Personnel Management

Course CodeVBS107
Fee CodeS3
Duration (approx)100 hours
QualificationStatement of Attainment

Personnel Management - the key to the next step up the rung!

This course will:

  • Help you to plan, organise, delegate and manage personnel efficiently
  • Help you go to the next step in your job

This course is ideal for:

  • Business owners
  • Supervisors and foremen
  • Human relations managers
  • Departmental managers
  • Project managers
  • Teachers, students, employees - anyone wishing to climb to a higher position within their organisation.

Although planning, organising and administering may be assigned to other persons, they are an integral part of a leader’s responsibility, and may sometimes fall under the leader’s list of tasks. In either case, the leader is responsible for ensuring these tasks are carried out in a manner consistent with the group’s agreed goals and priorities.

We are here to help you achieve your goals - our one to one tutors will help you through the process.

Lesson Structure

There are 10 lessons in this course:

  1. Human behaviour
    • Individual and group behaviour
    • Perception
    • Gestalt theory of perception
    • Influences on perception: behaviour, appearance, expectations, primary effect, attribution, schemas
    • Perception and reality
    • Selective attention
    • Central traits
    • Attribution
    • Kelley's theory of attribution
    • Changing perceptions
    • Defence mechanisms
    • Psychologically healthy individuals
    • Influences on human behaviour
    • Socialisation
    • Family influence
    • Influence of school
    • Influence of peers
    • Influence of society
  2. Workplace communications
    • Communication defined
    • Variables affecting communication: context, nature and quality of the transmitted message and the received message
    • Effective communication
    • Listening effectively
    • Giving clear instructions
  3. Workplace conditions
    • Unions
    • Duty of care
    • Workplace safety
    • Costs of illness and injury
    • Lifting and manual handling
    • Protective equipment
    • Workplace bullying and violence
    • Workplace design; physical and psychological factors
    • Colour
    • Office landscaping
  4. Controlling Operations
    • Supervising staff: listening, informing, leading
    • Managing a project
    • Applying standards
    • Monitoring performance
    • Regulating progress
    • Giving directives and introducing change
    • Dealing with contingencies
    • Developing contingency plans
    • Problem solving methodology
    • Stock control
    • Quality control
    • Production control
    • Labour utilisation control
    • Financial control
  5. Recruitment and Induction
    • Advertising a position
    • Interviewing
    • Interview guidelines
    • Interview questions
    • Types of questions
  6. Staff training
    • Responsibilities of a trainer
    • Factors affecting learning: Attention, intelligence, self esteem. etc
    • How we learn
    • Memory
    • Assessing training needs
    • Sources of information for a needs assessment
    • Communication skills for trainers
    • Body language
    • Reasons that people do not learn -communication barriers
    • Developing conversation
    • Effective questioning
    • Motivating learners
    • Principles of learning
    • Adult learners
  7. Work teams
    • Conformity -Heiders Balance Theory
    • Different styles of handling conflict
    • Delegation
    • Delegation situations: High Experience/Low Motivation; High Experience/High Motivation etc
    • Conflict handling tequniques
    • Dealing with anger (in yourself and in others)
    • Negotiation
    • Joint problem solving approach
    • Mediation
    • Negotiation problems
  8. Positive Discipline
    • Static and dynamic principle
    • Giving praise
    • Enforcing rules
    • The disciplinary interview
    • Changing behaviour -classic and operant conditioning
    • Reinforcement
    • Punishment
  9. Grievances and Complaints
    • Detecting a problem
    • Guidelines for dealing with grievances
    • Reducing grievances
    • Applying the formal problem solving technique
  10. Monitoring and Reporting
    • Monitoring performance
    • Observation
    • Regular review
    • Scheduled evaluations
    • Report writing
    • Work study
    • Techniques of work study
    • Work measurement

Each lesson culminates in an assignment which is submitted to the school, marked by the school's tutors and returned to you with any relevant suggestions, comments, and if necessary, extra reading.


  • Explain how perception, learning and prior experience influence human behaviour
  • Identify and practice communication skills that will improve your ability to effectively receive and transmit messages in the workplace
  • Explain factors that contribute to overall workplace conditions and can affect workplace culture
  • Explain basic supervising practices for controlling business or department operations
  • Identify essential processes in the recruitment and induction of employees
  • Describe the key elements of planning and conducting effective staff training
  • Describe how team processes can be used to improve performance and productivity
  • Identify methods to establish and maintain discipline through positive means, such as reinforcement and increasing motivation
  • Describe strategies for reducing dissatisfaction and handling dissatisfaction when it arises
  • Explain the importance of monitoring workplace processes and performance, and how to report your observations

Are You a Good Leader of Staff?

General consensus is that a good leader possesses the following characteristics:

  • Show genuine interest in people.  Leadership is a person-to-person business that requires a positive attitude about people from the leader.
  • Show imagination and enthusiasm. Imagination allows the leader to adapt to situations that are continuously changing.    Enthusiasm is contagious and a leader’s enthusiasm can increase the participants’ own enthusiasm and involvement.
  • Be sensitive.    Problems such as group disillusionment or pessimism, frustration, disagreement, or loss of interest will arise from time to time, and a good leader is quick to read cues or signals of problems before they develop and are more easily dealt with.
  • Maintain integrity.   Integrity is an ephemeral concept that is a combination of honesty, fair dealings, keeping one’s word and matching actions to words. Without integrity, the leader will lose the respect and probably the confidence of the group.
  • Develop respect.    Self-respect projects self-confidence and inner strength and respect for others makes individuals feel more valued. Furthermore, the leader’s respectful attitude provides a model for group interaction that will facilitate group cohesiveness and processes.
  • Be Patient and persistent.   Patience allows a leader to accommodate group members’ different work styles and personality and to inevitable delays and obstacles. Patience and persistence are complementary qualities that keep a leader from being easily discouraged or from losing interest. Patience, in this context, is not mere passive acceptance but a reflection of inner resolve, commitment, faith and self-discipline.
  • Be honest about yourself.    Every leader will occasionally make mistakes, but a good leader will know his or her strengths and weaknesses and know the limitations of his/her abilities. Inaccurate assessment of one’s abilities will cause a leader to act in ways that eventually undermine the group’s confidence in the leader’s abilities and judgements.
  • Develop a decision-making ability.    While not all decisions will be good decisions, indecisiveness or unwillingness to assume responsibility for making decisions will cause a leader to lose valuable time and opportunities, and undermine the group’s confidence and trust.
  • Be pragmatic.     It may sometimes be better to make an acceptable decision and act upon it quickly than to delay in the hope of making the best decision. Indecisiveness on the leader’s part can be seen an needless procrastination, and group members are likely to become frustrated or impatient.
  • Develop administrative and organising abilities.    Although planning, organising and administering may be assigned to other persons, they are an integral part of a leader’s responsibility, and may sometimes fall under the leader’s list of tasks. In either case, the leader is responsible for ensuring these tasks are carried out in a manner consistent with the group’s agreed goals and priorities.

What Should You Study?

Let us help you make the Best Decision for You!

We've always found it is better to communicate with someone before they enrol. If we understand your passions, capabilities and ambitions, we can help you map out a course of action to give you the best chance of achieving your goals.

Use our free career and course counselling service.

See below.


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  John Mason

Writer, Manager, Teacher and Businessman with over 40 years interenational experience covering Education, Publishing, Leisure Management, Education, and Horticulture. He has extensive experience both as a public servant, and as a small business owner. John is a well respected member of many professional associations, and author of over seventy books and of over two thousand magazine articles.
  Tracey Jones

B.Sc. (Psych), M.Soc.Sc., Dip.Social Work, P.G.Dip Learning Disability, Cert Editing, Cert Creative Writing, PGCE. Member British Psychological Society, Member Assoc. for Coaching, Member British Learning Assoc. 25 years industry experience in writing, editing, education, psychology, and business. Tracey has several books and hundreds of articles published; in both fiction and non fiction.
  Sarah Edwards

Over 15 years industry experience covering marketing, PR, administration, event management and training, both in private enterprise and government; in Australia and the UK.
  Kate Gibson

Kate has 12 years experience as a marketing advisor and experience as a project manager. Kate has traveled and worked in a variety of locations including London, New Zealand and Australia. Kate has a B.Soc.Sc, Post-Grad. Dip. Org Behaviour (HR).
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