Culture Of Excellence: Asking Questions

The cost is R3, 800 per person with group discounts available to group bookings of three or more.

Special rates are available for members of CHARIS CHURH and for members of SABI.

CONTACT US AT 082 572 7644 (MAGDA) OR (CORRIE) 083 655 4168 OR AT NALAADMIN@NALABUSINESS.CO.ZA

HOW TO PREPARE WINNING TENDER BIDS FOR GOVERNMENT CONTRACTS

Winning a tender bid from government requires a professionalism and challenge that few companies master. Government continues to spend even in times of recession, and is one of the largest spenders in any economy. Frowning on competing for government tenders could be an expensive mistake. Yet, many companies turn away from the opportunities that government offers to businesses large and small.

This 2-day intervention teaches participants the mind set of departments, their criteria, relevant legislative issues and how to respond to a bid so that you will be considered for the bid. You will learn about legislation, how to ensure you compete and being part of entrepreneurial growth in South Africa.

KEY LEARNING OBJECTIVES AND BENEFITS

Ø Understand the PFMA regulations pertaining to tenders.

Ø Analyse a tender invitation

Ø Understand the glossary

Ø Apply the tendering principles

Ø Understand BEE, and other empowerment requirements

Ø How to manage your BEE scorecard

Ø Create a methodology for tender invitations

Ø Understand adjudication processes

Ø Planning to close a winning bid

Ø Understanding your legal rights as a tenderer

Ø Practical case study session on court cases, government practise notes and a “How to complete the tender.”

Additional Outcomes:

Ø The learner will home a check list for successful bidding ready to implement immediately

Ø You receive 3 months after care from you tender expert.

WHO SHOULD ATTEND

Ø Senior management

Ø Middle management

Ø Procurement staff

Ø Project Managers

COURSE SYNOPSIS:

DAY 1

Ø Understand the PFMA regulations pertaining to tenders.

Ø Analyse a tender invitation

Ø Understand the glossary

Ø Apply the tendering principles

Ø Understand BEE, and other empowerment requirements

Ø How to manage your BEE scorecard

Ø Create a methodology for tender invitations

Ø Understand adjudication processes

DAY 2

Ø Planning to close a winning bid

Ø Understanding your legal rights as a tenderer

Ø Practical case study session on court cases, government practise notes and a “How to complete the tender.”

CLOSURE

You can be successful in winning tenders from government. The program has a proven track record and the presenter is skilled in government processes. He has successfully project managed and won tenders of RM500, RM 50 and has for the last 13 years worked on at least one government project per year. Can you afford not to be a part of this event?

The cost is R3, 800 per person with group discounts available to group bookings of three or more.

Special rates are available for members of CHARIS CHURH and pastors and church leadership as well as for members of SABI.

CONTACT US AT 082 572 7644 (MAGDA) OR (CORRIE) 083 655 4168 OR AT NALAADMIN@NALABUSINESS.CO.ZA

HIGH PERFORMANCE PEOPLE SKILLS: EXCELLENCE IN MOTIVATION

Edgar A. Guest:
You are the person who has to decide. Whether you’ll do it or toss it aside; you are the person who makes up your mind. Whether you’ll lead or will linger behind. Whether you’ll try for the goal that’s afar. Or just be contented to stay where you are.

“The only reason why a cheetah rarely misses its prey is not because of its speed; it’s because it only focuses on one. In life, we need to identify our goals, go for them and not get distracted."
Author Unknown

Motivational theories do not explain the complexity of motivation in life and in the workplace. Leadership, management and basic approaches to engaging the workforce only succeeded in placing a burden on leaders to accept responsibility for outcomes that they often feel helpless to influence, understand and change. The burden is not shared but blame is passed when organisations fall short of the expectations of stakeholders.

This 2-day intervention changes that as we explore a holistic and balanced approach to engaging the workforce. It challenges with a new paradigm of creating shared accountability and responsibility and enhances the opportunity to succeed in organisational endeavours. It is based on on-going research, that explores new dimensions of motivation, it is challenging and is a world first.

KEY LEARNING OBJECTIVES AND BENEFITS

Ø Understand the different models of motivation

Ø An appraisal of motivation: Case study on motivational models in the workplace

Ø Creating a new paradigm of motivation by analysing and applying the dimensions of motivation

o Intrapersonal Dimension: Understanding my motivation

o Environmental Dimension: Understanding and tapping into the environment

o Relational Dimension: Motivation to make relationships work

o Organisational Dimension: High Performance Benchmarks

§ Climate

§ Leadership

§ Structures

§ Management

§ People

Ø Building a holistic integrated model of motivation

o To measure is to know

o To understand is to do

o To do is to achieve

Ø Action plan: Create a how to implement and realize the organisational potential.

Additional Outcomes:

Ø The learner will take an action plan home that will allow immediate implementation and action

WHO SHOULD ATTEND

• Senior management
• Middle management
• Leaders
• Any delegate seeking to reach their full potential
• The model is applicable to all kinds of organisations, corporate, community based and any type of team environment

COURSE SYNOPSIS:

DAY 1

Ø Understand the different models of motivation

Ø An appraisal of motivation: Case study on motivational models in the workplace

Ø Creating a new paradigm of motivation by analysing and applying the dimensions of motivation

o Intrapersonal Dimension: Understanding my motivation

o Environmental Dimension: Understanding and tapping into the environment

o Relational Dimension: Motivation to make relationships work

Day 2

Ø Organisational Dimension: High Performance Benchmarks

§ Climate

§ Leadership

§ Structures

§ Management

§ People

Ø Building a holistic integrated model of motivation

o To measure is to know

o To understand is to do

o To do is to achieve

o Action plan: Create a how to implement and realize the organisational potential.

By Mark Hillman

When you hear someone say, "You have to have a positive mental attitude," don’t you feel like choking the ever-loving daylights out of that person? After, all, as a professional, you’ve spent a good part of your adult life with a positive attitude and so you know that if the solution to life were that simplistic, we’d all be running around trying to find ways to spend our "easy money".

Business people are already aware that to be prosperous in their chosen field, they must pursue success with a passion. At times you feel vulnerable or desperate and experience an overwhelming sense of exhaustion. Success may seem to be nonexistent. Professionals desire success because the rewards are great. This article will discuss the psychology of motivation to achieve your professional goals.

The reality is that many of us have excess baggage that, at first glance, appears to prohibit us from truly being successful, or more successful. Many people are vested in all the excuses: "I came from a dysfunctional family," "My father/mother was an active alcoholic," "If only I had a better start in life." We understand from exhaustive developmental research that what we are taught by our parents, we practice; and what we practice, we become. If this assumption is accurate, which I feel it is, and we understand that we have been conditioned by our family unit or environment, does it then not hold true that we can "relearn" new cognitive behavioral scripts to "tape over" our negative, learned thoughts and behaviors, such as procrastination or self-sabotage?

The four stages of cognitive developmental theory provide insight into how to empower our thought processes to achieve our goals.

When we are born, we are unaware that we do not possess certain skills. This is the first stage, called the unconscious incompetent.

As we develop, we become aware that there are certain skills that we do not have. For example, a child who has not yet learned how to tie shoes, when asked, "Can you tie your shoes?" responds, "I can’t." This is the second stage called the conscious incompetent. Unfortunately, the child has a tendency to internalize this incompetence with such negative phrases as "I’m stupid" and "I’m dumb."

The third stage of cognitive development is the cornerstone of a healthy personality. When the parents work with the child to have him or her become consciously competent, the child’s response to the same question is, "Yes, I can." With this taught competence, the child feels empowered and self-esteem grows.

The fourth developmental stage is referred to as the unconscious competent, in which through repetition (thousands of times) our thoughts and behaviors become so deeply ingrained that they become lifelong habits.  When was the last time you consciously thought about how to tie your shoes? Most people will say it’s automatic (unconscious competent).

This paradigm (initially articulated by Brian Tracy) is no different in adult life. Affirmations, or positive self-talk are effective techniques, because as we continually feed ourselves valuing messages in our conscious  competent, after a period of time, we figuratively "tape-over" many of our unconscious negative mental scripts. Therefore, to the degree that we can control these negative habits, attitudes and opinions will be the measuring of a professional person’s capacity for progress and growth.

In addition to understanding the psychology of cognitive development, it is equally important to be aware of three types of motivation: 1) aggressive motivation; 2) conflict motivation; and 3) competence motivation.

Aggressive motivation may be defined as the explicit attack on animate or inanimate objects to possess, to outperform, to prevent. Aggression can be physical or verbal. In other words, do it to them before they do it to you.

Conflict motivation is when the individual has not realistically integrated the various parts of his or her experiences, which therefore act in opposition to one another. In the conflict-oriented person, the innate  energy of the individual is directed into maintaining and supporting the conflict that is central to his or her personality style (I can’t, I have to, I should).

Competence motivation refers to the effective interaction of the individual with the environment. The interaction and its consequent effect on the environment are both desired and satisfying to the initiator (feeling of empowerment).

When aggressive or conflict motivation is used, the byproduct is competition. This competitive situation implies a mutual exclusion of goals between parties, a felt rivalry. Competitive social motivators create atmospheres that produce personal and social disruption and less-than-optimum performance levels — in other words, a "nightmare" in the office or in the field. When competence motivation is utilized, the byproduct is cooperation. A cooperative situation implies a mutual interdependence of goals between parties, a common purpose. The overwhelming conclusion states that cooperation is the most productive and constructive atmosphere for creating and increasing performance levels.

Specialized knowledge is power only to the point that it is organized and directed toward a definitive end. This definitive end is commonly referred to as goal-setting. Identifying where your business is and where you want it to be and then writing a strategic methodology of getting there is the key to heightened achievement. It is important to write out both your professional and mental plans.

When writing your plan, ask yourself, "Is it optimism or denial?" In denial, you try not to pay attention, not to see, not to hear, not to think about the negatives. In optimism, you look at the situation to seek out the positive elements and build on them. The healthiest "attitude" is a strong desire based on a realistic evaluation of the situation.

Equally important to your plan is daily positive self-talk and breaking down your goals into secondary and even  tertiary goals, so every day you feel that sense of accomplishment. Ultimately, two variables need to be explored: first, what are your written goals and objectives from the business side; and, second, what is your mental plan to reinforce your conscious competent?

Inactivity is the fertile ground in which flourish the seeds of despair and self-pity. By doing nothing, you are  ideally situated to brood about all the bad breaks you’ve ever had. Obviously, there is no growth, and this belief system in inactivity must be challenged.

As your numerous years of professional training have taught you, mastery comes from doing, pure and simple.   As you do, you learn. As you learn, you gain mastery. As you gain mastery, your confidence increases. As you become more confident, you do more, learn more and gain more mastery, and life becomes an upward spiral.

In summary, we have explored the cognitive developmental mapping from childhood to adulthood, the three types of motivation and the importance of goal-setting. We recognize that we constantly need to empower our  conscious competent through positive reinforcement, disciplined writing of mental and professional goals and continually mastering our skills.

Success is achievable if you are willing to pursue your goals with passion and nurture the conscious competent power within yourselves and your employees.

This 3-day program on leadership in change and transformation equips leaders with the competencies to lead effectively during change.

Program Outcomes

The learner outcomes are the following:

q Define the concepts of change and transformation

q Manage Conflict

q Understand the impact of change and manage productivity in change

q Understand leadership in change management

q Applying effective leadership models

q Change strategies

Competencies

The learner will develop competencies in the following areas:

q Self Management and Others management

Ø Explain the behaviours of self/others in different situations and apply this knowledge when leading teams

Ø Explain the term Emotional Intelligence and identify how to apply these principles

Ø Develop holistic self management competencies

Ø Explain the HELP model and apply this method when helping others

Ø Identify the importance of building effective relationships

Ø Explain what is meant by managing diversity and apply this in the work environment

q Role of the Leader in Change and Performance

Ø Discuss the Principled Leadership model and recognise the implications of not applying these principles

Ø Determine the importance of dealing effectively with change

Ø Develop team vision and create buy-in from members

Ø Set team objectives and manage performance by understanding behaviours and beliefs

Ø Apply 4I leadership in delegation

Ø Identify the different leadership styles and behaviours

q Motivating the team and Care for Pressurized Employees

Ø Apply the motivational models of Herzberg and Maslow

Ø Develop a team motivational strategy

q The role of the manager-leader

Ø Explain the role of the manager

Ø Apply the concept of communication to the role of the manager

Ø Apply the concept of cultural diversity to the role of the manager

Ø Apply the concept of trust to the role of the manager

Ø Apply the concept of motivation to the role of the manager

Ø Apply the concept of delegation to the role of the manager

Ø Explain the role of the manager in disciplinary processes

Ø Understand the manager as evaluator and assessor of work performance

q Manage Conflict

Ø Understand and apply conflict styles

Ø Create effective strategic communication in the organisation

q Design Change and Transformation Strategies

Ø Understand basic transformation and change concepts in an macro environment

Ø Manage the cycle of change

Ø Understand consultative change

Ø Manage environmentally imposed change

Ø Apply the integrated change model

Ø Manage Diversity

Who should attend?

q Executive Managers

q Transformation Team members

q Middle Management

q Team Leaders and Supervisors

q Supporting staff divisional managers

Day 1:

q Self Management and Others management

Ø Explain the behaviours of self/others in different situations and apply this knowledge when leading teams

Ø Explain the term Emotional Intelligence and identify how to apply these principles

Ø Develop holistic self management competencies

Ø Explain the HELP model and apply this method when helping others

Ø Identify the importance of building effective relationships

Ø Explain what is meant by managing diversity and apply this in the work environment

Day 2:

q Role of the Leader in Change and Performance

Ø Discuss the Principled Leadership model and recognise the implications of not applying these principles

Ø Determine the importance of dealing effectively with change

Ø Develop team vision and create buy-in from members

Ø Set team objectives and manage performance by understanding behaviours and beliefs

Ø Apply 4I leadership in delegation

Ø Identify the different leadership styles and behaviours

q Motivating the team and Care for Pressurized Employees

Ø Apply the motivational models of Herzberg and Maslow

Ø Develop a team motivational strategy

q The role of the manager-leader

Ø Explain the role of the manager

Ø Apply the concept of communication to the role of the manager

Ø Apply the concept of cultural diversity to the role of the manager

Ø Apply the concept of trust to the role of the manager

Ø Apply the concept of motivation to the role of the manager

Ø Apply the concept of delegation to the role of the manager

Ø Explain the role of the manager in disciplinary processes

Ø Understand the manager as evaluator and assessor of work performance

q Manage Conflict

Ø Understand and apply conflict styles

Ø Create effective strategic communication in the organisation

Day 3:

q Design Change and Transformation Strategies

Ø Understand basic transformation and change concepts in an macro environment

Ø Manage the cycle of change

Ø Understand consultative change

Ø Manage environmentally imposed change

Ø Apply the integrated change model

Ø Manage Diversity

THE SDF AS TRAINING AND DEVELOPMENT COORDINATOR

The will to win, the desire to succeed, the urge to
reach your full potential … these are the keys that
will unlock the door to personal excellence
Eddie Robinson

The purpose of this 3-day training intervention is to enhance the skills of the SDF as Training and Development Coordinator. This program is needs driven and based on client specifications and is not aligned to the following US (not accredited)

Unit Standard(s):

Ø 114924 – Demonstrate understanding of the outcomes-based education and training approach within the context of a National Qualifications Framework

Ø 15218 – Conduct an analysis to determine outcomes of learning for skills development and other purposes

Ø 15217 – Develop an organisational training and development plan

Ø 15232 – Coordinate planned skills development interventions in an organisation

Ø 15228 – Advise on the establishment and implementation of a quality management system for skills development practices in an organisation

Ø 15227 – Conduct skills development administration in an organisation

NQF Level: 5

35 Credits

KEY LEARNING OBJECTIVES AND BENEFITS

Ø Understand the legislative environment

o LRA and BCEA

o SDA

o Skills Levy Act

o How to deal with SETA’s

o Validating and sourcing training providers

Ø Understand the Workplace Skills Plan

o How to develop a SWP from strategic plan

o How to manage inputs from organisational needs, performance management, strategic objectives and Personal development plans

o Managing the plan

o Annual Training report

Ø Enhancing the role of the SDF

o Demonstrate understanding of the outcomes-based education and training approach within the context of a National Qualifications Framework

o Develop an organisational training and development plan

o Conduct an analysis to determine outcomes of learning for skills development and other purposes

o Coordinate planned skills development interventions in an organisation

o Advise on the establishment and implementation of a quality management system for skills development practices in an organisation

o Conduct skills development administration in an organisation

o Setting up Learnerships

o Managing the training committee

o Understand the Training and Development field

o Apply best practices

Ø Basic Facilitation Skills

o How to manage a committee

o How to facilitate workshops

o Facilitating and Managing feedback

o Evaluating training

Ø Practical Session

o Participate in practical work sessions to develop a framework for the organisation

BENEFITS

Ø Competent SDF’s

Ø Reduced grievances

Ø Clearly identifiable training needs and career paths

Ø Improved opportunities to claim skills grants

Ø Effective implementation and coordination of learnerships

WHO SHOULD ATTEND

• Line Managers
• HR Managers
• Training Managers
• Skills Development Facilitators

COURSE SYNOPSIS: POLICY DEVELOPMENT

DAY 1

Ø Understand the legislative environment

o LRA and BCEA

o SDA

o Skills Levy Act

o How to deal with SETA’s

o Validating and sourcing training providers

Ø Understand the Workplace Skills Plan

o How to develop a SWP from strategic plan

o How to manage inputs from organisational needs, performance management, strategic objectives and Personal development plans

o Managing the plan

o Annual Training report

Day 2

Ø Enhancing the role of the SDF

o Demonstrate understanding of the outcomes-based education and training approach within the context of a National Qualifications Framework

o Develop an organisational training and development plan

o Conduct an analysis to determine outcomes of learning for skills development and other purposes

o Coordinate planned skills development interventions in an organisation

o Advise on the establishment and implementation of a quality management system for skills development practices in an organisation

o Conduct skills development administration in an organisation

o Setting up Learnerships

o Managing the training committee

o Understand the Training and Development field

o Apply best practices

Ø Basic Facilitation Skills

o How to manage a committee

o How to facilitate workshops

o Facilitating and Managing feedback

o Evaluating training

Day 3

Ø Practical Session

o Participate in practical work sessions to develop a framework for the organisation

Managing diversity to prosper the organization

Introduction

The management of diversity is a legal imperative in South Africa to redress imbalances caused in the past. This means that often diversity is managed mechanically to satisfy legal prescripts, but there is a holistic dynamic to diversity that is often overlooked in the South African context.

Diversity can be celebrated and utilized to gain competitive advantage. The implementation of innovative and dynamic strategies also means that change and transformation can be embraced and utilised to the advantage of the organization.

To do this effectively means that the myths and the urban legends surrounding diversity must be addressed and a new paradigm accepted.

Purpose of Training

The training is adapted to suit the level of the learners. All training in process of being accredited. The duration of training is 2 days. (Accreditation site visit 26 August 2010)

Staff Level. The learner will be able to work in a diverse environment or team, deal with conflict effectively and create harmony for any type of diversity that may be present. The learner will be able to apply policies and procedures directed at implementation of diversity measures. The learner will be able to mentor others in an understanding of diversity.

Std ID	Unit Standard Title	Old NQF Level	New NQF Level	ABET Band	Learning Subfield	Originator	Field	Credits	Status	Registering Provider
252043	Manage a diverse work force to add value	Level 5	New Level Assignment Pend.	Undefined	Generic Management	SGB Generic Management	Field 003 – Business, Commerce and Management Studies	6	Registered

Course Outline: Staff Level- Operational level

Identify and apply the concept of diversity in the organisation

q Define the concept of diversity and broaden the understanding of diversity in a singular or pre-perceived way

q Understand the impact of belief systems and learned behaviour

q Identify diversity in own team

q Participate in activities on cultural intelligence

q Complete a practical exercise, Position Problems Sheet

q Identify inappropriate behaviour through case studies, role-plays and group discussions

q List the range of diversity policies in the organisation

q Participate in video case studies, “Guess who is coming to dinner?”

Utilise commonality to increase productivity

q Investigate present diversity context that supports or inhibit productivity

q Participate in the operationalisation of the value base, ethical guidelines and other empowerment support measures

Understand Change and Transformation

q Understand change management concepts

q Understand transformation strategies

q Investigate gender behaviour, especially discrimination and sexual harassment

General Outcomes

Ø Describe the importance of diversity management in the workplace

Ø Describe and create an understanding of the challenges of managing diversity in the workplace

Ø Recognise the benefits of different perspectives and definitions in support of diversity

Ø Clarify the business importance of managing and leveraging diversity

Ø Determine the organisation’s value system in relation to diversity

Ø Apply the change management skills necessary for bringing about diversity changes

Ø Evaluate behaviour and culture in the organization in relation to the management of diversity

Ø Apply the management skills to respond effectively in dealing with situations involving potential discrimination

Ø Develop diversity management tools to manage department/team intercultural diversity objectives and interactions

Ø Learners will complete a diversity audit and strategy outline in class, to be completed in the assessment process.

Diversity Training

The team has delivered Diversity Training to the following high powered clients in South Africa and Africa. Please note that our Management and Supervisory Development Programs include our Diversity Management Modules.

Client List

Department of Defence SANDF (SA Army Command Council)

Department of Justice (Ministerial team and all Regional Teams)

North West University (Institutional Management and Campus Management teams)

Engen (Supervisory Management Program)

AREEBA , Ghana ( Managers)

Botswana Development Corporation (Senior Management team)

Botswana Development Bank (Executive Management Team)

DAC (various staff)

DPLG ( various staff and in conjunction team buildings)

IIR clients

MIBCO ( Management and supervisory levels)

The will to win, the desire to succeed, the urge to
reach your full potential … these are the keys that
will unlock the door to personal excellence
Eddie Robinson

The purpose of this training is to establish the intrapersonal principles that will lead learners to become achievers. Learners will master the art of self mastery, setting goals and overcoming diversity. They will understand the impact of beliefs, attitudes and perception and learn to change self defeating habits. They will be able to overcome adversity and effectively manage change. The program is accredited. The following Unit Standards apply:

13912: Apply knowledge of self and team in order to develop a plan to enhance team performance. Level 3-5 Credits

13940: Demonstrate knowledge and application of ethical conduct in business environment. Level 4-4 Credits

KEY LEARNING OBJECTIVES AND BENEFITS

Unit Standard Outcomes:

Ø Understanding him/herself as worker in a specific position.

Ø Identifying own role in an organisation.

Ø Understanding the dynamics within a specific group.

Ø Using a variety of strategies to deal with potential conflict in a team or group.

Ø Developing a plan of action to enhance team performance

Ø Explaining the concept of ethics in relation to property and personal rights.

Ø Describing the role of a code of conduct in a business environment.

Ø Applying different ethical principles in a specific context.

Ø Making decisions based on a corporate code of ethics.

Ø Identifying own role and the risk associated with performance at work.

Ø Understanding work procedures in the workplace and the risk of non-compliance.

Ø Suggesting ways of managing risk in own work position.

Ø Describing the behaviours and attitudes that constitute positive and negative risk in the workplace.

Additional Outcomes:

Ø Understanding Change

Ø Understanding the Q Processes

Ø Understanding the role of emotions

Ø Processing Reality

Ø Gain insight into diversity

Ø Relationship Intelligence

Ø Behavioral intelligence

Ø Value Intelligence

Ø Building trust

Ø Understand the transformation of the workplace

Ø Apply different EQ models

WHO SHOULD ATTEND

• Any staff that has a level 3 literacy and communication level achievement.

COURSE SYNOPSIS: POLICY DEVELOPMENT

DAY 1

Ø Understanding him/herself as worker in a specific position.

Ø Identifying own role in an organisation.

Ø Understanding the dynamics within a specific group.

Ø Using a variety of strategies to deal with potential conflict in a team or group.

Ø Developing a plan of action to enhance team performance

Ø Explaining the concept of ethics in relation to property and personal rights.

Ø Describing the role of a code of conduct in a business environment.

Ø Applying different ethical principles in a specific context.

Ø Making decisions based on a corporate code of ethics.

Ø Identifying own role and the risk associated with performance at work.

Ø Understanding work procedures in the workplace and the risk of non-compliance.

Ø Suggesting ways of managing risk in own work position.

Ø Describing the behaviours and attitudes that constitute positive and negative risk in the workplace.

Day 2

Ø Understanding Change

Ø Understanding the Q Processes

Ø Understanding the role of emotions

Ø Processing Reality

Ø Gain insight into diversity

Ø Relationship Intelligence

Ø Behavioral intelligence

Ø Value Intelligence

Ø Building trust

Ø Understand the transformation of the workplace

Ø Apply different EQ models

 SUPPLY CHAIN MANAGEMENT: AN OVERVIEW

“Government is intent on modernising the management of the public sector, to make it more people-friendly and sensitive to meeting the needs of the communities it serves.

The introduction of an integrated SCM function will address the inefficiencies in government’s current method of procurement, contract management, inventory/asset control and obsolescence planning.”
The purpose of this program is to provide an overview of supply chain management to officials that will be expected to play a role in the delivery and support of procurement practices in all government related institutions.

KEY LEARNING OBJECTIVES AND BENEFITS

MODULE 1: AN INTRODUCTION TO SCM
¢                Background  to SCM
¢                Improving accountability
¢                Supply chain management: The new policy
¢                Supply chain management model
¢                The appointment of consultants
¢                Preferential procurement
¢                Promoting uniformity in SCM practices
¢                The policy context: Related initiatives
MODULE 2: IMPLEMENTATION STRATEGY
¢                Introduction to implementation
¢                Role of National Treasury
¢                Role of Tender Boards
¢                Role of Provincial Treasuries
¢                Other Institutions
¢                How to support for implementation
¢                Training for implementation
¢                Monitoring and guidance of implementation
¢                Medium-term policy issues
¢                Reviewing the PPPFA and associated Regulations
¢                Introducing targets based on charters
¢                Fraud and corruption
MODULE 3: DEMAND MANAGEMENT
¢                Demand considerations
¢                Flowchart of the demand management process
¢                Preferential procurement strategy
¢                Specification of goods/works or services
MODULE 4: ACQUISITION MANAGEMENT
¢                Treasury support
¢                Delegations
¢                Assessment of the market
¢                Sourcing strategy
¢                Establishment of a database of suppliers when obtaining quotations
¢                Acquisitioning process
¢                Urgent and emergency cases
¢                Accommodation and conferences
¢                Negotiations with a supplier
¢                Limited bidding
¢                Two-stage bidding
¢                Compiling bid documents
¢                Inviting bids
¢                Receiving responses
¢                Evaluating responses
¢                Clearing successful bidder and awarding contract
¢                Flowcharts : Processes for acquisitioning management
MODULE 5: APPOINTMENT OF CONSULTANTS
¢                Applicability of procedures
¢                Appointment in terms of the Public Service Act, 1994 (Act No 103 of 1994)
¢                General approach and conflict of interest
¢                Associations between consultants
¢                Promoting government’s preferential policies
¢                Training or transfer of knowledge and skills
¢                Steps to follow when selecting consultants
¢                The four stages of selection
¢                Identify the approach
¢                Invite bids/proposals, using QCBS and Request for bids  or Request for proposals
¢                Receipt of proposals and Evaluation of bids/proposals
¢                Calculation and Comparison of BIDS
¢                Other methods of selection 71
¢                Establishment of a list of approved service providers
¢                Evaluation of the performance of consultants
¢                Types of contracts and Important provisions
¢                Advertising of expected and outstanding procurement
¢                Information to consultants (ITC)

MODULE 6: LOGISTICS MANAGEMENT
¢                Stock levels and Placing of orders
¢                Procurement
¢                Vendor performance
¢                Stores/warehouse management, Issuing/distribution of items and Stocktaking
¢                Transport management
¢                Accounts payable
¢                Losses/surpluses
MODULE 7: DISPOSAL MANAGEMENT
¢                Assets accruing to the state by operation of any law
MODULE 8 : SUPPLY CHAIN PERFORMANCE
¢                Annexure A : General Conditions of Contract 92
WHO SHOULD ATTEND

“                DG’s, Heads of Departments  and CFO’s
“                SCM Staff
“                Financial Staff
“                Members of BID Committees
“                Line Managers

COURSE SYNOPSIS: POLICY DEVELOPMENT

DAY 1

MODULE 1: AN INTRODUCTION TO SCM
¢                Background  to SCM
¢                Improving accountability
¢                Supply chain management: The new policy
¢                Supply chain management model
¢                The appointment of consultants
¢                Preferential procurement
¢                Promoting uniformity in SCM practices
¢                The policy context: Related initiatives
MODULE 2: IMPLEMENTATION STRATEGY
¢                Introduction to implementation
¢                Role of National Treasury
¢                Role of Tender Boards
¢                Role of Provincial Treasuries
¢                Other Institutions
¢                How to support for implementation
¢                Training for implementation
¢                Monitoring and guidance of implementation
¢                Medium-term policy issues
¢                Reviewing the PPPFA and associated Regulations
¢                Introducing targets based on charters
¢                Fraud and corruption
MODULE 3: DEMAND MANAGEMENT
¢                Demand considerations
¢                Flowchart of the demand management process
¢                Preferential procurement strategy
¢                Specification of goods/works or services

Day 2

MODULE 4: ACQUISITION MANAGEMENT
¢                Treasury support
¢                Delegations
¢                Assessment of the market
¢                Sourcing strategy
¢                Establishment of a database of suppliers when obtaining quotations
¢                Acquisitioning process
¢                Urgent and emergency cases
¢                Accommodation and conferences
¢                Negotiations with a supplier
¢                Limited bidding
¢                Two-stage bidding
¢                Compiling bid documents
¢                Inviting bids
¢                Receiving responses
¢                Evaluating responses
¢                Clearing successful bidder and awarding contract
¢                Flowcharts : Processes for acquisitioning management
MODULE 5: APPOINTMENT OF CONSULTANTS
¢                Applicability of procedures
¢                Appointment in terms of the Public Service Act, 1994 (Act No 103 of 1994)
¢                General approach and conflict of interest
¢                Associations between consultants
¢                Promoting government’s preferential policies
¢                Training or transfer of knowledge and skills
¢                Steps to follow when selecting consultants
¢                The four stages of selection
¢                Identify the approach
¢                Invite bids/proposals, using QCBS and Request for bids  or Request for proposals
¢                Receipt of proposals and Evaluation of bids/proposals
¢                Calculation and Comparison of BIDS
¢                Other methods of selection 71
¢                Establishment of a list of approved service providers
¢                Evaluation of the performance of consultants
¢                Types of contracts and Important provisions
¢                Advertising of expected and outstanding procurement
¢                Information to consultants (ITC)
MODULE 6: LOGISTICS MANAGEMENT
¢                Stock levels and Placing of orders
¢                Procurement
¢                Vendor performance
¢                Stores/warehouse management, Issuing/distribution of items and Stocktaking
¢                Transport management
¢                Accounts payable
¢                Losses/surpluses
MODULE 7: DISPOSAL MANAGEMENT
¢                Assets accruing to the state by operation of any law
MODULE 8 : SUPPLY CHAIN PERFORMANCE
¢                Annexure A : General Conditions of Contract 92

What is the cost?

There is a minimum requirement of delegates and if for any reason the requirement is not met Nala reserves the right to postpone the seminar.

For any information regarding the seminar please contact me:

Eliz-Mari Aarloo

Nala Business Consulting

Office: 0825727644

Fax:086 661 5391

E-mail: lizzyaarloo@nalabusiness.co.za

How do you do that?

It is our privilege to introduce you to Nala Business Consulting (Nala). In doing this we bring what is very precious to us, as a gift to you, in the hope that you may see the value incentives imbedded in a NALA partnership. “The partnership that works.”  Nala is an accredited provider of training with Services Seta, Decision nr 0433. Nala is al level 4 BBBEE contributor.

Nala is an Ndebele word that means, “To reap a bountiful harvest through nurturing (love)”. It has an equivalent in all 11 languages in South Africa and has capacity to work on a national basis.

The vision of Nala is to become a preferred Organisational Development service provider in Africa.

The mission of Nala is to render a seamless Organisational Development service, training and business development service, to businesses in Africa. Bringing wealth to organisations by growing its people through the application of Nala model.

Nala is committed to customising its services and products to meet your need and requirements.

Nala Business Consulting has shown through external verification that productivity improves by 15-41%. Nala Business Consulting developed a holistic methodology and People Development Process that guarantees learner competence.

Nala services include:

Organisational Development Services

• Climate Studies
• Organisational Behaviour  Interventions
• Action research
• Transformation and Change Management Projects
• Team Development
• Tender Successfully

HR Consulting

• Legislative Training (LRA, SDA, BCEA, Discipline, Codes of Conduct)
• Advice on HRM services
• Succession Planning and Implementation
• Performance management implementation

Personal Development

• Personal Excellence
• Life Skills
• EQ
• Brain Gym and effectiveness
• Personality Analysis
• Mentor services

Youth Development- Life Skills, Relationship skills and study support

Training and Development

• Management development programs for entry and middle management level
• Range of soft skills
• Resilience management
• Strategic management
• Change management
• Leadership
• Management
• Diversity Management
• Ethics
• Corporate Governance
• Holistic Engagement Strategies
• Training for Government

ü  PFMA

ü  BID Committees

ü  LRA

ü  Policy Development

ü  Performance Management

ü  Knowledge Management
Strategic Development for Christian Organisations

• Strategic development
• Life Skills
• Mentoring
• Ministry Management and Leadership