The use of consultants and specialists is a growing field as it is more cost efficient to bring expert support into a business or organisation. This course 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. Different management "soft skills” e.g. motivating, effective communication, teamwork and effective delegation are discussed in depth. The conflict which can arise partly from communication problems in the course of performance and team management concludes the course by giving practical "nuts and bolts" of delivering training and evaluating staff development to ensure a good team is development by an effective and hardworking manager.
Module 1: The manager as a coach or mentor
There is a belief that both children and adults can gain support and encouragement from role models and experts. This Module aims to 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. Large organisations are investing into providing such specialist support, and smaller once try to set budget to provide similar internal or expert support. Detailed examples of practical coaching and mentoring techniques, which can be used by managers who are not formally trained as coaches is provided, with 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 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. The choice of training and development available, including discussion of "off-site" versus "in house" training, and the pros and cons of distance learning, including via the Internet; the importance of blended learning is explored. A framework for maintaining, evaluating and provision of current knowledge of Government initiatives to promote training, learning and development issues for a line manager is 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 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. Exploration of some well-known theories of motivation such as "instrumental, content and process" models, with a consideration of their relevance to working in organisations (e.g. McGregor, Herzberg, Vroom, Latham & Locke, and Adams) are discussed with practical examples of how managers can motivate people.
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. Exploration and evaluation of recent theories on management styles e.g. Tannenbaum & Schmidt, including Hersey and Blanchard's "situational leadership" which advocates adapting one's style to suit the experience and development stage of each individual. 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.
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 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. 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 key mistake is that like being a parent, some people believe that they will do it better naturally. A little training and practice can help a manager develop in their 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 lengthy 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
If one has read animal farm, then one is aware that 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 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 "groupthink"; the value of identifying "team role preferences" (Belbin), 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 arise often out of petty reasons, stress or can be productive if managed constructively during team-work 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", 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. The importance of raising self awareness to understand conflict situations e.g. how one appears to others, is covered with reference to e.g. Johari windows. Disciplinary cases and grievances, their cost and management issues through underlying theories of conflict management e.g. Thomas Kilmann Model (TKI) 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® concludes this topic.
Module 9: Design and Delivery of Staff Development Activities
Training and staff development has been mentioned throughout this course. The provision of systematic advice on how to plan, design and deliver the best approach to training is given. This includes 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 PowerPoint and flip charts is provided. Advice on good design of slides, tips for effective presentations, and guidelines for interactive sessions, using a facilitative approach is provided. Evaluation of staff development activities are 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 of 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, including realising one's potential, enabling future 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-SMART 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 Honey & Mumford's Learning Styles, or Personality Type Indicators e.g. the MBTI® 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 and above.
Level 3 Diploma courses require a minimum prior learning to GCSE standard in order that students can manage their studies and the assumed knowledge within course content.
Approximately 20 hours per unit
Final online multiple choice examination.
Please note that you can enrol on this course at anytime.
Diploma in Management Development
This course is Quality Assured by the Quality Licence Scheme
At the end of this course successful learners will receive an e-Certificate from Oxford Learning College. There is also the option to purchase an Embossed Certificate and also a certificate from ABC Awards for the qualification.
The course has been endorsed under the ABC Awards Quality Licence Scheme. This means that Oxford Learning College has undergone an external quality check to ensure that the organisation and the courses it offers, meet certain quality criteria. The completion of this course alone does not lead to an Ofqual regulated qualification but may be used as evidence of knowledge and skills towards regulated qualifications in the future.
The unit summary can be used as evidence towards Recognition of Prior Learning if you wish to progress your studies in this sector. To this end the learning outcomes of the course have been benchmarked at Level 3 against level descriptors published by Ofqual, to indicate the depth of study and level of demand/complexity involved in successful completion by the learner.
The course itself has been designed by Oxford Learning College to meet specific learners' and/or employers' requirements which cannot be satisfied through current regulated qualifications. ABC Awards endorsement involves robust and rigorous quality audits by external auditors to ensure quality is continually met. A review of courses is carried out as part of the endorsement process.
ABC Awards is a leading national Awarding Organisation, regulated by Ofqual, and the Welsh Government. It has a long-established reputation for developing and awarding high quality vocational qualifications across a wide range of industries. As a registered charity, ABC Awards combines 180 years of expertise but also implements a responsive, flexible and innovative approach to the needs of our customers. Renowned for excellent customer service, and quality standards, ABC Awards also offers Ofqual regulated qualifications for all ages and abilities post-14; all are developed with the support of relevant stakeholders to ensure that they meet the needs and standards of
employers across the UK.
How can I progress
For more information on how to progress after completing this course, please click here
You will receive a certificate from the College. A digital version is included in the price and will be emailed to you within 5 days of taking your online exam.
Should you require an embossed hard copy of your certificate to be sent to you by Special Delivery post, you can order this separately after taking your exam.
The course can be enrolled upon by students Internationally. There are no deadlines for enrolments.
To view the differences between our qualifications, please click HERE
Online study materials to enable the student to successfully complete the Diploma. Support is provided by the tutor department for the duration of the course (1 year). Certification upon completion. All examination fees.
Payment by Instalments
Students are able to pay course fees in monthly instalments. Click here to download our instalment plan.
The Quality Assured Diploma is a Level 3 equivalent on the National Qualifications Framework. The Diploma is a 1 year course which is self study and is examined by online examination. The Diploma is awarded by Oxford College. Upon completion of the course you will receive certification awarded by Oxford College.
The Level 3 Diplomas require a minimum prior learning to GCSE standard in order to for students to manage study and the assumed knowledge within course content.
They provide an ability to gain and apply a range of knowledge, skills and understanding in a specific subject at a detailed level. Level 3 qualifications such as A levels, NVQ3, BTEC Diplomas etc. are appropriate if you plan to progress to university study.
Level 3 Diploma courses can assist you in career development, continued professional development, personal development, and provision of a basis for further study.
Progression from Level 3 is to specialist learning and detailed analysis of a higher level of information (for example university level study, Diploma Level 5 study).
Your course is delivered online via the Oxford Learning On Campus website.
This is a flexible learning course, so the more time you have to commit to your studies, the sooner you are able to complete.
In the student 'On Campus' you are also able to take part in the student chat room and forums as part of our online student community.
After enrolling online you will receive your username and password to access the On Campus area within 3 working days.
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This product was added to our catalog on Thursday 13 August, 2009.