The Programme

Reading time

The Modules

Module 1 – Personal Effectiveness for Leadership

Module Synopsis

This module will enable students to be self-aware and recognise different learning styles, how to use emotional and social intelligence, and understand their impact on others. There is an introduction to techniques for managing time, setting goals, prioritising activities and undertaking forward planning in a business environment. An understanding of stress management and personal well-being will be considered along with an exploration of one’s core values and drivers. Students will reflect on their own performance, identifying and acting on learning and development needs through the creation of a personal development plan. There will be an introduction to creating a professional portfolio of evidence.

Outline Syllabus

  • Learning styles and application to self and others
  • Emotional intelligence models and their use in the workplace
  • Concept of social intelligence and its use in the workplace
  • Techniques for managing time, implementing strategies to improve, setting goals for self-improvement and monitoring progress
  • Stress management techniques in the workplace and personal wellbeing
  • Identifying core values and drivers
  • Analysis of performance, identifying learning and development needs, devising and implementing strategies to address these
  • Creating a professional portfolio of evidence

Module Learning Outcomes

On successful completion of this module, students will be able to:

  • LO1:  Review theories of learning styles and apply to self and others
  • LO2:  Explain models of emotional and social intelligence and their use in the workplace
  • LO3:  Manage time and prioritise effectively
  • LO4:  Appraise own performance, identifying learning and development needs, and strategies to meet these
  • LO5:  Develop, implement and evaluate a professional development plan
  • LO6:  Demonstrate an understanding of the conventions of academic research, writing and presentation

Example Assessment

Assessment method Weighting Equivalence Learning Outcomes
Discussion and review of learning styles, emotional and social intelligence, management of time and impact on others 50% 3000 words LO1, LO2,LO3, LO6
Evidence of self-assessment and development of individual learning plan 30% 1800 words LO1, LO4, LO5
Reflection on the implementation and evaluation of the personal development   plan 20% 1200 words LO5

 

Module 2  – Managing & Developing People

Module Synopsis

This module will focus on how to recruit, manage and develop people using inclusive talent management approaches. There will be consideration of how to use HR systems and processes to ensure legal requirements, health and safety, and well-being needs are met.  It is important for an effective leader and manager to be able to build teams, empower and motivate others, to set goals and manage performance; these skills will be explored and developed during the module.

 

 Outline Syllabus

  • Recruitment strategies within organisations
  • Inclusive talent management approaches
  • HR systems and processes to ensure legal requirements, health and safety, and well-being
  • Building teams
  • Empowering and motivating others to improve performance
  • Setting goals and managing performance
  • Effective delegation

 

Module Learning Outcomes

On successful completion of this module, students will be able to:

  • LO1: Explain and review the effectiveness of your organisation’s strategies for recruitment, and use of inclusive talent management approaches
  • LO2:  Demonstrate how HR systems and processes ensure legal requirements, health and safety, and well-being needs are met in your organisation
  • LO3: Explain how goal setting theories and models are applied in job design and performance management in your workplace.
  • LO4:  Design and implement successful team building skills to empower and motivate others
  • LO5:  Formulate a personal action plan for delegating to others for mutual development
  • LO6: Reflect on own learning and professional practice in the area of managing and developing people

 

Example Assessment

Assessment method Weighting Equivalence Learning Outcomes
Review of strategies for recruitment, use of inclusive talent management approaches, effective use of HR systems, goal setting theories and models 50% 3000 words LO1, LO2, LO3
Description of personal strategies for effective delegation and successful team building skills 30% 1800 words LO4, LO5
Reflection on own role in managing and developing people within an organisation 20% 1200 words LO6

Module 3 – Management of Business Finance

Module Synopsis

This module enables the student to understand and demonstrate financial strategies, including budgets, financial management and accounting, and how to provide financial reports. There will be consideration of approaches to procurement and contracting, and legal requirements as well as the consideration of the commercial context in an organisational setting and how this changes over time.

 

Outline Syllabus

  • Introduction to business finance and financial strategies
  • Differences between financial accounting, management accounting and financial management
  • Key elements of financial planning and review
  • Interpretation and communication of financial information
  • Approaches to procurement and contracting, the legal requirements and compliance
  • The commercial context in which an organisation operates
  • Financial data: producing and understanding a set of financial statements

 

Module Learning Outcomes

On successful completion of this module, students will be able to:

  • LO1:  Understand the importance of strategic financial management in relation to the organisational strategy
  • LO2:  Create and analyse financial reports
  • LO3:  Review the use of procurement and contracting and analyse their use within the context of own organisation
  • LO4:  Assess the commercial context that own organisation operates within
  • LO5:  Demonstrate an application of processes and planning of effective budget management
  • LO6:  Reflect on own learning and professional practice in the area of the management of business finance

 

Example Assessment

Assessment method Weighting Equivalence Learning Outcomes
Review of strategic financial management, financial reports, and procurement the commercial context that own organisation operates within 45% 2,700 words LO1, LO2, LO3, LO4
Budget planning 35% 2,100 words LO2, LO5,
Reflection on own learning and professional practice when managing budgets within own organisation 20% 1,200 words LO6

Module 4 – Communication & Professional Practice

Module Synopsis

The basis of sound management within an organisation is effective communication at every level, and with a variety of people. The aim of this module is to empower students to develop a range of communication and interpersonal skills necessary to communicate and engage effectively with others. Emphasis will be placed on developing the ability to communicate and engage in differing contexts, including groups, and overcoming barriers to communication. The module will include the importance of language in communication and introduce students to effective communication with members of different groups and issues of power and discrimination. A theme will be the importance of active listening and speaking effectively and accurately. Students will learn how to use different models/theories of communication and develop their explaining and listening skills. Students will also learn how to communicate and engage sensitively, assertively and to develop skills in managing conflict situations.

 

Outline Syllabus

  • Defining the concept of effective communication and understanding the importance of communicating and engaging with others
  • Determining own communication style
  • Interpersonal skills awareness including effective listening, influencing techniques, negotiating and persuasion.
  • Communicating and engaging in different contexts including groups
  • Barriers to effective communication between individuals and groups
  • Planning, preparing and delivering a presentation to group of people
  • Key concepts and the practical issues involved in successfully managing and chairing team meetings
  • Strategies for reviewing skills in the areas of communication, including interpersonal skills, and identifying how to further develop these

 

Module Learning Outcomes

On successful completion of this module, students will be able to:

  • Explain different types of communication within own workplace / organisation and identify their strengths and weaknesses in different contexts
  • LO2:  Identify own strengths, weaknesses, opportunities and threats with regards to communication at work
  • Identify barriers to communication within own workplace, and choose an area for development
  • Solve a communication issue through consultation, development and planning
  • Present on the development of a communication issue to a group of people
  • Review own skills in the areas of communication skills, and identify how to further develop these

 

Example Assessment

Assessment method Weighting Equivalence Learning Outcomes
 

A business report which:

  • Explains the different types of communication and barriers within own workplace / organisation and identifies their strengths and weaknesses in different contexts
  • The consultation, development, planning and results of an area/s of communication development with recommendations and reflections

 

 

50%

 

3000 words

 

LO1, LO2, LO3, LO4

A hard copy of a presentation delivered to a group of people in the workplace, with feedback from two attendees and a reflective account on professional practice

 

30 % 10 minute presentation plus 750 words reflective account

 

LO4, LO5
A reflection  of own styles of communication with identification of where personal improvements could be made and strategy for personal development 20% 1200 words LO6

Module 5 – Digital Business & New Technologies in the Workplace

Module Synopsis

By undertaking the module students will understand approaches to innovation and digital technologies and their impact on organisations, and how their application can be used for organisational improvement and development. They will also understand innovation and digital technology’s impact on data and knowledge management for analysing business decision-making. They will develop the skill of being able to identify services/organisational improvements and opportunities for innovation and growth, using qualitative and quantitative analysis of information and data and benchmarking against others.

 

Outline Syllabus

  • The impact of innovation and digital technologies on an organisation, and the evaluation of the use of these for organisational development
  • The use of innovation and digital technologies in an organisation and recommendations for improvement
  • The impact of innovation and digital technologies on data and knowledge management, and how this can be utilised for making business decisions
  • Qualitative and quantitative analysis of information to identify services/organisational improvements and opportunities for innovation and growth
  • How to analyse information and data to benchmark against others

 

Module Learning Outcomes

On successful completion of this module, students will be able to:

  • LO1:  Understand and evaluate the use and impact of innovation and digital technologies on business and organisations
  • LO2:  Analyse the use of digital business and new technologies on organisational development
  • LO3:  Review the use of innovation and digital technologies in own organisation and make recommendations for improvement
  • LO4:  Analyse the impact of innovation and digital technologies on data and knowledge management
  • LO5:  Identify service/organisational improvements and opportunities for innovation and growth using qualitative and quantitative analysis of information and data and benchmarking against others
  • LO6:  Consider and reflect on own learning and professional practice in the area of innovation, digital business and new technologies

 

Learning and Teaching Strategy/Methods

The module will be delivered through a blended learning approach, mainly online but with a face-to-face workshop at the start of the module.   As a 30 credit module this is equivalent to 300 learning hours. The main approach to learning is to develop independent learning by guidance to appropriate resources, however the student will experience a range of learning strategies during the module, which will include:

  • A Personal Tutor for individual guidance and support and where appropriate personal meetings, telephone or other media enabled communication such as Skype, FaceTime and Blackboard Collaborate
  • Independent study through learning materials, both paper based, electronic and on-line
  • Guided reading and research via a range of suggested reading materials and resources
  • A programme site on the virtual learning environment Blackboard with supporting academic resources including discussion boards, Wikis, Blogs and an asynchronous induction
  • Formative assessment
  • An online Management resource supported by the Chartered Management Institute

 

 Example Assessment

Work -based portfolio which will contain theory, practice and reflection. Learning artefacts could include reports, case studies, reflective learning accounts, presentations, projects, proposals, plans and practical work based artefacts with accompanying critical commentary. The portfolio will be equivalent to 6000 words (+/- 10%) and will contain:

 

Assessment method Weighting Equivalence Learning Outcomes
Evaluation of the impact of innovation and digital technologies on the organisation, its development and on data and knowledge management 40% 2400 words LO1, LO2 LO4
A hardcopy of a presentation delivered in the workplace to a range of internal stakeholders,  analysing the use of innovation and digital technologies in own organisation, benchmarking against others, and making recommendations for improvement 40% 2400 words LO2, LO3, LO5
Reflection on your learning and your professional practice relating to innovation, digital business and new technologies in the organisation 20% 1200 words  LO6

 

Indicative Reading

  • Baregheh, A., Rowley, J., & Sambrook, S. (2009). Towards a multidisciplinary definition of innovation. Management decision, 47(8), 1323-1339
  • Bharadwaj, A., El Sawy, O. A., Pavlou, P. A., & Venkatraman, N. V. (2013). Digital business strategy: toward a next generation of insights. MIS Quarterly, 37(2), 471-482
  • Chaffey, D (2014) Digital Business and Ecommerce Management Pearson
  • Coupey, E. (2016). Digital Business: Concepts and Strategies. Routledge
  • Evans D (2017) Mastering Digital Business: How powerful combinations of disruptive technologies are enabling the next wave of business transformation   DCS
  • Fitzgerald, M., Kruschwitz, N., Bonnet, D., & Welch, M. (2014). Embracing digital technology:      A new strategic imperative. MIT Sloan management review, 55(2
  • Rogers, E. M. (2010). Diffusion of innovations. Simon and Schuster
  • Smith, P. R., & Chaffey, D. (2002). EMarketing excellence: The heart of eBusiness. Routledge
  • Trott, P (2016) Innovation Management and new product development Pearson

Module 6 – Developing Collaborative Relationships

Module Synopsis

Stakeholders are individuals, groups or organisations that are affected by the activity of a business. This module enables the student to understand the principles of stakeholder, customer and supplier management. There is analysis of the different approaches, and identification of strategies for improvement. Students will examine methods for shaping common purpose, and evaluate models of conflict management and resolution and how to apply these. There will be examination of negotiation and influencing skills, collaborative working, and contributing to a team environment.

 

Outline Syllabus

  • Principles of, and approaches to, stakeholder, customer and supplier management
  • Developing engagement, networks and relationships
  • Cross functional working
  • Shaping common purpose, conflict management and dispute resolution
  • Negotiation skills
  • Effective collaborative working within a team and with customers

 

Module Learning Outcomes

On successful completion of this module, students will be able to

LO1:  Analyse the principles of stakeholder, customer and supplier engagement and management in your workplace and identify strategies for improvement

LO2:  Evaluate and apply strategies for shaping common purpose through conflict management and dispute resolution

LO3:  Demonstrate effective negotiation skills

LO4:  Demonstrate effective collaborative working within a team environment and with internal and external customers

LO5:  Demonstrate reflection on own learning and professional practice in building personal rapport and trust  within networks and teams

 

Learning and Teaching Strategy/Methods

The module will be delivered through a blended learning approach, mainly online but with a face-to-face workshop at the start of the module.   As a 30 credit module this is equivalent to 300 learning hours. The main approach to learning is to develop independent learning by guidance to appropriate resources, however the student will experience a range of learning strategies during the module, which will include:

  • A personal Tutor for individual guidance and support and where appropriate personal meetings, telephone or other media enabled communication such as Skype, FaceTime and Blackboard Collaborate
  • Independent study through learning materials, both paper based, electronic and on-line
  • Guided reading and research via a range of suggested reading materials and resources
  • A programme site on the virtual learning environment Blackboard with supporting academic resources including discussion boards, Wikis, Blogs and an asynchronous induction
  • Formative assessment
  • An online Management resource supported by the Chartered Management Institute

 

Example Assessment

Work based portfolio which will contain theory, practice and reflection. Learning artefacts could include reports, case studies, reflective learning accounts, presentations, projects, proposals, plans practical work based artefacts with accompanying critical commentary. The portfolio will be equivalent to 6000 words (+/- 10%) and will contain:

 

Assessment method Weighting Equivalence Learning Outcomes
Description and evaluation of stakeholder engagement and management within and outside of own organisation and identification of strategies for improvement 40% 2400 words LO1
Case study of own application of a model of conflict management and resolution 30% 1800 words LO2, LO3
Critical reflection on, how you have built personal rapport and trust within networks and teams, either within or outside own organisation and how you have improved effective relationships 30% 1800 words LO4, LO5

 

Indicative Reading

ACAS (2009) Managing Conflict at Work  London : ACAS . Also available at http://www.acas.org.uk

Butler, M. and Rose, E. (eds.) (2011) Introduction to Organisational Behaviour  London : CIPD

Crawley, J. (1992) Constructive Conflict Management. London : Nicholas Brealey

Crawley, J., and Graham ,K.   (2002) Mediation for Managers : Resolving Conflict and Rebuilding Relationships at Work . London : Nicholas Brealey . Also available as an e-book

Customer relationship management. text and cases

By Rastogi, Ekta

Publication Customer relationship management text and cases Ekta Rastogi

Customer relationship management. concepts and technologies

By Buttle, Francis

Publication Customer relationship management concepts and technologies Francis Buttle

Book. 2009

Collaborative leadership. building relationships, handling conflict, sharing control

By Archer, David

Publication Collaborative leadership building relationships, handling conflict, sharing control David Archer and Alex Cameron

Book. 2013

Organisational behaviour. an introduction

By Cross, Christine

Publication Organisational behaviour an introduction edited by Christine Cross, Ronan Carbery

Book. 2016

Organisational behaviour

By Sinding, Knud

Publication Organisational behaviour Knud Sinding and Christian Waldstrom [Robert Krietner & Angelo Kinicki

Book. 2014

Ezzamel, M., Willmott, H. and Worthington, F. (2001), Power, Control and Resistance in ‘The Factory That Time Forgot’. Journal of Management Studies, 38: 1053–1079. doi:10.1111/1467-6486.00272

Fleming, P., & Spicer, A. (2003). Working at a cynical distance: Implications for power, subjectivity and resistance. Organization, 10(1), 157-179.

Knights, D., & McCabe, D. (2000). Ain’t misbehavin’? opportunities for resistance under new forms of ‘Quality’ management. Sociology, 34(3), 421-436.

Module 7 – Global & Local Markets

 

Module Synopsis

This module will enable students to understand marketing and sales theories and how to create marketing and sales strategies.There will be a consideration of how to segment and target relevant markets and customers from  a global and local. perspective There will be the analysis of opportunities and ways to market, and awareness of the implementation of a sales and marketing plan, using creative approaches to develop solutions to meet customer needs.

 

Outline Syllabus

  • Sales and marketing theories
  • Creating marketing and sales strategies
  • Methods for applying and monitoring implementation of a sales and marketing plan
  • Types of global and local market segmentation and strategies to assist targeting
  • Driving customer service outcomes
  • Creativity and solutions to meet customer needs

 

Module Learning Outcomes

On successful completion of this module, students will be able to

  • LO1:   Evaluate sales and marketing theories to inform the development of a marketing plan
  • LO2:   Evaluate types of market segmentation and apply to own organisation’s customer base
  • LO3: Analyse and apply sources of information to drive customer service outcomes and improve customer relationships
  • LO4:  Identify innovation in product and service design to meet customer needs
  • LO5:  Critically assess how individuals and organisations can exploit innovation opportunities
  • LO6:  Reflect on own learning and professional practice in global and local markets.

 

Learning and Teaching Strategy/Methods

The module will be delivered through a blended learning approach, mainly online but with a face-to-face workshop at the start of the module.   As a 30 credit module this is equivalent to 300 learning hours. The main approach to learning is to develop independent learning by guidance to appropriate resources, however the student will experience a range of learning strategies during the module, which will include:

  • A personal Tutor for individual guidance and support and where appropriate personal meetings, telephone or other media enabled communication such as Skype, FaceTime and Blackboard Collaborate
  • Independent study through learning materials, both paper based, electronic and on-line
  • Guided reading and research via a range of suggested reading materials and resources
  • A programme site on the virtual learning environment Blackboard with supporting academic resources including discussion boards, Wikis, Blogs and an asynchronous induction
  • Formative assessment
  • An online Management resource supported by the Chartered Management Institute

 

Example Assessment

Work based portfolio which will contain theory, practice and reflection. Learning artefacts could include reports, case studies, reflective learning accounts, presentations, projects, proposals, plans practical work based artefacts with accompanying critical commentary.The portfolio will be equivalent to 6000 words (+/- 10%) and will contain

 

Assessment method Weighting Equivalence Learning Outcomes
Evaluation of sales and marketing theories and types of market segmentation with application to own organisation in a marketing plan 50% 3000 words LO1, LO2,LO3
Proposal to assist targeting of relevant markets and customers with a reflection of how individuals and organisations can identify innovation opportunities 30% 1800 words  LO3, LO4
Reflection on the importance of innovation in product and service design and identify how your own organisation  exploits these opportunities in meeting  customer needs, and on own learning and professional practice 20% 1200 words LO5, LO6

 

Indicative Reading

Core Text

Doole, I., Lowe, R. and Kenyon, A. (2016) International Marketing Strategy 7th Edition. London: Cenage Learning

Usnier, J and Lee, J Marketing Across Culture 6th Edition, Harlow: Pearson (ebook)

Recommended Reading

Cateora, P., Graham, J. and Gilly, M. International Marketing17th Edition McGraw

De Mooj, M. (2011) Consumer Behaviour and Culture 2ndEdition. London: Sage

Hollensen, S. (2017) Global Marketing 7th Edition Essex: Pearson

Keegan, W. J. and Green, M.(2015) Global Marketing 8thEdition. Essex, Pearson Education Limited

Kotler, P. and Keller, K. (2016) Marketing Management 15thEdition Essex: Pearson

Schneider, Susan C., Barsoux, Jean-Louis (2002) Managing Across Culture 3rd Edition Harlow: Pearson

Academic Journals:-

Science Direct

Journal of Retailing

Journal of Business Research

Journal of Retailing and Consumer Services

Emerald

European Journal of Marketing

Journal of Consumer Marketing

International Journal of Retail and Distribution Management

ABI Inform / Pro Quest

Academy of Marketing Science Review

Journal of Consumer Behaviour

Journal of Consumer Marketing

Journal of Consumer Research

Ebsco Host EJS

International Journal of Research in Marketing

International Review of Retail, Distribution and Consumer Research

Journal of Consumer Marketing

Module 8 – Project Management & Professional Practice 

Module Synopsis

This module will enable a student to understand the key stages of a project and undertake a project within an organisation to achieve organisational objectives, and effectively manage resources. They will consider and evaluate widely recognised project management tools, risk management models and risk benefit analysis.  Students will negotiate a project within the area of leadership and management and  independently research theories relevant to their chosen project.

 

Outline Syllabus

  • Managing a project to support and justify a business case to stakeholders
  • Key stages of an integrated project
  • Project Management tools to monitor progress, control change and report on agreed outcomes
  • Risk management models including finance, mitigation plans and reporting of alternative outcomes
  • Risk benefit analysis, impact on the work-related area and health & safety implications
  • Effective management of resources to achieve organisational goals

 

Module Learning Outcomes

On successful completion of this module, students will be able to

  • LO1:  Analyse the key stages of a project and demonstrate the successful design and application of their milestones.
  • LO2:  Evaluate risk management models and apply appropriate models of mitigation
  • LO3:  Design, plan and lead a project to deliver specific outcomes agreed with the organisation and stakeholders
  • LO4:  Initiate and manage resources to achieve organisational goals within a complex operational context
  • LO5:  Successfully apply relevant project management tools, including software implementation
  • LO6:  Reflect on your own learning and professional practice during the process of managing this project, and strategies for your own personal and professional development

 

Learning and Teaching Strategy/Methods

The module will be delivered through a blended learning approach, mainly online, but with a face-to-face workshop at the start of the module.   This 30 credit module is equivalent to 300 learning hours. The main approach to learning is to develop independent learning by guidance to appropriate resources, in which the student will experience a range of learning strategies during the module including:

  • A personal Tutor for individual guidance and support and, where appropriate, personal meetings, telephone or other media enabled communication such as Skype, FaceTime and Blackboard Collaborate
  • Independent study through learning materials that are paper based, electronic and on-line
  • Guided reading and research via a range of suggested reading materials and resources
  • A programme site on the Virtual Learning Environment Blackboard with supporting academic resources including discussion boards, Wikis, Blogs and an asynchronous induction
  • Formative assessment
  • An online Management resource supported by the Chartered Management Institute

 

Example Assessment

Work based portfolio which will contain theory, practice and reflection. Learning artefacts could include reports, case studies, reflective learning accounts, presentations to stakeholders, project proposals, integrated plans, work based artefacts with accompanying critical commentary.The portfolio will be equivalent to 6000 words (+/- 10%) and contain three contributory components :

 

Assessment method Weighting Equivalence Learning Outcomes
Written project plan to include agreed aims, methodology, resources required, timescale, criteria for evaluation 20% 1200 words LO1, LO3
Report of the management of the project within the organisation using recognised project management tools 60% 3600 words LO1, LO2, LO3, LO4, LO5
Reflection on personal management of the project, the process and the outcomes 20% 1200 words LO6

 

Indicative Reading

 

Project Mgt. Ebooks Title Year Ed. ISBN/Library/Online link
Bentley, C PRINCE2 a practical handbook 2010 3rd 1856178226, 1856178994, 9781856178228, 9781856178990
Heagney, J Fundamentals of Project management 2012 4th 0814417485, 0814417493, 9780814417485, 9780814417492
Heerkens, G R Project management 24 steps to help you master any project. 2007 0071486526, 0071509976, 6611030972, 9780071486521, 9780071509978, 9786611030971
Maylor H Project Management 2010 4th
Reiss, G Project management demystified; today’s tools and techniques 2007 3rd 0415421632, 6610917817, 9780415421638, 9786610917815
Slack, Brandon-Jones and Johnston Operations Management 2016 8th 9781292098678, 9781292098715

 

Turner, J. Rodney The handbook of project-based management; leading strategic change in organizations 2009 3rd 0071549749, 0071549757, 9780071549745, 9780071549752
Wysocki, R K Effective project management : traditional, agile, extreme. 2014 7th 111801619X, 1118179730, 9781118016190, 9781118179734
 
Risk ebooks and books
Bartlett J Managing risk for projects : a risk management handbook 2002 658.404
Gilbert, S F 90 days to launch Internet projects on time and on budget 2001
Larkin, J Strategic reputation risk management 2003
Regester M & Larkin J Risk issues and crisis management in public relations; a casebook of best practice. 2008 4th
Reuvid, J Managing business risk a practical guide to protecting your business 2008 5th 658.4056
Tarlow P E Event Risk Management and Safety 2002
 
Proj. Mgt Books
Association For Project Management APM Body of Knowledge 2012 6th https://www.apm.org.uk/body-of-knowledge/

 

Andersen, E S et al Goal-directed project management effective techniques and strategies 1998 2nd
Bradley P & Franklin, M Using Prince 2, the project manager’s guide 2003 1900391112, 9781900391115
Maylor H Project Management 2010 4th
Rowe S Project Management for small projects 2007
Westland, J The project management lifecycle : a complete step-by-step methodology for initiating, planning, executing and closing a project successfully 2006
 

Module 9 – Effective Leadership

Module Synopsis

The aim of this module is to consider different inclusive leadership styles and models, and the student will identify their own leadership style and know how to adapt to a variety of situations. Mentoring and coaching approaches to develop teams and support people will be evaluated, and the skills of influencing and persuading relating to personal interactions.  Types of organisational culture will be explored, diversity management reviewed and how organisational purposes and values can be effectively communicated in an organisation.  The student will examine the role of 360 degree reviews, and undertake own review

Outline Syllabus

  • Inclusive leadership styles and models
  • Organisational culture, diversity management and ethics
  • Communication of organisational purpose and values
  • Creating and supporting an inclusive work culture
  • Role of influence and persuasion in personal interactions as a leader
  • 360 degree reviews in leadership development

 

Module Learning Outcomes

On successful completion of this module, students will be able to

  • LO1:  Critically evaluate a range of leadership styles and models, recognising own style
  • LO2:  Explore and evaluate types of organisational culture, diversity management and ethics and critically review approach in own organisation
  • LO3:  Critically evaluate how effectively organisational purpose and values are communicated and articulated in own organisation
  • LO4:  Evaluate and successfully apply coaching and mentoring approaches to support people and develop teams
  • LO5:  Successfully apply influencing and persuading skills to the dynamics and politics of personal interactions
  • LO6:  Examine the process and role of 360 degree reviews and critically reflect on their contribution to developing leadership skills

 

Learning and Teaching Strategy/Methods

The module will be delivered through a blended learning approach, mainly online but with a face-to-face workshop at the start of the module.   As a 30 credit module this is equivalent to 300 learning hours. The main approach to learning is to develop independent learning by guidance to appropriate resources, however the student will experience a range of learning strategies during the module, which will include:

  • A personal Tutor for individual guidance and support and where appropriate personal meetings, telephone or other media enabled communication such as Skype, FaceTime and Blackboard Collaborate
  • Independent study through learning materials, both paper based, electronic and on-line
  • Guided reading and research via a range of suggested reading materials and resources
  • A programme site on the virtual learning environment Blackboard with supporting academic resources including discussion boards, Wikis, Blogs and an asynchronous induction
  • Formative assessment
  • An online Management resource supported by the chartered Management Institute

Example Assessment

Work based portfolio which will contain theory, practice and reflection. Learning artefacts could include reports, case studies, reflective learning accounts, presentations, projects, proposals, plans practical work based artefacts with accompanying critical commentary. The portfolio will be equivalent to 6000 words (+/- 10%) and will contain:

 

Assessment method Weighting Equivalence Learning Outcomes
Critical analysis of leadership styles, organisational culture and diversity management, ethics and the impact within own organisation 50% 3000 words LO1, LO2, LO3
Case study of successful coaching and mentoring approaches which have supported people and develop teams 25% 1500 words LO4,
Reflection on own leadership style, ability to influence and persuade individuals and large groups, and on the feedback from a 360 degree review 25% 1500 words LO5, LO6

 

Indicative Reading

Butler, M. and Rose, E. (eds.) (2011) Introduction to Organisational Behaviour  London : CIPD

Connor, M. and Pokora, J. (2012) Coaching and mentoring at work. 2nd edition.

Maidenhead : Open University Press .

Gold, J., Thorpe, R. and Mumford, A. (2010) Leadership and management development. 5th edition. London: Chartered Institute of Personnel and Development.

Mintzberg , H. (2011) Managing. Harlow : Pearson Education

Northouse, P. (2016) Leadership: theory and practice. 7th edition. London: Sage Publications.

Pedler, M., Burgoyne, J. and Boydell, T. (2010) A manager’s guide to self-development. 6th edition . Maidenhead: McGraw-Hill.

Pedler, M., Burgoyne, J. and Boydell, T. (2010) A Manager’s Guide to Leadership : An Action Learning Approach , London: McGraw Hill

Watson, G. and Reissner, S. (2014) Developing Skills for Business Leadership. London: Chartered Institute of Personnel and Development.

Module 10 – Organisational Strategy & Managing Change

Module Synopsis

Organisational strategy and operational change are closely linked i.e. strategic goals are ultimately achieved through the successful delivery of plans at an operational level. This module is designed to support the development of organisational strategies and plans and the development and delivery of operational plans including setting targets, managing resources and monitoring and measuring outcomes to deliver operational effectiveness, efficiency and excellence.  Change Management models will be explored, and strategies to enable effective change looked at. There will be consideration of sustainability, risk management, quality assurance models. Students will also gain knowledge concerning Corporate Social Responsibility and its impact on organisational performance.

 

Outline Syllabus

  • Organisational strategies and plans
  • Operational plans and implementation
  • Change management models and implementation
  • Key principles of sustainability
  • Risk management models
  • Quality assurance models
  • Corporate Social Responsibility
  • Construction of detailed management reports

 

Module Learning Outcomes

On successful completion of this module, students will be able to

  • LO1:  Evaluate theories of organisational strategies and critically review own organisation’s strategy for developing and implementing organisational strategies and plans
  • LO2:  Develop and effectively implement operational plans
  • LO3   Critically evaluate change and risk management models and apply relevant model to effectively manage substantial change and risk in a select area of own organisation
  • LO4:  Examine the principles of Corporate Social Responsibility and critically evaluate its impact on organisation performance
  • LO5:  Construct detailed management reports that clearly present information and data using a range of interpretation and analytical processes
  • LO6:  Reflect on own learning and professional practice in the area of organisational strategy and managing change

 

Learning and Teaching Strategy/Methods

The module will be delivered through a blended learning approach, mainly online but with a face-to-face workshop at the start of the module.   As a 30 credit module this is equivalent to 300 learning hours. The main approach to learning is to develop independent learning by guidance to appropriate resources, however the student will experience a range of learning strategies during the module, which will include:

  • A personal Tutor for individual guidance and support and where appropriate personal meetings, telephone or other media enabled communication such as Skype, FaceTime and Blackboard Collaborate
  • Independent study through learning materials, both paper based, electronic and on-line
  • Guided reading and research via a range of suggested reading materials and resources
  • A programme site on the virtual learning environment Blackboard with supporting academic resources including discussion boards, Wikis, Blogs and an asynchronous induction
  • Formative assessment
  • An online Management resource supported by the Chartered Management Institute

 

Example Assessment

Work based portfolio which will contain theory, practice and reflection. Learning artefacts could include reports, case studies, reflective learning accounts, presentations, projects, proposals, plans, practical work based artefacts with accompanying critical commentary. The portfolio will be equivalent to 6000 words (+/- 10%) and will contain:

 

Assessment method Weighting Equivalence Learning Outcomes
Critical analysis of organisational strategy, change and risk management and impact of Corporate Social Responsibility 40% 2400words LO1, LO3, LO4
Management report on the development and effective delivery of operational plans 40% 2400 words LO2, LO5
Reflection on self within the process of operational strategy and managing change, and how support was gained to deliver outcomes 20% 1200 words LO6

 

Indicative Reading

  1. Three Models of Strategy – Ellen Earle Chaffee 1985/01
  2. Of Strategies, Deliberate and Emergent – Henry Mintzberg, James A. Waters 1985
  3. What Is Strategy? – Michael E. Porter 1996
  4. The perils of bad strategy. – Richard Rumelt 2011
  5. Dynamic Capabilities: What are They? – Kathleen M. Eisenhardt, Jeffrey A. Martin 2000
  6. Blue Ocean Strategy – W. Chan Kim, Renée Mauborgne 2004/10
  7. Transient Advantage. – Rita Gunther McGrath 2013
  8. Judo Strategy: 10 Techniques For Beating A Stronger Opponent – David B. Yoffie, Mary Kwak 2002
  9. What Is the Theory of Your Firm? – Todd Zenger 2013
  10. Blue Line Management: What Value Creation Really Means – Kevin Kaiser, S. David Young 2009
  11. Organisational behaviour: individuals, groups and organisation – Ian Brooks
  12. Managing change: a strategic approach to organisational dynamics – Bernard Burnes,
  13. Managing change in organizations – C. A. Carnall, Rune Todnem By
  14. Organizational change: sociological perspectives – Collins, David 1998 (book; ebook)
  15. Organizational behaviour – Andrzej Huczynski, David A. Buchanan 2013 (book ebook)
  16. Project management – Harvey Maylor 2010 (book; ebook)
  17. Organizational culture and leadership – Schein, Edgar H., Myilibrary 2004 (book; ebook)

Module 11 – Negotiated Work Based Project

Module Synopsis

The specific content and approach for this module are negotiated in order to meet the requirements of individual professional development and organisational development needs. The negotiated work based project gives students the opportunity – as leaders in an organisation – to initiate, lead and drive change within the company. As the final major project within the Degree programme there is a requirement to negotiate outcomes that are agreed by the student, their employer and their tutor. In this case, this aspect of negotiation will significantly determine the nature of the specific syllabus for the module. Student’s should normally undertake a project based on an agreed business problem that forms part of their role and agree the project title and support arrangements with their employer and tutor. In the written project proposal the student will identify the aims, methodology and resources required for the project, and will produce a plan and criteria for evaluation to be agree with their employer and tutor.  By undertaking the project the student will be meeting personal and professional objectives, and the organisation will benefit from the implementation. They will also be demonstrating their ability to use critical analysis, evaluation, problem solving, decision making and synthesis.

 

Outline Syllabus

  • Identification of a work based project which is appropriate for the professional context
  • The specific content of the module will be derived through negotiation between student, employer and tutor.
  • Project planning focusing on aims, methodology, resources and criteria for evaluation
  • Values and ethics of an organisation and their impact on organisational projects
  • Undertaking research, data analysis, problem solving and decision-making techniques
  • Use of evidence-based tools and ethical approaches to undertake problem solving and support decision making
  • Presenting project process and outcomes in appropriate manner and format

 

Module Learning Outcomes

On successful completion of this module, students will be able to

  • LO1:  Initiate, lead and drive change within an organisation through the planning and designing of a work based project
  • LO2: Critically evaluate the values, ethics and governance of an organisation and impact on decision making techniques
  • LO3:   Critically analyse and evaluate information and evidence from a range of sources, using a range of appropriate techniques
  • LO4:   Apply evidence-based tools and ethical approaches to undertake problem solving and critical analysis, synthesis and evaluation to support decision making judgements and drawing conclusions
  • LO5:  Review project results and reflect on own learning, and on professional practice
  • LO6:  Communicate effectively in an appropriate and professional manner and format

 

Learning and Teaching Strategy/Methods

The module will be delivered through a blended learning approach, mainly online but with a face-to-face workshop at the start of the module.   As a 30 credit module this is equivalent to 300 learning hours. The main approach to learning is to develop independent learning by guidance to appropriate resources, however the student will experience a range of learning strategies during the module, which will include:

  • A personal tutor for individual guidance and support and where appropriate personal meetings, telephone or other media enabled communication such as Skype, FaceTime and Blackboard Collaborate
  • Independent study through learning materials, both paper based, electronic and on-line
  • Guided reading and research via a range of suggested reading materials and resources
  • A programme site on the virtual learning environment Blackboard with supporting academic resources including discussion boards to facilitate collaborative learning
  • Formative assessment
  • An online Management resource supported by the Chartered Management Institute

 

Assessment

Coursework equivalent to 12,000 words and will contain:

 

Assessment method Weighting Equivalence Learning Outcomes
A written project proposal 20% 2400 words  LO1
Report on development and the delivery of the project 50% 6000 words LO2, LO3, LO4
Presentation of 20 minutes plus questions which reviews project results and reflects on the aims, process and outcomes of the project 30% 3600 words  LO 5, 6

 

Indicative Reading

Doing your research project: a guide for first-time researchers/ Judith Bell with Stephen Waters

By Bell, Judith, 1930- author

eBook. English.

Published Maidenhead Open University Press 2014 2014

Sixth edition

 

Essentials of business research a guide to doing your research project

By Wilson, Jonathan

Book. English.

Published London SAGE 2014 2014

2nd edition

 

How to do a research project: a guide for undergraduate students

By Robson, Colin, author

Book. English.

Published Chichester, West Sussex: Wiley, [2014]

Second edition

 

How to do research a practical guide to designing and managing research projects

By Moore, Nick

Book. English.

Published London Facet 2006 2006

3rd rev. ed

 

Critical thinking skills developing effective analysis and argument

By Cottrell, Stella

Book. English.

Published Basingstoke Palgrave Macmillan 2011 2011

2nd ed

 

Doing research in business and management an essential guide to planning your project

By Saunders, Mark 1959-

eBook. English.

Published Harlow New York Financial Times Prentice Hall, is an imprint of Pearson 2012

 

Your research project: designing and planning your work

By Walliman, Nicholas S. R

Book. English.

Published Los Angeles, [Calif.]; London: SAGE, 2011

3rd ed

 

Business research methods

By Zikmund, William G. author

eBook. English.

Published Australia South-Western c2013 2013

Ninth edition, International edition

 

Qualitative research: a guide to design and implementation/ Sharan B. Merriam, Elizabeth J. Tisdell

By Merriam, Sharan B. author

eBook. English.

Published San Francisco, CA Jossey-Bass c2016

Fourth edition

 

Quantitative and statistical research methods; from hypothesis to results

By Martin, William E. (William Eugene) 1948-

eBook. English.

Published San Francisco, Calif. Jossey-Bass 2012


End Point Assessment

The modules of the BA (Hons) Professional Practice Leadership and Management are mapped to the outcomes in the CMDA standard. Individual modules will contribute to the on-programme assessment of knowledge, skills and behaviour outcomes en-route to the final synoptic end point assessment. A portfolio of evidence will be created by the student to support this and will be assessed as part of the end point assessment.

The work based project is a substantial piece of work undertaken within the final year of the apprenticeship. Achievement of the apprenticeship will depend on apprentices being required to successfully complete a number of assessment activities. The methods used will ensure that the apprentice is assessed across the whole of the published Chartered Manager Degree Apprenticeship Standard. The apprentice needs to pass a Gateway process, which needs to confirm that they have met the two pre-requisites which are they have met the requirements of the degree and achieved the Chartered Manager Award.

The independent assessor then receives a copy of the candidates’ portfolio and work based project, for assessment using a set of specific criteria ahead of competency based questioning as part of the final interview panel. The final panel integrates the process for reviewing all submissions and assessing whether candidates meet the Apprenticeship Standard.

At this End Point Assessment, the candidate’s full portfolio, work-based project and presentation will be assessed against the standard, to ensure that the apprentice has demonstrated the full range of skills, knowledge and behaviours detailed in the standard. During this process the apprentice will be asked clarification and testing questions by members of the panel.

 

 

EPA

 

Assessment Details

The apprenticeship has an integrated approach to the assessment of knowledge, skills and behaviours. Delivery and on-programme assessment are organised through the degree programme modules and through agreement with the employer in relation to workplace development opportunities. The modules cover the breadth and depth of the standard using assessment methods that integrate the knowledge, skills and behaviour components, and which ensure that the apprentice is sufficiently prepared to undertake the synoptic project, which will be assessed by the Univeristy, employer and independent assessor and the option to apply for professional recognition on achievement of the apprenticeship once the apprentice has passed their end-point assessment.

Assessment Methods
The assessment strategy includes On-Programme and End Point Assessment using both on-programme and synoptic assessments.

The formative On-Programme Assessment methods include an appropriate mix of assignments, reports, practical exercises, projects, and feedback on behaviours via 360 degree feedback or equivalent mechanisms. In addition the apprentice will create a portfolio of evidence, which will demonstrate how learning has been applied, their achievements and capabilities. It is a collection of evidence which demonstrates evidence of the skills, knowledge and behaviours an apprentice has acquired against the standard, and supports application for professional recognition on achievement of the apprenticeship once the apprentice has passed their end-point assessment. There will be regular reviews (at least quarterly) between employer and the University with a formal annual on-programme assessment of progress.

Towards the end of the programme, the apprentice will undertake a synoptic work-based project, which will bring together elements of their learning from different parts of the programme and show their accumulated knowledge and understanding of management and its application in their organisation.

The End Point Assessment is by a robust panel interview, which will include a presentation on the synoptic work based project, review of portfolio evidence, and a question and answer session. This combination will fully test that the apprentice meets all the requirements of the standard.

The Assessment Panel

The panel will be comprised of:
• an independent assessor (chair)
• a representative from the business school/academic institution
• a representative from their employer

The End Point Assessment comprises a range of assessment methods, to build in rigour and ensure that all components of the standard have been fully tested and met

The Work Based Project

The work based project is one that represents the skills, knowledge and behaviours in the standard. It provides a substantive evidence base from a business related project to demonstrate the application of skills and knowledge. The project will take place towards the end of the apprenticeship – likely to be during the final year – and will also be part of the Management Degree activity. The End Point Assessment integrates the project outcomes and presentation into the overall synoptic assessment.

Each project must enable the following to be demonstrated:
• The application of knowledge and skills to meet the outcomes in the standard
• The approach to planning and completion of the project
• The application of behaviours from the standard

Because of the significance of the project, the employer and the University will work together with the apprentice to agree a project that is achievable within the employer’s business constraints whilst meeting the needs of the standard.

The completed project work will be submitted to the HEI for assessment as part of the degree, and also to the independent assessor who will ensure that it demonstrates competence across the Apprenticeship Standard. The project work will be distributed to three individuals who will form a panel who will interview the apprentice.

Portfolio
The evidence contained in the portfolio will comprise of complete and/or discrete pieces of work that cover the totality of the Chartered Manager Degree Apprenticeship Standard. This will be a range of materials and documents generated over the period of the apprenticeship and which provide evidence of the apprentices’ ability to apply and demonstrate management concepts.
The portfolio will be produced by the apprentice having first learned and applied the relevant skills/competencies and behaviours. It will demonstrate their very best work, enabling them to demonstrate how they have applied their knowledge and understanding in a real work environment to achieve real work objectives. Evidence may be in the form of reports, minutes, reflection, demonstrations, presentations, and feedback from managers and peers.
The portfolio will also show how the apprentice has demonstrated the behaviours, especially around contact with others, team work and areas where they have exceeded the requirements of the role. This can be in the form of manager’s report, emails, customer comments, peer review etc.

The completed portfolio will be assessed by an independent assessor who makes their own judgement on the quality of the work. . The independent assessor will note particular aspects of the work that they wish to discuss with the apprentice during the panel interview, either to confirm their judgement and/or provide further information on which to base their grading decisions.

The Interview
The purpose of the interview is to:
• Clarify any questions the independent assessor has from their assessment of the work based project and full portfolio;
• Confirm and validate judgements about the quality of work;
• Explore aspects of the work, including how it was carried out, in more detail;
• Provide a basis for the independent assessor to make a holistic decision about the grade to be awarded.

As part of the panel interview the apprentice will be required to take part in two end point assessment processes – a presentation on the work-based project and a Question and Answer session. This will be conducted face-to-face or in exceptional circumstances via video or teleconference.

The Presentation
The presentation focuses on the outcomes of the Work Based Project. The apprentice will deliver a 15 minute presentation which describes the objectives and outputs of their work based project, and will demonstrate:
− What the apprentice set out to achieve
− What they have produced in the project
− How they approached the work and dealt with any issues
− Confirm the demonstration of appropriate interpersonal and behavioural skills

The presentation will be assessed as part of the overall project assessment, and guidance on the nature of the presentation and assessment criteria will be agreed to ensure consistency in approaches and that all key areas are explored. The primary focus of the presentation will be on the work undertaken during the project, however during the question and answer session the panel will be able to explore the apprentices’ broader experiences to demonstrate that the knowledge and skills defined in the standard have been met.

Practical requirements for the presentation:
• The presentation will take place following the completion for the project and the preparation of the final report
• The apprentice will receive appropriate notice of their presentation time (a minimum of 7 days’ notice)
• A structured brief will be used to support the presentation to ensure a consistent approach
• The presentation and Q&A session will normally be of c 1 hour duration
• The presentation will be conducted face to face, or in exceptional circumstances via live media
• The presentation will be conducted in a suitable location
• The apprentice must be put at ease to enable them to do their best
• The presentation will be to the University and independent assessor, and the employer whenever possible.

Question and Answer session
The apprentice will provide responses to a series of competency based questions put to them by the panel members. The questions will require the apprentice to draw on their experiences throughout their apprenticeship but will also focus on the findings/recommendations made within their Work Based Project activity.

Learning Outcomes and Assessment Criteria

Click here for the Learning Outcomes and Assessment Criteria.


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Michelle Barr

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