MELODICIOUS HOLDINGS OVERVIEW

1. GET TO KNOW MORE ABOUT THE PROGRAMMES WE OFFER BELOW!

1.1 TRUCK DRIVER DEVELOPMENT ID 93793; LEVEL 3; 130 CREDITS

1. 2. INITIATING AND CONDUCTING A DISCIPLINARY HEARING

1.2.1  TARGET AUDIENCE

Operational Managers and/or 1st Level Management such as Supervisors, HR Practitioners, HOD’s, Divisional Heads, Section Heads, and Business Owners.

1.2.2 OVERVIEW

The objective of this course is to help you to gain a better understanding of the principles and practices in respect of South African Labor Laws when initiating and conducting a disciplinary hearing for employees who transgress employment practices, thereby avoiding unfair labor practices that may result in disciplinary actions being overturned by the relevant legislative bodies.

1.2.3 BENEFITS OF THE TRAINING COURSE?

• List the rights and duties of the employer and employee in the employment relationship
• List the Types of Offences that would lead to a disciplinary hearing
• Prepare, investigate, and formulate the appropriate charges for any given disciplinary hearing
• Name and explain particular types of disciplinary offences
• List and identify the types of evidence that may be presented and considered in a disciplinary hearing
• List and determine suitable disciplinary sanctions
• Explain what mitigating and aggravating circumstances should be considered in any sanction imposed.
• Explain the procedure of an appeal and the possible consequences of unfair dismissal.

• Explain the role of the chairperson at a disciplinary hearing.

• List the steps and procedure that should be followed in a disciplinary hearing.
• Explain the concepts of substantive and procedural fairness in the disciplinary hearing

1.2.4 Disciplinary Procedures within an Organisation:

• Positive and Negative discipline within the workplace
• Characteristics of a Sound Disciplinary System
• Disciplinary Procedures within an Organisation
• The Disciplinary Code
• Case Law
• Legal Framework of Discipline within Organisations
• Principles of Procedural and Substantive Fairness
• Substantive Fairness
• Procedural Fairness
• Interrogating skills

1.2.5 Investigate Disciplinary Action:

• Identify and Classify Transgressions
• Procedures for instigating disciplinary action
• Disciplinary Process Documentation
• Supplementary Notes on the Disciplinary Procedure for Misconduct
• Incapacity Procedure for Poor Performance
• Disciplinary Code and Procedure
• Samples of Reports & Warnings

1.2.6 Practical Application of Disciplinary Procedures: 

• Seven rules of just cause
• Verbal Warnings
• Written Warning
• Other Alternatives
• Generic, Guiding Principles
• Implementation of Disciplinary Procedures: Non-dismissible transgressions
• Sequence of the disciplinary procedures
• Recording of disciplinary action
• Implementation of Disciplinary Procedures: Dismissible transgressions
• The Disciplinary Hearing
• Disciplinary enquiry/investigation
• Practical steps for undertaking investigatory interviews
• Drafting of the charge sheet and notification of disciplinary hearing
• Drafting a Charge Sheet in Practice
• Case Law
• Suspension pending the disciplinary hearing
• Preparation of the Hearing
• Conducting the disciplinary hearing
• Mitigating Circumstances
• Aggravating Circumstances

1.3 KEY SKILLS FOR AN EFFECTIVE SUPERVISOR/FOREMAN

1.3.1 WHAT IS SUPERVISION?

Supervisors are crucial in the Company as their front lines of the Organization. Supervisors are to direct people at work for the goal to be achieved.  Supervision is giving employees specific instructions on what is to be done, monitoring their efforts and holding them accountable for specific results.

1.3.2 OBJECTIVES

• To have greater insight into the meaning of leadership
• To have skills for effective management as supervisors & foremen
• To have tools & steps to enhance your effectiveness.
• To provide an Effective link between Management and Employees

1.3.3 COURSE PROGRAM

• Leadership vs Management
• Key Skills for Supervisors & Foremen
• Positive Mental Attitude
• Effective Communication
• Emotional Intelligence (EQ)
• Discipline
• Time Management
• Self-management

1.3.4 TARGET GROUP

• Operational / Departmental Managers, 1st Level Management such as Supervisors, Foreman.

1.3.5 OUTCOMES OF THE PROGRAM

• Trained Supervisors/ Foremen will Provide a Link between Workers and Management
• Trained Supervisors/ Foremen become Direct Contact with the Workers.
• Trained Supervisors/ Foremen assist in the Avoidance of Conflicts and Misunderstanding
• Trained Supervisors/ Foremen form Unity among Workers
• Trained Supervisors/ Foremen Motivate Workers
• Trained Supervisors/ Foremen assist the Company in the Training of Workers
• Trained Supervisors/ Foremen develop Leadership Qualities
• Trained Supervisors/ Foremen can Analyse Work Performedby subordinates.

1.4 WORKPLACE ETTIQUETTE

1.4.1.  PURPOSE

• To influence the participant’s ability to get along in the workplace. To minimize conflict in the workplace.

Work Etiquette is a code that governs the expectations of social behavior in a workplace, in a group or in a society. Work Etiquette tells the individual how to behave when dealing with situations in a working environment, however trivial the situation is. Office etiquette in particular applies to co-worker interaction and communication with colleagues and other people/clients /customers.

1.4.2 TARGET GROUP

•  Supervisory Level- NQF Level 3 & 4

•  Work Force

    1.4.3 COURSE PROGRAM

• How to cultivate a better professional image?
• How to develop a positive mental attitude?
• How to get on well with other people?
• How to get on with people you do not like?
• How to communicate effectively?
• How to make a good impression on the phone?
• How to deal with difficult people?
• How to manage your (EQ) Emotional Intelligence?
• How to handle an angry person?
• How to manage/value a diverse ethnic group?

1.4.4 OUTCOMES OF THE PROGRAM

• Less conflict in the workplace
• Respect for one another
• Difficult situations are well handled
• Diversity well handled
• Able to handle angry colleagues
• EQ is developed. EQ is more important on how employees are managed.
• Best reputation for the Company.
• Best Frame of Mind for the Candidate

1.5 LEAN SIX SIGMA TRAINING COURSE- LEAN SIX SIGMA WHITE BELT/ LEAN SIX SIGMA YELLOW BELT

1.5.1   INTRODUCTION

This is the program aimed at Operational Lean Training within Organizations.

Operational Lean is a project launched under the auspices of the Manufacturing Roundtable at the Graduate School of Business, University of Cape Town. Research relevant to the needs of South African Organisations were conducted in Japan and developed for an effective indigenous implementation approach. This is seen as critical to improving the competitiveness of South African Organisations.

One such program that has been adapted for South African Organisations is the KAIZEN Program. Kaizen, in Japanese, means continuous improvement. The initiative comes at a time when there is particular interest in work organisations and shop floor competency issues. We offer White and Yellow belt training and certification that covers overall lean and waste reduction methodologies.

1.5.2  OBJECTIVES

The objective of the training is to assist delegates in identifying areas for improvement within their working areas. They will be trained on various tools and their application. Practical examples will be used to simplify their understanding even further. The pillar of Operational Lean is to start with an “as-is process flow” and come up with a “proposed process flow” (future state). The main focus is to eliminate waste, reduce non-value adding elements, and increase value adding. An improvement exercise is conducted within the training session. Other problem-solving tools are also learnt; to name a few; Fish bone diagram (root cause analysis); the 5 Whys; 8 wastes; 5S; and Visual management techniques (KPI/dashboards).

1.5.3 COURSE PROGRAM

1.5.3.1  White belt

No prior knowledge is required; the only main requirement you need to complete this course is the open mind set and desire to learn a new concept. White Belts cannot only assist with change management within an organization, but they can also participate in local problem – solving teams that support projects.

1.5.3.2  Yellow Belt

This Lean Six Sigma Yellow Belt Training and Certification Course provides you a practical perspective of learning Six Sigma tools. This is one of the Best Six Sigma certifications that not only helps you understand Six Sigma principles and Six Sigma tools, also helps you do a realistic Lean Six Sigma Yellow Belt project in a step-by-step manner. The structure of this Six Sigma Certification program allows you to understand how to easily apply your knowledge and skills in your work environment.

1.5.4  MODUS OPERANDI

The Training is normally conducted over 15 days per group. Various tools and techniques are thought at this training. Delegate are involved in-group activities and presentations are done in class. A pre and post-test is written to ascertain delegates understand. The delegates are put into teams of 5 to commence on identified projects within the organisation and apply their learning and present the results at a later date. A presentation of findings, results and recommendations is made to Senior Management by each of the Teams on their specific projects

1.5.5   SCOPE

This manual includes all policies, procedures and review mechanisms   required for the effective implementation of the following elements of MELODICIOUS TRAINING SERVICES White belt and Yellow belt training:

• Process flows
• Root Cause Analysis
• PDCA
• 5 Whys
• 5s
• Lean six sigma
• Kaizen.

1.5.6   OUTCOMES OF THE PROGRAM

• Improvements in the work environment should ensue. This may manifest itself in lower costs and or improved conditions.
• Instils greater teamwork.
• Empower the employees with the tool to make meaningful changes.
• In the longer-term worker, attitudes to the work situation should improve as they buy into the concept of improvement through their contributions and successful outcomes.
• The company, to the benefit of its employees as well as the company can carry this process forward.

1.6 RESILIENCE  TRAINING

1.6.1   INTRODUCTION

Resilience is the capacity to maintain competent functioning in the face of major life stressors (Kaplan et al, 1996).

Resilience is the capacity for successful adaptation, positive functioning or competence – despite high-risk status, chronic stress, or following prolonged or severe trauma (England et al, 1993).

Resilience is the ratio of protective factors (personal, social, familial and institutional) and the presence of hazardous

In essence then, emotional resilience refers to one’s ability to adapt to stressful situations or crises. More resilient people are ‘able to roll with the punches” and adapt to adversity without lasting difficulties. Less resilient people have a harder time with stress and life changes, both major and minor. It has been found that those who deal with minor stresses more easily can also manage major crises with greater ease, so resilience has its benefits for daily life as well as for major life catastrophes. (Elizabeth Scott, 2007).

1.6.2 PURPOSE OF THE PROGRAM

• Resilience training gives employees the tools they need to sustain focus, energy and productivity.
• It empowers them to succeed under pressure and enhances their capacity for flexibility, creativity and innovation.
• Resilience training supports employees to do their jobs well and maintain their health.

1.6.3 COURSE PROGRAM

Section A

• Resilience Theory
• Background
• Resilience and stress
• Your own stress levels
• What constitutes resilience?
• Resilience in children

Section B

• Coping with stress by developing resilience
• Emotional Awareness
• Perseverance
• Internal locus of control
• Optimism
• Support
• Sense of humour
• Perspective
• Spirituality   

1.6.4 OUTCOMES OF THE PROGRAM

• Increases self-awareness and personal empowerment: employees learn to self-manage their physical, psychological and emotional health
• Reduces absenteeism and increases workplace engagement
• Enhances productivity through increased vitality, motivation and concentration skills
• Learners manage stress, challenge and changes in life
• Minimises risks associated with work-related stress
• Learners are OH&S compliant.  

1.7   MANAGING SELF DEVELOPMENT (SAQA ID 7997, NQF LEVEL 3)

1.7.1 PURPOSE OF THE PROGRAM

• A learner trained in this standard will be able to effectively plan his/her professional development and implement his/her personal career plans to improve his/her functioning in the broader work and social environment

1.7.2 PROGRAM COURSE

• Identify the skills and knowledge required for the development of his/her career path.
• Make and update his/her personal plans for developing skills.
• Prioritise goals and objectives.
• Select mechanisms for pursuing feedback.
• Source, select and utilise the requisite resources.
• Identify ways to minimise digressions or obstacles.

1.7.3 SPECIFIC OUTCOMES

• Identify the skills and knowledge required for the development of his/her career path.
• Make and update his/her personal plans for developing skills.
• Prioritise goals and objectives.
• Select mechanisms for pursuing feedback.
• Identify ways to minimise digressions or obstacles.

1.7.4 TARGET GROUP

• NQF 1 or General Education and Training Certificate.
• Basic Business Principles CFH 04 preferable.

1.8 FOSTER AND MAINTAIN CUSTOMER RELATIONS.US 123258; NQF 3

1.8.1 PURPOSE OF THE PROGRAM

The purpose of the learning credited in this unit standard is to ensure that learners are able to interact professionally with customers. Improved customer relations lead to improved customer service, which, in turn, results in business growth and profitability. Professionalism in the workplace/ Driving Industry is improved, thereby improving the image and profitability of the field of transport services/ Organization/ Company. This set of competence is transferable to all other fields where services are provided to customers, and thus improves the employability of credited learners, by enhancing their understanding of the processes and the context of customer service.

1.8.2 PRE- REQUISITES

• Mathematical Literacy at NQF Level 2,
• Communication at NQF Level 2. 

1.8.3 SPECIFIC OUTCOMES OF THE COURSE

•  What is Customer Service?
• Operating within a customer service system according to context requirements.
• Identifying customer needs and expectations within specific contexts.
•  Dealing with customer complaints according to specified procedures.
• Choosing interpersonal behaviours appropriate for occupational situations. 

1.8.4 COURSE PROGRAM

• The hierarchy of human needs.
• Organisation mission and vision.
• Customer service from clients’ perspective.
• Relationship between customer service and company profitability.
• Interface between customer service and product/service provided.
• Telephone etiquette.
•  Business functions.
• Customer service elements within the respective business functions.
• Customer/service standard analysis.
• Phases of customer service.
• Moments of truth.
• Internal customer service audit.
• External customer service audit.
• Job descriptions.
• Key performance areas.
• Activity standards.
• General obstacles to effective customer service Weak links in the customer service chain.
• Customer decision making process during the purchasing phase. 

1.8.5 TARGET GROUP

• Employed Drivers in Various Companies with valid and relevant driver’s licence, who interacts with Passengers on daily basis.
• Employees in Various Companies

1.8.6 PREVIOUS EXPERIENCE AREAS

• Mageba Logistics
• Playhouse in Durban

1.9 INTERPESONAL SKILLS TRAINING

1.9.1 OBJECTIVES OF INTERPERSONAL SKILLS TRAINING

PRIORITIES	STRATEGIC GOALS	OBJECTIVE STATEMENTS
ACCESS	For employees to have best Interpersonal Skills	To Gain confidence in handling conflict, criticism and other challenging situations To Deal with different behaviour ranging from aggressive to submissive.To Learn to manage change through effective interpersonal communication

1.9.2 LEARNING OUTCOMES

• Liaise and network with internal and external stakeholders
• Devise and apply the strategy to establish constructive relationships with Mangers
• Identify and minimise conflict in a unit
• Devise and apply the strategy to establish constructive relationships with Team Members and a Unit
• Giving and receiving feedback
• Open and closed communication climates
• Listening skills
• Communicating assertively
• Demonstrating behaviour that is direct and respectful
• Transactional Analysis
• Showing appreciation
• Establishing Relationships
• Keep Managers informed
• Consult with Managers in a Unit
• Promote constructive relationships and interaction
• Raise concern of the quality of work
• Present information to the Manager

1.9.3 COURSE PROGRAM

• Introduction
• Types of Interpersonal Skills?
• How to improve Interpersonal Skills?
• How to establish Good Relationship with the Team at work

1.9.4 TARGET GROUP

Employees inclusive of Junior Staff and Middle Management

1.9.5 PREVIOUS EXPERIENCE AREAS

• Umnotho Enterprises – KZN Province
• Njuma Enterprises – KZN Province
• DP World Cargo Service Durban – KZN Province
• DP World Cargo Service Richards Bay – KZN Province
• DP World Cargo Service Cape Town – Western Cape Province
• DP World Cargo Service Port Elizabeth – Eastern Cape Province

1.10 PEOPLE MANAGEMENT TRAINING

1.10.1 OBJECTIVES OF INTERPERSONAL SKILLS TRAINING

PRIORITIES	STRATEGIC GOALS	OBJECTIVE STATEMENTS
ACCESS	Employees will have the People Management Skills	Equip employees with good negotiation skills in the workplace, for a healthy working environment.To allow Employees/ Managers to create an environment where they will perform to the best of their abilities and produce the highest- quality work most efficiently and effectively. To allow Employees/ Managers to create an environment where they will perform to the best of their abilities and produce the highest- quality work most efficiently and effectively.

1.10.2 LEARNING OUTCOMES

• Build high performance Teams
• Develop healthy workforce for High Performance Team
• Emotional Intelligence for High Performance Team
• Develop Communication Skills
• Develop Effective Management Style
• Lead performance & manage poor performance successfully
• Conflict Management
• Learn to Manage Absenteeism
• Conduct Effective Counselling
• Implement delegation effectively
• Management Time effectively for proper Turnaround Time

1.10.3 COURSE PROGRAM

• Introduction
• Building a High Performance Team?
• Management Styles for High Performance Team
• How to manage time effectively?
• Absence Management
• Counselling and supporting employees

1.10.4 TARGET GROUP

Employees inclusive of Junior Staff and Middle Management

1.10.5 PREVIOUS EXPERIENCE AREAS

• Transnet Durban BBC Terminals – KZN Province
• Transnet Durban Pier 1 Terminal – KZN Province
• Umnotho Enterprises – KZN Province
• Njuma Enterprises – KZN Province
• DP World Cargo Service Durban – KZN Province
• DP World Cargo Service Richards Bay – KZN Province
• DP World Cargo Service Cape Town – Western Cape Province
• DP World Cargo Service Port Elizabeth – Eastern Cape Province

1.11 SUPERVISOR/ TEAMLEADER DEVELOPMENT PROGRAM

1.11.1 WHAT IS FRONTLINE MANAGEMENT?

Frontline Management is best described as the first level of management, that is the level
that oversees the actual “doing “of work. Frontline Managers report to either middle or Senior
Managers and are usually not responsible for managing other managers.
The job title Frontline Managers includes team leaders, foremen, leading hands, supervisors,
office managers, coordinators and project managers.

Frontline Managers will usually have direct contact with employees and supervise their work.
This means that Frontline Managers play a critical role in organizational success since they
have a direct impact on productivity, workplace relations and morale.

Frontline Managers have often been promoted through the ranks or become managers after
excelling as technical experts in a particular area. On the one hand, this means that Frontline
Managers usually have good operational knowledge, good operational networks and good
knowledge of the workplace jargon. However, it can also mean that most Frontline Managers
have little, if any, formal management training.
However, the competencies covered by the Frontline Management Program are applicable to
a much wider range of management levels and contexts than those narrowly described
above. They form strong foundations for strategic and senior management skills

1.11.2 OBJECTIVES

• Lead by example in creating a safer and more equitable work environment at the
Workplace.
• Manage their own behavior effectively to provide an appropriate role model for staff.
• For improved productivity
• Achieve greater productivity through better planning, better allocation of resources and
improved integration of team duties.
• Taking a leadership role at their level in leading teams, tackling problems and
motivating staff.
• Develop the communication skills required to manage conflict and achieve successful
professional relationships with staff, colleagues, management and clients.
• Understand the performance management process and successfully manage below-target staff performance.
• Deliver excellent customer service to clients

2. SELF- MASTERY  PROGRAMS/ SEMINAR/ WORKSHOP

2.1 SELF-MASTERY DEVELOPMENT PROGRAM FOR MANAGERS AND NON-MANAGERS

2.1.1 PURPOSE OF THE PROGRAM

• Understanding the relationship between the four pillars of organisation and blending them for effective and sustained delivery.

• Attaining self-mastery.

• Learning about all the factors involved in self-knowledge and how self-knowledge automatically leads to self-mastery.

• How self-mastery is instrumental in overcoming all kinds of corporate challenges.

• How effective leadership is not possible without self-mastery.

• Understanding human needs in their entirety and using them to lead staff and deliver to clients.

• Understanding one’s true and higher purpose in life and how it affects literally every role that one plays in life, an understanding that restores balance and eliminates stress and negative attitudes towards others.

• Learning about the true relationship between life, time, and people, three ingredients that drive productivity and delivery.

• Understanding the power of roles and their relationship to life’s purpose and goals, this ensures balance between work and private life.

• How to merge personal values with work values.

• Knowing one’s true threshold. This means knowing how much one can take of life’s challenges before reaching breaking point.

• The power of meaning and how attitudes are created so that the individual can avoid destructive attitudes and consciously create own desirable attitudes to produce constructive actions and therefore worthwhile outcomes. This aspect is important for those who want predictable levels of delivery.

• How personal beliefs work and how to eliminate disempowering beliefs and consciously replace them with empowering beliefs and habituate them for guaranteed inner power.

• The power of questions and how to differentiate between static and dynamic questions, to avoid the former, and achieve guaranteed peace of mind and clear thinking.

2.1.2   OUTCOME OF THE PROGRAM

• Leaders learn how to harness the energy of their groups.

• Leaders learn how to build a personal leadership development and support plan.

• Effective talent management and reduction of turnover levels.

• Maximum personal contribution on the part of staff.

• Placing leadership where it changes the world.

• Fast tracking leadership development among staff members through unleashing the potential of people in organisations.

• Acquisition of the understanding of personal energy and how it affects one’s emotional and professional life.

• Understanding the different mindsets that shape people’s thinking – develop an awareness of spiritual, emotional, cultural, gender, and generational thresholds.

• The evolution of an organisational culture where team spirit, creativity, and people-centeredness are the norm.
• Leaders learn how to inspire others by managing their own energy.
• Replacement of competition with cooperation among staff.
• Eliminating the incidence of unspent budgets.

2.1.3 TARGET GROUP

• Chief Operating Officers
• Executive Directors
• Chief Executive Officers
• Managing Directors
• Chief Directors,
• HR Directors
• HR Managers
• Directors
• Senior Managers
• Leadership Development Managers
• Mentors
• Legal Advisors
• Supervisors
• Anyone concerned with the transformation of the workplace.

2.2 SELF-MASTERY DEVELOPMENT PROGRAM/ SEMINAR / WORKSHOP FOR THE YOUTH

2.2.1   PURPOSE OF THE PROGRAMME

• To Develop the youth with Self-Mastery, skills for decision-making in life

2.2.2   CONTENT

• What is Self – Mastery

• Source of youth challenges “dependency” low self – esteem

• Positive/ High Self – Esteem

• Map of life

• Controlling forces in our lives- pleasure & pain

• Personal power in achieving your goal

• Source of personal power to achieve your goal

• Self – knowledge to achieve your goal

• Life’s purpose is to achieve your goal

• How do you create a destiny that could give you a high quality of life?

• How does the mind works towards your destiny?

• Level of stress for your destiny

• Conclusion- How to be successful in life

2.2.3   OUTCOMES

• Youth will have an increased personal Presence, Peace of Mind and Happiness.

• Increased Personal Value

• Increased Personal Vision

• Increased Personal Purpose

• Increased Personal Alignment

• Increased Personal Perception

• Increased Personal Awareness

• Increased Personal Transformation

• Positive Self – Esteem

• Youth is well prepared for the Tertiary Phase

• Learn how to deal with stressful situations to avoid disturbances in achieving their goals

• Youth who have gone through this program become a changed person- there is a Paradigm shift, from negative thoughts to positive thoughts                                          
• Youth learn how to make sound decisions and have a support plan

• Fast tracking leadership development among youth through unleashing the potential of youth in the community, in schools, and after Matric.

• Youth understand the different mind-sets that shape people’s thinking – develop an awareness of spiritual, emotional, cultural, gender, and generational thresholds.

• Through these techniques learnt from this Program, there is less Teenage Pregnancy, Drug Abuse, etc.

• Through this program, which equips the youth on Thinking Strategies, the country benefits Socially, Economically, Politically, and every other area of the nation’s life.

2.2.4 TARGET GROUP

• High school students                                                                                                                           
• Young Prospective business people                                                                                      
• Student Teachers
• Youth/Adolescents within a Community    
• Young women’s groups
• Prospective professionals
• Youth in prisons                                                                                                                                       
• Delinquent youth in institutions.
• Aspirant Managers
• Boy Child in the Community
• Girl Child in the Community

2.3 SELF-MASTERY TRAINING FOR OPERATORS –TAXIS/ BUS/ TRUCK

3. CAREER GUIDANCE AND  EXHIBITIONS FOR SCHOOLS/ COMMUNITIES

3.1 PROBLEM STATEMENT/ INTRODUCTION

Career Guidance is a lifelong process of helping students and professionals in making informed, adequate educational and career decisions, that are based on demand and requirements of the future of the labour market. We live in a fast changing world and Career guidance is more important than ever. There is a need to assist students move from general understanding of life and work to a more specific understanding of realistic and practical career options available to them.

There is evidence through Research conducted, that there is great correlation between Career Guidance and High Performance Achievement at schools/ Institutions of Higher Learning. So it is imperative that Career Guidance/ Exhibitions should be taught / conducted at schools esp. pre Grade 10, to expose the learners to subjects that they will have to choose at Grade 10, and for Grade 12’s to choose correctly the — Institutions for Higher Learning courses, for them to be employable. Once employed they will be in a position of having a better standard of living as per the Objective of EDTEA.

• Most of the townships and rural schools do not have career counsellors. It is therefore imperative to bridge the gap and provide career guidance workshops and events.  Career counselling is not an option; it is a necessity to assist students to align their interests, Capabilities and values with careers.

• Lack of Career Guidance has led to a number of school dropouts, unemployable graduates that cannot be absorbed by the labor market, all this due to lack of Career Guidance/ Exhibitions.

• Skills shortages are caused by a number of factors in South Africa, such as not having certain skills occupations, due to lack of Career Guidance. Majority hold degrees that do not suit the workplace, due to the lack of Career Guidance/ Exhibitions. SETA’s/ Government Funding Schemes/ Municipality Funding Schemes/ Private Sectors, are therefore expected to assist financially to address or bridge the gap.

• Most of our learners lack confidence due to lack of Career Guidance, it then makes students more confident, informed and dedicated. Once dedicated, the high performance achievement is guaranteed. The journey toward a right career path starts from the right approach and knowledge of future trends and prospects of different career clusters.

• Most of our learners do not have optimistic outlook on life. Once Career Guidance/ Exhibitions are conducted, learners will be perfect in making informed choices about their subjects and that can lead them to have a more optimistic outlook on life. Career education and guidance play a great role in curriculum that supports students’ interests, strengths and aspirations.

• In our program of Career Exhibitions, we do not only do Career Fairs, but we also train learners on New Business & Self Development, so that those who are not going to further their studies in Institutions of Higher Learning, they can be in a position of owning their businesses. This notion of starting your own businesses in our society is still a myth.

• Sometimes students are clueless about their choices and interest, career counselling plays an important role in shaping their future. Students would then be assisted to choose according to their interests, ability, option and personality. Career counselling widens students’ horizons about what courses are available out there to make informed career decisions. Psychometric Assessors are there to match them with the correct career.

MELODICIOUS HOLDINGS (PTY) LT with all the expertise, are in a position to hold these Career Guidance and Counselling Workshops and Exhibitions in the Rural Areas and in the Townships, as part of Rural Development.

3.2 WHY CAREER GUIDANCE?

• Career guidance helps learners understand their strengths and weaknesses and then match them with their skills and interests so that they can get the best suitable career choice. The main purpose of career guidance is for learners to make educational, training and occupational choices.
• The career guidance program broadens learners’ awareness of career options and ensures that they know about the various post-school study, financial aid, learnership and work opportunities available and understand how to access them. This program is offered at grade 8 so that by the time a learner is to choose the stream at grade 10 s/he is able to choose well for life thereafter.
• Proper career guidance would have assisted many of these students with early applications at universities and/or further education and training colleges, selection of career paths at an early stage, and with more career options other than enrolling at these institutions.
• Career guidance for students in the schools is an important programme to guide the students in an appropriate direction.
• Guide learners to achieve their identified career options
• Empowering students and parents with knowledge.
• Exploring different careers options.
• Gaining expert advice on careers.
• Setting career pathway goals.
• Saving on costs
• 3.4 WHO BENEFITS FROM CAREER GUIDANCE AND COUNSELLING PROGRAM?
• Everyone benefits–youth and adults, male and female, disabled, disadvantaged, minorities, limited English proficient, incarcerated, dropouts, single parents, displaced homemakers, teachers, administrators, parents and employers.

3.5 OUTCOMES

• Teaching labour market changes and complexity of the workplace
• Broadening knowledge, skills, and abilities
• Improving decision making skills
• Increasing self-esteem and motivation
• Building interpersonal effectiveness
• Maximizing career opportunities
• improving employment marketability and opportunities
• Promoting effective job placement
• Strengthening employer relations
  • 3.6 CONTENT
• Careers Indaba is organized where professionals from various fields present their jobs and institutions, organizations and companies present opportunities to learners.
• Psychometric Assessors assist the Learners with assessment for proper decision making
• Motivational Speaker/s will be invited to motivate the learners
• Various Professionals Addressing Learners on various Professions and Careers
• Various stalls with information for Learners to make their decisions
• • 3.7    PREVIOUS EXPERIENCE AREAS

• Pinetown District Dept. Of Education- High Schools.

HR MATTERS- CONSULTING

4.1 RECRUITMENT

• Recruitment of Permanent and Contract Employees

4.2 EMPLOYEES’ RELATIONS MATTERS

• Disciplinary Hearing – Chairing

4.3 MANAGING TALENT

• Job Analysis
• Grading
• Performance Management

4.4. STRATEGY

• HR Strategy
• Organization Design.
• Policies and Procedures.

4.5 EMPLOYMENT EQUITY

• Assist/ Training and report submission.

THANK YOU FOR TAKING TIME TO READ OUR PROFILE. IF THERE ARE ANY QUESTIONS OR COMMENTS, PLEASE FEEL FREE TO CONTACT US, AS OUR TRAINING PROGRAMES ARE ALSO BASED ON THE COMPANYS’ NEEDS.