contractual arrangements, for directing or monitoring compliance with building and safety codes, other regulations, and requirements set by the project’s insurers. They also oversee the delivery and use of materials, tools, and equipment; worker safety and productivity; and the quality of the construction.

Work Environment

Working out of a main office or out of a field office at the construction site, construction managers monitor the overall construction project. Decisions regarding daily construction activities generally are made at the jobsite. Managers might travel considerably when the construction site is not close to their main office or when they are responsible for activities at two or more sites. Management of overseas construction projects usually entails temporary residence in the country in which the project is being carried out.

Often on call 24 hours a day, construction managers deal with delays, such as the effects of bad weather, or emergencies at the jobsite. More than one-third worked a standard 40-hour week in 2008, and some construction projects continue around the clock. Construction managers may need to work this type of schedule for days or weeks to meet special project deadlines, especially if there are delays.

Although the work usually is not inherently dangerous, injuries can occur and construction managers must be careful while performing onsite services.

Source: bls.gov, rbacc.co.uk, cparchitects.com, nhdemolition.com

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Who should attend?

• HR Personnel
• Managers
• Supervisors
• Marketing Staff
• Sales Staff
• General Staff

Personal outcomes:

• Development of assertive processes
• Improved personal confidence
• Improved personal satisfaction
• Identification of specific areas of personal development
• Identification of strengths and talent
• Improved personal effectiveness in management, supervision and general routine
• Improved observational skills
• Greater ability in ensuring staff and customer engagement

Team outcomes:

• Improved personnel management
• Greater accountability
• Greater teamwork
• Specific management style in terms of staff

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Harvard Business School

More than 300 deans from around the world voted Harvard the best in the 2009 Eduniversal global top 1,000 business school rankings, announced at the French company’s convention in Cape Town last week. London Business School earned the second highest vote and Copenhagen Business School came third. Next year Eduniversal will launch a global ranking of masters programmes.

London Business School

The Eduniversal business school ranking is organised into nine regions. The idea, said CEO and founder Martial Guiette, is to improve the international comparability of business schools and to enable students to also find out which are the strongest in their country and region.

The ranking uses a range of criteria – such as peer voting, country quotas and factors, accreditation and performance in other rankings – which Guiette argued makes it more comprehensive and globally representative than existing rankings that “have focused on certain geographic zones or have privileged certain categories of criteria”.

MIT Sloan School of Management

The top three business schools in the nine regions were named at a gala dinner in Cape Town on Monday, attended by some 100 people from around the world. The list of the top regional schools, the strongest 100 schools globally and the top 1,000 will be published in University World News next Friday, once all the information is available.

McGill University Canada

The top-scoring schools in each of the nine regions were:

* Africa: University of Cape Town, Graduate School of Business, South Africa.
* Central Asia: Indian Institute of Management, Bangalore, India.
* Eastern Europe: University of Economics, Prague, Czech Republic.
* Eurasia and the Middle East: Tel Aviv University, Leon Recanati Graduate School of Business, Israel.
* Far East Asia: National University of Singapore, NUS Business School, Singapore.
* Latin America: ITESM – Egade Monterrey, Mexico.
* North America: Harvard Business School, United States
* Oceania: University of Auckland Business School, New Zealand.
* Western Europe: London Business School, United Kingdom.

Rotterdam School of Management

Globally, the very top ranks are dominated by the United States and, especially, Europe. The 10 top-scoring business schools in the deans vote were:

1- Harvard Business School, US.
2- London Business School, UK.
3- Copenhagen Business School, Denmark.
4- MIT – Sloan School of Management, US.
5- McGill University – Desaultes Faculty of Management, Canada.
6- Erasmus University – Rotterdam School of Management, the Netherlands.
7- INSEAD Europe Campus, France.
8- ESADE Business School, Spain.
8- HSE – Helsinki School of Economics, Finland.
10- Stanford University Graduate School of Business, US.

Eduniversal expressed delight at rising institutional and international participation in its ranking. This year 308 schools in 88 countries voted – 31% of the top 1,000 – though 25 countries provided two-thirds of all the votes.

ESADE Business School

Business schools in the two countries of North America – the US and Canada – voted, giving the region 100% participation. The next highest representation was in Latin America, where 89% of countries voted, followed by Western Europe (82%), Eastern Europe (70%) and Far Asia (67%). In Africa, only 25% of countries voted.

Indian Institute of Management

Eduniversal also looked at the percentage of institutions in its top 1,000 that voted in each region. Half of all the schools in Eastern Europe voted – the highest proportion – followed by 44% in Latin America, 40% in Western Europe, a third in Africa and just over 20% each in Far Asia, Oceania and the Middle East. Participation in Central Asia was 18% and it was only 15% in North America, which has 180 schools in the top 1,000.

Stanford University Graduate School of Business

Eduniversal’s top 1,000 business schools list is decided by a scientific committee comprised of one member from each of the regions and two senior members of Eduniversal and its parent company, the French rankings firm SMBG.

A global mapping system is used, based on criteria of ‘universality’ and international reputation. A quota system decides how many schools from each country and region are represented on the list, using quantitative criteria (such as national per capita spending on education, GDP, size of population and number of students in higher education – and qualititative criteria such as the educational environment.

UCT Graduate School of Business

Business schools are ranked using a ‘palms’ system that takes into account international criteria – such as a school’s performance in other rankings, accreditations, participation in academic associations, international networks and research reputation. The dean of each school in the top 1,000 list is invited to recommend other academic institutions.

View full list of Schools

Source: universityworldnews.com, thecrimson.com, educationuk.org, denmark.net, aurat.in, businessweek.com, mcgill.ca, karriere.de, panoramio.com,

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