Level 3 Diploma in Management Development.
The cost is £850.00.
This level 3 diploma in Management Development will provide students with an in depth knowledge of the subject areas covered.
The modules have been organised to take you a step at a time towards developing a sound knowledge of accountancy. At the end of each module there is a section focusing on examination preparation. These will help to prepare you for the 2 assessments. One assessment is at the midpoint of the course. The second is, naturally, at the end of the course and covers the entire syllabus.
The course is accredited by CIE and the grade given is either a pass or a fail. The assessments concentrate on 3 areas:
Theoretical knowledge and understanding
Integration of theory and practice
The modules are of different lengths. You will probably find some to be easier than others. Some of them have references to carefully selected and reviewed websites to enable you to have even more practice and to see summaries and examples of topics covered in the lessons.
You will be provided with access to a suitably qualified and experienced tutor. Your tutor can recommend any additional books, articles, website etc. which you might need to enable you to become truly proficient in the subject
Module 1: The manager as a coach or mentor
Most people would agree that both children and adults can gain support and encouragement from role models and experts. This module encourages managers to "think laterally" and to view their roles from a more reflective angle, to appreciate the value of developing a coaching, mentoring or even a counselling approach in their daily work. Each technique is considered at all levels, from adoption of the practical techniques e.g. the "GROW model", or "removing self-limiting beliefs" to the implementation and evaluation of various strategies and programmes. Large organisations invest in providing such specialist support. Smaller ones often try to set budgets to provide similar internal or expert support. Such disjointed policies often fail to achieve what is hoped for and the reasons for such failure are examined. Detailed examples of practical coaching and mentoring techniques, which can be used by managers who are not formally trained as coaches is provided Also considered are ways of operation and evaluation of coaching and mentoring systems in an organisation.
Module 2: The manager's role in training and development
The concept of lifelong learning has encouraged organisations to invest in providing on-going and continual professional training and development. This Module aims to familiarise managers with the case for the development of "the learning organisation". It provides the background needed for a proactive approach to staff development. The applications of learning theories arising from counselling theories and preferred learning styles to the workplace is evaluated. The importance of the "training cycle", including Training Needs Analysis is taught. The choice of training and development available is reviewed. This includes discussion of "off-site" versus "in house" training, and the pros and cons of distance learning. The importance of blended learning is explored. Current knowledge of Government initiatives to promote training, learning and development issues for a line manager is also covered.
Module 3: Motivation in the workplace – theory and practice
Motivation theory is defined and discussed in terms of its relevance to a manager's role. The underlying purpose of motivating people is to establish a sound basis on which to focus on performance management, building of teams, delegation and conflict management. None of these can be achieved with people who lack motivation. Analysis of what determines motivation, covering both "intrinsic" and "extrinsic" is addressed. Some well-known theories of motivation, with a consideration of their relevance to working in organisations, are discussed. Practical examples of how managers can motivate people are given.
Module 4: Management styles including situational leadership
This Module aims to clarify the difference between management and leadership, and uses a range of theories to give insights on a variety of commonly observed management styles. There is an exploration and evaluation of recent theories on management. The growing interest in "Emotional Intelligence" is also outlined. The development of management styles and practical application of widely accepted theories is considered. The underlying purpose is to encourage reflection on one's own approach and understanding of management and how this affects others. This underlies the basis for developing appropriate style in the "soft" management skills required to communicate effectively with others over their personal development plans.
Module 5: Effective communication – understanding the communication process
A key failing in the workplace is an assumption by the top level that everyone is clear of what an organisation is doing and hopes to do. The use of different forms of communication, taking care with the use of emails for example, is discussed. The fundamental importance of effective communication for successful management is established. It focuses on the complexities of the communication process, analysing the benefits and pitfalls of the various methods and channels in common use in the workplace. Practical aspects cover e.g. the avoidance of jargon, advice on managing meetings, report-writing techniques, interpreting and presenting data without distortion, and effective use of emails. The meaning and implications of non-verbal communication and body language are also considered. The development of sound strategies developed from communication theories and practical approaches for communicating with both internal staff and external customers is encouraged.
Module 6: Performance Management – Informal and Formal, including Appraisals
A little training and practice can help a manager develop in his or her role and bring managers up to speed e.g. with the complex issue of performance management. This is an important process yet often received negatively as time-consuming and a worthless tick-box exercise. It is useful as it helps measure performance and quality in a two-way process, and goes towards building the confidence and insight both to manage appraisals, and to encourage the broad development of individuals. There is a discussion of performance management to determine its need, development over time and its impact e.g. using informal and formal appraisals. Its approaches to performance management in practice e.g. its uses in terms of rewards and as a focus on performance-related pay (PRP). The role of 360-degree feedback in performance management, giving and receiving feedback is explored in terms how to make the process effective and user-friendly.
Module 7: Developing individuals into an effective team – the art of delegation
When you form a team, natural strengths and weaknesses of people become apparent. How skills influence a team depends on the nature of a task, but we know from experience the styles and qualities we admire in a team manager. The types and nature of teams are defined, including the growing importance of "matrix", "self-managed" and "virtual" teams. Theories of team development and their application: the importance of "storming" and pitfalls of "groupthink"; the value of identifying "team role preferences", and the implications of this are investigated. An understanding of team development and roles is justified as assisting the establishment of "High Performing Teams". Teamwork is linked to the principles and practical steps required for effective delegation, which is seen as essential to efficient use of people as a resource.
Module 8: Essentials of Conflict Management
Disagreements often arise from petty reasons or stress. Sometimes they can be productive if managed constructively during team-work. This helps a manager to form the best process for getting a task done. Different managers have differing styles and methods for managing difficult people, conflicts and disagreements in the workplace. Working on the basis that communication lies at the heart of management, conflict is presented as "communication which has gone wrong". This approach focuses on an analysis of why conflict occurs, how to recognise it, and why it is so costly. Practical advice on how to minimise conflict, and hopefully avert it in the first place e.g. through the use of negotiation theory is provided. The importance of raising self awareness to understand conflict situations, is covered. Disciplinary cases and grievances, their cost and management issues through underlying theories of conflict management is discussed. The Management of performance issues which could lead to conflict, managing conflict in teams and the use of the Strength Deployment Indicator® - The SDI® conclude this topic.
Module 9: Design and Delivery of Staff Development Activities
Training and staff development are mentioned throughout the course. Here the course concentrates on providing systematic advice on how to plan, design and deliver the best approach to training. This includes how to deliver formal presentations, interactive workshops, facilitation and production of online learning materials through an array of activities. It is based on the view that managers need to have a working knowledge and to take a proactive part in cost-effective and relevant staff development. They should also be in a strong position to evaluate training provided externally, by the Training Department. Practical advice on the use of a variety of visual aids in staff development, including use of PowerPoint and flip charts is given. Advice on good design of slides, tips for effective presentations, and guidelines for interactive sessions, using a facilitative approach is also provided. Evaluation of staff development activities is taught so that the worth of each activity can be measured.
Module 10: The Personal Development Plan
The whole course is brought together by discussing the need to raise awareness of the importance of the Personal Development Plan (PDP). This is used not only to support the performance management system, but also for the general growth of the individual This includes realising one's potential, enabling progression, and improvement of the work-life balance. It provides a working knowledge of how to follow the cyclical process of personal development planning, starting with S-S.M.A.R.T. development goals, and including the construction of a "personal profile." A variety of techniques to evaluate an individual's development needs e.g. use of competence indicators; and various readily available psychometric tests such as are discussed. Managers are encouraged to make the time to foster their own development. It stimulates reflection one’s own practice in order to help develop skills to become a competent and effective manager.
All students must be 16 years of age or above.
Level 3 Diploma courses require a minimum prior learning to GCSE standard. This is to ensure that students can manage their studies and have the assumed knowledge within course content.
Approximately 20 hours per unit. This varies between students and depends on your ability and aptitude. The course is completely flexible. You might find some units take less than 20 hours. If you are particularly interested in a certain unit, or if it is very relevant to your situation, you are free to devote more time to it.
2 assessments. The first one is at the half way mark and the final one is when you have completed all the units.
OLC Level 3 Diploma in Management Development