This diploma builds on the premise that people are usually promoted for their technical competence and evidence of good interpersonal skills. It is often assumed that employees will know how to develop themselves and others, and how to manage difficult people. A good deal of time and cost can be avoided if managers can quickly raise their awareness of how to handle people. The American model has recognised a highly relevant theme to management, coaching, and so this is discussed alongside mentoring. The theory of learning and learning styles to support staff development is covered so that learning is built on historically developed foundations
Students will gain knowledge of communication techniques within the business sector and at management level
You will explore areas of motivating, team work and delegation.
This course consists of Ten Units and is a qualification awarded by Oxford Learning College, in its own right; with the quality assurance of a leading awarding body (CIE/ABC) that hallmarks this professional qualification.
Assessment Objectives (AO)
Students must select and demonstrate clearly relevant knowledge and understanding through the use of evidence, examples and correct language and terminology appropriate to the course of study. This assessment, involves two written assignments: one halfway through the course and following the final unit. Both are assessed and graded by the assigned tutor, according to college procedures. The grading procedure if Pass or Fail. If you Fail an assessment you have the opportunity to amend where your tutor has highlighted and resubmit.
Students must critically evaluate and justify a point of view through the use of evidence and reasoned argument. Students can include evidence in different formats to support their written work such as documentation or images to support their course remembering Confidentiality and Data Protection.
Quality of Written Communication (QWC)
In addition, OLC require students’ to produce written material in English, candidates must: ensure that text is legible and that spelling, punctuation and grammar (SPG) are accurate so that meaning is clear; select and use a form and style of writing appropriate to studying a complex subject matter; organise information clearly and coherently, using specialist vocabulary when appropriate and Harvard referencing of citation and sources. In this Specification, SPG will be assessed in all tutor marked assignments (TMAs)
To ensure that we maintain quality standards; all our students written assignments are subject to our plagiarism policy and procedure.
The whole level three diploma has TEN specific units of study, which are sub-divided into topic areas these are:
Unit 1: The manager as a coach or mentor
The first unit encourage managers to "think laterally" and to view their roles from a more reflective angle, to appreciate the value of developing a "coaching or 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 organisation-wide strategies and programmes.
Unit 2: The manager's role in training and development
The unit will discuss aims to familiarise managers with the case for the development of "the learning organisation". It provides the background knowledge, implications of establishing and understanding needed for a proactive approach to staff development. The applications of learning theories arising from counselling theories ("cognitive, behavioural, constructivist and social") and preferred learning styles (Kolb, with Honey & Mumford) to the workplace is evaluated. The importance of the "training cycle", including Training Needs Analysis is taught.
Unit 3: Motivation in the workplace – theory and practice
The unit explores how the 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 which can be achieved with people who lack motivation. Analysis of what determines motivation, covering both "intrinsic" personality factors, and "extrinsic" working conditions is addressed.
Unit 4: Management styles including situational leadership
This unit helps students to explore the growing interest in "Emotional Intelligence" (Goleman) is also outlined. Reflection is carried out on the development of management styles and practical application of widely accepted theories. 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.
Unit 5: Effective communication – understanding the communication process
In this unit you will be exploring the use of the 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 (with examples), advice on managing meetings, report-writing techniques, interpreting and presenting data without distortion, and effective use of emails.
Unit 6: Performance Management – Informal and Formal, including Appraisals
This unit will review 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.
Unit 7: Developing individuals into an effective team – the art of delegation
Here you will review how skills influence a team depends on the nature of a task, but we know the styles and qualities we admire in a team manager from experience. The types and nature of teams are defined, including the growing importance of "matrix", "self-managed" and "virtual" teams. Theories of team development (Tuckman) and their application: the importance of "storming" and pitfalls of "group think"; the value of identifying "team role preferences" (Belbin), and the implications of this are investigated.
Unit 8: Essentials of Conflict Management
Unit eight allows you to explore how 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", and focuses on an analysis of why conflict occurs, how to recognise it, and why it is so costly e.g. if staff call in sick. 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.
Unit 9: Design and Delivery of Staff Development Activities
Within this unit you will gain knowledge in how to deliver formal presentations, interactive workshops, facilitation and production of online learning materials here 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, and to be in a strong position to evaluate training provided externally, by the Training Department or themselves. Practical advice on the use of a variety of visual aids in staff development, including use of Power-point and flip charts is provided.
Unit 10: The Personal Development Plan
The whole course is brought together by discussing the need of raise awareness of the importance of the Personal Development Plan. This is used not only to support the performance management system, but also for the general growth of the individual, including realising one's potential, enabling future progression, and improvement of the work-life balance. 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 Honey & Mumford's Learning Styles, or Personality Type Indicators e.g. the MBTI® are discussed.
The coursework is assessed through continuous assessment with no formal exit examinations. Through assessment you will cover certain criteria such as:
Theoretical Knowledge/ Understanding
Integration of Theory and Practice.
The course has TWO Tutor Marked Assignment (TMA); which are graded: Pass or Fail. The grading procedure if Pass or Fail. Your grade will depend upon if the criteria set ha been met and the decision of your tutor. If you Fail an assessment you have the opportunity to amend where your tutor has highlighted and resubmit.
Study Hours (Per Unit)
Approximately: 20 hours personal study time per unit, which is supported by the ODL Course Tutor, but we greatly encouraged students to access support from their tutor throughout the course.
The whole course MUST be completed and both assignments graded PASS to gain the
“Oxford Learning College Level Three Diploma in Management”
Course Fee: £850.00 Fees can be paid by instalments.
Entry to this level three course requires that potential students have gained GCSE/IGCSE or equivalent qualifications and have, good English oral, reading and writing skills.
Advice on enrolment and guidance of prior learning (APL) can be obtained through out contact centre. The course is a rolling programme and can be started at any point in the year. Successful students can go on to Higher Education, including remaining as students at OLC to complete courses in our portfolio of higher awards.
This course has been developed by the College’s professional team of tutors to meet the needs of sector based employers and employees. It is also part of the College’s validated level three Diplomas’, recognised internationally, as verified and moderated Centre for Interactive Education (CIE) and ABC Awards. Further details of our accreditations are provided on our website.