pathways to management and leadership

Pathways to Management and Leadership Level 5: Management and Leadership

Student Guide

Pathways to Management and Leadership

Student Guide

Copyright © Chartered Management Institute, Management House, Cottingham Road, Corby, Northants NN17 1TT.

First edition 2006

Author: Philip Cullen Series consultants: Merritt Associates Consultants: Developing Managers Project manager: Sid Verber Editor: Lyn Ward Page layout by: Decent Typesetting

Second edition 2008

Revision author: Ray Rowlings

Revised edition 2010

Revision author: Roger Merritt Consultant: Bob Croson

British Library Cataloguing-in-Publication Data. A CIP catalogue record for this publication is available from the British Library.

ISBN 0-85946-342-7

All rights reserved, save as set out below. No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording or otherwise, without the written permission of the copyright holder except in accordance with the provisions of the Copyright, Designs and Patents Act 1988 or under the terms of a licence issued by the Copyright Licensing Agency Ltd, 90 Tottenham Court Road, London, England WIT 4LP.

Applications for the copyright holder’s written permission to reproduce any part of this publication should be addressed to the publisher. Permissions may be sought directly from the Chartered Management Institute in Corby, UK. Phone Publications on (+44) (0) 1536 207344, or email [email protected].

This publication is sold subject to the condition that it shall not, by way of trade or otherwise, be lent, re-sold, hired out, or otherwise circulated without the publisher’s prior consent in any form of binding or cover other than that in which it is published and without a similar condition being imposed on the subsequent purchaser.

Approved centres may purchase a licence from the publisher, enabling PDF files of the publication to be printed or otherwise distributed solely within the centre for teacher and student use only according to the terms and conditions of the licence.

Further information on the licence is available from the Chartered Management Institute. Phone (+44) (0) 1536 207344, or email [email protected].

Contents

Introduction ............................................................. 5

About the Level 5 in Management and Leadership ................................ 5

The qualifications structure .......................................................... 6

Benefits of the qualification .......................................................... 7

Series overview ........................................................ 9

Planning to study ...................................................................... 10

Getting organised...................................................................... 16

Support from the Chartered Management Institute .............................. 18

Planning for assessment .............................................................. 19

Syllabus coverage ..................................................... 21

Introduction

Welcome to Pathways to Management and Leadership, a series of workbooks created by the Chartered Management Institute to support our range of management qualifications.

The aim of this Student Guide is to provide you with information and advice to help you to plan for the successful completion of your studies using the Pathways workbooks. You are advised to read through this guide thoroughly before you make a start on your Level 5 in Management and Leadership programme.

About the Level 5 in Management and Leadership The Level 5 Qualifications in Management and Leadership are described as follows in the Centre Assessment Guidance:

‘These qualifications are designed for managers, to support the development of their leadership and management skills in personal development, leadership, management resources, information, performance, customer and market awareness.

Although the qualifications can be offered to learners from age 16, in practice the majority of learners at this level would be expected to be over 19. CMI does not specify entry requirements for these qualifications, but Centres are required to ensure that learners admitted to the programme have sufficient capability at the right level to undertake the learning and assessment.’

Using the Pathways to Management and Leadership open learning workbooks as part of the training programme ensures that you understand and practise key management skills in the most effective way.

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The qualifications structure At Level 5, you can achieve three qualifications depending on the number of credits that you complete.

The table below provides an indication of the credits and the guided learning hours for each of the 16 units in the Pathways series at Level 5.

Unit number Unit title Credits

Guided learning hours

5001 Personal development as a manager and leader 6 20

5002 Information based decision making 7 25

5003 Performance management 9 30

5004 Resource management 7 25

5005 Meeting stakeholder and quality needs 6 20

5006 Conducting a management project 10 35

5007 Financial control 9 20

5008 Marketing planning 9 30

5009 Project development and control 6 20

5010 Human resource development 6 20

5011 Managing recruitment and selection 7 25

5012 Being a leader 7 30

5013 Leadership practice 7 30

5020 Introduction to management and leadership 7 45

5021 Operational risk management 7 25

5022 Organisational corporate social responsibility 7 30

With the new qualifications structure, you can achieve a Level 5 Award, a Level 5 Certificate and/or a Level 5 Diploma in Management and Leadership. In most cases, your approved centre will have selected the units it will offer for each qualification, so not all units will be available to all learners at all centres.

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CMI Level 5 Award in Management and Leadership

Learners need to complete any single unit successfully to achieve the Award. Unit 5020 is particularly valuable in giving a sound introduction to management and leadership.

CMI Level 5 Certificate in Management and Leadership

Learners need to complete any combination of units to a minimum of 13 credits to achieve the qualification.

CMI Level 5 Diploma in Management and Leadership

Learners need to complete:

Units 5001, 5002, 5004, 5005 and 5006, plus

either Unit 5003 or 5012, plus

any other three units

to a total of at least 62 credits to achieve the qualification.

Guided learning hours

The Centre Assessment Guidance describes guided learning hours as follows:

Guided learning hours are intended to relate only to facilitated learning and associated assessments — individual private study is not included — and are intended to give guidance to delivery Centres on the amount of resource needed to deliver the programme and support learners.

The Pathways workbooks have been carefully written and designed to support your individual study as you develop knowledge and understanding of the key management skills and how they can be applied to your particular workplace and job-role. The workbooks do not provide all the guided learning hours for any unit, but can underpin the information and skills development provided by trainers or tutors at your workplace or approved centre. The following section of the guide aims to provide help in structuring and understanding the time required to complete any given unit.

Benefits of the qualification The Level 5 in Management and Leadership sits at level 5 in all the UK qualifications frameworks. Achieving the Level 5 in Management and Leadership can help you in a number of ways. It will:

increase your credibility and confidence as a supervisor or manager

develop your communication skills and improve team performance

enable you to understand and meet customer needs effectively

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help you contribute to your organisation’s success in achieving business objectives

provide you with a stepping stone to further management qualifications or progression to university.

Series overview

The Pathways series comprises a set of workbooks, each one designed to support your study in specific units of the Level 5 in Management and Leadership qualification. The workbooks have been written by experienced management authors and reviewed by external verifiers from CMI. Each workbook includes the following:

About this workbook: This sets out the aims of the unit covered in the workbook and what it means to you as a manager.

Learning outcomes: These are drawn from the syllabus to indicate what you will be assessed on.

Sections: These break the workbooks down into a number of discrete pieces of learning:

Supporting text contains examples and summaries of management skills and theories which cover the relevant learning outcomes.

Scenarios provide practical examples of the key issues in a range of typical workplace contexts.

Learning activities and feedback help to consolidate your learning.

Self-assessment questions help to check your knowledge and understanding at the end of each section.

Section summaries help to review progress and provide a reminder of the key learning points.

Before you move on: This provides an opportunity for you to recap on your learning and to see how the unit relates to the National Occupational Standards.

Bibliography: This provides details of books referred to in the unit workbooks.

Each section will usually take between one and two hours to complete and is designed to encourage you to apply what you have learned back in your workplace.

The workbooks prepare you for assessment using practical and relevant workplace examples appropriate to your own experience and skill development.

Pathways workbooks can also be used in the following ways:

for self-study to consolidate training opportunities arising in your own workplace

to provide additional explanations of key theories and models to supplement your classroom-based learning

in a distance or online learning programme to provide you with the opportunity to learn at your own pace, with

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guidance from a personal tutor and in a way that fits in with your work-life balance.

Planning to study When planning your study it can be useful to consider how you learn as well as what you want to learn. Knowing and understanding the learning styles that work best for you can help you to learn more effectively. There is no single method of learning that guarantees success and the Pathways workbooks have been designed to create learning opportunities through activities that help you learn effectively in either classroom-based or distance learning courses and to apply that learning in your workplace.

This section aims to help you think about your preferred learning styles and illustrates how the workbook design will support and develop your approach to learning.

Let’s start by thinking about your learning history.

Activity 1 (about 10 minutes)

Think about one good (enjoyable and effective) learning experience that you have had as an adult and then another experience that was less effective and enjoyable.

Ask yourself why the first was more effective and the second was not. Note your thoughts below

First learning experience

Why was it enjoyable and effective?

Second learning experience

Why was it less enjoyable and effective?

Activity

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Feedback We all have a learning history that has both positive and negative experiences. It is likely that you will have some emotional feelings about the experiences you noted. All learning has an affective component (to do with feelings) as well as a cognitive one (to do with thinking). Reflecting on this and resolving any tensions in our feelings about learning is an important part of finding out how you learn.

A lot of research has been done on how adults learn best and there are many different theories to examine different learning styles. One of the best known models was developed by Peter Honey and Alan Mumford for middle and senior managers in the 1980s. They stated that we all have preferred ways of learning, which means that some learning experiences are more enjoyable or useful for us than others.

However, these preferred learning styles are acquired preferences that are adaptable, either at will or through changed circumstances, rather than being fixed personality characteristics. Honey and Mumford encourage managers to focus on strengthening under-utilised styles in order to become better equipped to learn from a wide range of everyday experiences.

Activity Activity 2 (about 10 minutes)

Think about the following personal development activities, some of which you may have experienced. Based on how successfully you have learned (or how successfully you think you would learn) in these situations, rate each one by putting a in the appropriate box.

Development activity Your rating

Very good

OK Not so good

Formal training courses in a classroom

Conferences or seminars where you listen to presentations

Computer based training or e-learning

Group working

Team building events

Shadowing by observing and following a colleague in their duties

Open or distance learning

Business games and simulations

Reading list or personal research

Project work

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Feedback Have a look at the responses you rated ‘Very good’ and compare them with those you rated ‘Not so good’. What conclusions can you draw from the types of responses that you’ve made? There are no correct answers here, but you will probably find that you have tended to group together activities based on the level of interaction, amount of reflection, level of theory, ability to experiment, etc.

Honey and Mumford identified four distinct learning styles as follows:

Activists involve themselves fully and without bias in new learning experiences. They are open-minded, not sceptical, and tend to act first and consider the consequences afterwards.

Reflectors like to stand back and think about their experiences, observing them from several different perspectives. They collect data and prefer to consider it thoroughly before coming to any conclusions.

Theorists adapt and integrate observations into complex but logically sound theories. They think problems through in a vertical, step by step, logical way.

Pragmatists are keen to try out ideas, theories and techniques to see if they work in practice. They positively search out new ideas and take the first opportunity to experiment with applications. They tend to be impatient with ruminating and open-ended discussions.

Which of these descriptions best summarises your preferred learning style? You may have a strong preference for one style, with a low preference in all of the others, or there may be more balance across each area.

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What do you think are the advantages and disadvantages of your preferred style(s) of learning?

I think my preferred learning style(s) are:

The advantages of the style(s) are:

The disadvantages of the style(s) are:

To mitigate against these disadvantages I can do the following:

Feedback To examine your learning styles in more detail, you could try keeping a ‘learning diary’ over a short period of time (such as a week) or while you study a topic in a Pathways workbook. For each study session or activity make a note of:

practical details such as what, when, where and how you studied

anyone else involved, such as a tutor or your peers

the study methods and the skills you used

your feelings about how it went and the effectiveness of each study session

a comment on how you might change your practice to be more effective next time.

As part of their work on learning styles, Honey and Mumford also established that learning is an iterative process. Their four-stage diagram to illustrate this is shown below.

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1. Having anexperience

4. Planning thenext steps

2. Reviewing theexperience

3. Concludingfrom the

experience

Fig 1: Based on Honey and Mumford’s ‘Learning Cycle’ (1982)

This four-stage process can be used to explain the approach to learning that you will experience on this Level 5 programme. The workbooks in the Pathways series have been written in a way that follows the learning cycle. To make your learning successful, you will be encouraged to undertake each of the stages in the cycle, as described below.

1. Having an experience: You receive information and perspectives from the workbooks in the form of scenarios, examples, tools, theories and models.

2. Reviewing the experience: You are encouraged to undertake the activities in the workbooks to help you compare the new approaches with what you know already.

3. Concluding from the experience: Action plans and self-assessment questions encourage you to form theories that help you think about how these can help you to manage better in the workplace.

4. Planning the next steps: Applying what you have learned by implementing actions, improvements or changes to what you currently do.

You need to consider the process as a continuous one, starting at stage 1 and working through the four stages again. However, you can make the learning process even more meaningful by applying the concept of ‘double loop learning’, which was developed by Argyris and Schon.

Most people learn by feedback or single loop learning. We attempt to learn using existing strategies, get a result and if it isn’t what we want, we adjust the learning or the strategy in the hope that we get a better result next time. Double loop learning challenges us to change underlying values and assumptions by asking questions such as:

What am I trying to achieve?

What is stopping me from achieving it?

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What can I do about it?

Who knows what I am trying to achieve?

Who else can do anything to help?

As you go through the Pathways workbooks, remember that:

learning effectively involves you going through a series of stages

the material in the workbooks will take you through each of these stages

it’s important for you to complete all the stages — reading the theory, undertaking the activities, action planning and answering the self-assessment questions

your preferred learning style(s) will have an impact on your approach to the stages

you should have a balanced approach to learning (try not to allow your preferred styles to dominate)

your use of workbooks should support the other sources of information and skills development from the tutors or trainers leading your Level 5 programme

if you experience difficulties reflect and apply some of the principles of double loop learning.

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Getting organised Your approved centre is likely to provide you with all the help and advice you need. You can use the checklist below to help you plan the practical steps that you can take to make a success of your studies.


Answer the questions below.

How much time can I spend studying each week?

Have I got a study plan (and have I agreed it with my tutor)?

Have I got commitment from others to enable me to study effectively (and who are they)?

Have I found the best place to study (and where is this)?

Have I organised myself to study?

Anything else?

Feedback How much time can I spend studying each week?

Whether you are studying in a classroom-based programme at college, an in-company programme or by distance or online learning, you may well be working during the day and studying mostly in the early morning, evening or weekends. You will almost certainly be studying in your own time, which means that you will probably need to schedule around three to five hours of study per week. Determine how much time you need to study and can commit on a week-to-week basis, and then plan that time into your work and social diary. Don’t forget to include time for any additional reading or study and preparing your assessments.

Have I got a study plan?

It’s important to agree a study plan with your tutor or trainer and to try to stick to it. Your plan should contain clear tasks and objectives. Make sure you reach certain milestones in your plan at the right time. Reward yourself each time you hit one. Break your studying down into

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manageable chunks: the workbooks will help you considerably in this respect with sections being around two hours in duration. Plan to start and complete each section in one study session. When you set your objectives, it helps to create objectives that are SMART — specific, measurable, achievable, realistic and timebound. A worked example would look like this: ‘By the end of December, I will have completed my studies for the first unit, and have submitted the assignment.’ Check your progress regularly with your tutor and review your work/life/study balance with family and friends.

Have I got commitment from others?

If you are studying at home, make sure that your family and friends know that you are studying and tell them when you won’t be available. At work, employ the same tactics: if possible, leave your desk and try to find a meeting room where you can work undisturbed. Make sure your line manager and colleagues know what you are doing and agree with them in what circumstances you can be interrupted.

Have I found the best place to study?

Whether you are studying at home or at work, find a space where you will be comfortable and have access to all of the resources you will need. At times you will need access to your workbooks, study material and a computer. If it helps, put up a ‘Please do not disturb’ sign.

Have I organised myself to study?

Find a secure place to store your study materials, sample documents, notes, assignments, etc. Over the course of your studies, you will gather a lot of information, so start with an effective filing system (the most appropriate is to keep things together by unit title). A separate notebook for key activities, notes and records is recommended, particularly to help prepare for the assessment. Finally, have a good source of paper, pens, pencils, highlighter pens, etc.

You should go through your checklist with your tutor and try to address any outstanding issues.

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Support from the Chartered Management Institute In addition to the advice and guidance that will be provided by your approved centre, CMI has its own Study Resources (www.managers.org.uk/practical-support/study-support), which will be an invaluable source of help and support for you during the course of your studies.

It is the largest centre of its kind in Europe, and provides information covering all aspects of management and management qualifications. As part of your registration for this programme, you are automatically enrolled as a studying member of the Chartered Management Institute, and have access to study resources at www.managers.org.uk/practical-support/study-support.

The study resources contain a range of materials which we have brought together to help you with your studies and research. Examples include:

general resources such as factsheets, reading lists and learning tools

a regular e-newsletter with practical advice and tips from students who have successfully completed one of our qualifications

Level 5 resources such as spotlight essays, checklists and reading lists of direct relevance to each unit of the qualification

an online Management Community where you can engage in online discussion with other learners.

If you cannot find what you are looking for on the website, then email [email protected] or telephone 01536 207400.

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http://www.managers.org.uk/students


mailto:[email protected]

Student Guide

Planning for assessment The approach to assessment for the Level 5 in Management and Leadership will depend upon the approved centre with which you are registered. You need to check with your centre to understand what form of assessment has been specified and agreed with CMI, and where there are points in your Level 5 programme when you can expect assessment to take place.

Your centre is encouraged to develop approaches to assessment which are flexible enough to meet learner needs, while ensuring that practice and outcomes are consistent in rigour and quality between centres.

The learning outcomes in all the units are assessed by the centre to a specification agreed with CMI, based on the published assessment criteria and checked by the CMI's external verifier. The external verifier looks at samples of learner work throughout the programme to ensure that all the requirements are met.

Again, CMI’s online study resources can provide essential information and advice in preparing for assessment. There are sections on topics such as:

undertaking desk research

tips and hints for writing projects for CMI qualifications

approved systems for providing references and citations.

Remember, for more information go to www.managers.org.uk/practical-support/study-support.

Contact details

Chartered Management Institute

Management House Cottingham Road Corby Northamptonshire NN17 1TT

Tel 01536 204 222 Fax 01536 201 651 email: [email protected]

Your approved centre

Enter the contact details you need here:

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Syllabus coverage

Each workbook provides underpinning knowledge and develops understanding to improve your skills as well as to prepare you for future assessment. If you are studying towards the Level 5 qualification, you will be assessed by your approved centre on your knowledge and understanding of the learning outcomes for that unit.

The tables below show which sections of each workbook address each learning outcome and assessment criteria of the qualification syllabus.

Unit 5001 Personal development as a manager and leader

This unit is about improving individual management and leadership skills and competencies against objectives.

Learning outcomes The learner will:

Assessment criteria The learner can:

Addressed within section:

Be able to assess and plan for personal professional development

Explain the importance of continual self-development in achieving organisational objectives

1

Assess current skills and competencies against defined role requirements and organisational objectives

1

Identify development opportunities to meet current and future defined needs

1

Construct a personal development plan with achievable but challenging goals

1

Be able to plan for the resources required for personal professional development

Identify the resources required to support the personal development plan

2

Develop a business case to secure the resources to support the personal development plan

3

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Be able to implement and evaluate the personal development plan

Discuss the processes required to implement the personal development plan

3

Evaluate the impact of the personal development plan on the achievement of defined role requirements and organisational objectives

3

Review and update the personal development plan

3

Be able to support and promote staff welfare

Discuss the relationship between staff welfare and organisational objectives

4

Explain the process for assessing staff welfare

4

Identify the actions to be taken by the manager in dealing with a staff welfare issue

4

Describe how to communicate responsibilities for staff welfare to the team

4

Discuss records that may be maintained to demonstrate that staff welfare is supported

4

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Unit 5002 Information based decision making

This unit is about the communication and use of information to support decision making.




Be able to identify and select sources of data and information

Discuss the nature of data and information

1

Evaluate relevant sources of data and information

1

Discuss the criteria for selection of data and information

1

Identify the legal requirements relating to the collection, use and storage of data and information

1

Be able to analyse and present information to support decision making

Evaluate the decision-making models which are used to support decision making

3

Identify those to be involved in analysing information and decision making

3

Evaluate methods of presenting decisions made

2

Be able to communicate the results of information analysis and decisions

Evaluate methods of communicating decisions made

4, 5

Discuss the processes for implementing a communications method

4, 5

Evaluate the implementation of a communications method

4, 5

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Unit 5003 Performance management

This unit is about the management of individual and team performance.




Be able to identify and agree performance objectives

Explain the links between individual, team and organisational objectives

1

Identify the selection of, and agree, individual and team objectives

1

Identify and agree areas of individual and team responsibility in achieving objectives

1

Identify the need to create an environment of trust and support with others

1, 2

Be able to assess performance and provide feedback

Evaluate and assess individual and team performance against objectives

3

Identify methods of providing feedback to individuals and teams on performance

2, 3

Identify the causes of conflict, and describe strategies to minimise or prevent conflict

4

Explain recording systems for performance assessment for individuals or teams

3

Be able to understand performance support for improvement

Explain a performance improvement cycle

5

Discuss the indicators of poor performance

5

Evaluate methods that support performance improvement

5

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Be able to understand and apply the organisation’s disciplinary and grievance procedures

Discuss the organisation’s disciplinary and grievance procedures

5

Identify the role of the manager in both a disciplinary and a grievance procedure

5

Summarise the key aspects of legislation that applies to an organisation’s disciplinary and grievance procedures

5

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Unit 5004 Resource management

This unit is about identifying, planning, using and evaluating resources to meet objectives.




Be able to identify and plan resources needed to meet objectives

Identify those resources required to achieve objectives

1

Explain the process of planning resource use to achieve objectives

1

Identify the costs associated with the resources required to achieve objectives

1

Be able to select and use the resource supply chain to meet planned objectives

Evaluate sources of supply to meet planned objectives

2

Explain processes to manage the supply, continuity and quality of resources to meet plans

2

Describe strategies used to predict and manage disruption in resource supply, and the associated costs

2

Be able to monitor and evaluate internal and external resource use to meet plans

Review progress of actual resource use against planned resource use

3, 4, 5

Discuss methods of recording and reporting resource use

3, 4, 5

Explain methods of using resource information to inform future actions

6

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Unit 5005 Meeting stakeholder and quality needs

This unit is about meeting stakeholder requirements to agreed quality standards and seeking improvements.




Be able to identify stakeholders and their requirements

Determine organisational stakeholders and their expectations

1

Discuss methods of meeting stakeholder expectations or requirements

1, 4

Identify methods of communicating stakeholders’ requirements with team members

4

Explain processes for updating information on stakeholder requirements

4

Be able to apply and improve quality standards

Discuss the meaning of quality to an organisation

2

Identify and apply organisational quality policies and procedures

2

Determine how to encourage staff to contribute ideas to improving quality

2

Conduct a quality audit and make recommendations for improvement

2

Be able to promote continuous improvement and change

Discuss the concept of and need for continuous improvement

3

Assess work activities and identify areas for improvement

3

Encourage staff to contribute ideas for continual improvement

3

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Unit 5006 Conducting a management project

This unit is about identifying, researching and producing a work-related project and evaluating its impact.




Be able to identify and justify a management project

Determine a management area for investigation that has an implication for a work-related area

1

Identify the aim, scope and objective of the project

1

Justify the aim and objective of the project

1

Be able to conduct research using sources and analyse data and options

Identify sources of data and information for the project

2

Analyse the data and information for options or alternatives that meet the project aim

2

Determine an option or alternative that meets the project aim

2

Be able to make conclusions and recommend-ations that achieve the project aim

Evaluate the research to make conclusions

3

Recommend a course of action to meet the project aim

3

Assess the impact of the project recommendations

3

Be able to show and review the results of the project

Determine the medium to be used to show the results of the project

4

Produce the results of the project

4

Discuss the impact of the project on the work-related area

4

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Unit 5007 Financial control

This unit is about financial systems and controls and the impact of external factors on organisational financial management.




Be able to understand, use and control a financial system to meet objectives

Assess the relationship(s) between a financial system or function and other systems or functions in an organisation

1

Describe the systems of accounts and financial statements used to control a financial system

1

Analyse financial information contained in a set of accounts or financial statements

1

Be able to identify and use a range of financial controls

Construct a budget for an area of management responsibility

2

Develop budgetary control systems and compare actuals with planned expenditure

2

Discuss corrective actions to be taken in response to budgetary variations

2

Identify conflicts that can occur with management control systems and how these could be resolved or minimised

2

Be able to understand the sources and availability of finance to an organisation

Identify the current and potential sources of finance that support organisational activities

3

Evaluate the distribution of finance in support of organisational activities

3

Discuss the monitoring and control of finance employed in support of organisational activities

3

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Unit 5008 Marketing planning

This unit is about understanding the role of marketing, the organisation’s current market position and planning for widening markets.




Be able to understand the meaning and role of marketing in achievement of organisational objectives

Explain marketing as a management process

1

Describe the role of marketing in identifying and predicting the needs of current and potential stakeholders

1, 2

Be able to identify the organisation’s current and future position in the sectors or markets in which it operates

Discuss the current position of the organisation within its chosen sector or market

1

Determine a future market or sector position for the organisation in line with organisational objectives

2

Identify other parts of the organisation which are impacted and involved in a future market or sector plan

2

Be able to devise and implement a marketing plan that contributes to achievement of organisational objectives

Construct a marketing plan that supports current market or sector and targets potential new markets or sectors

3

Evaluate the support necessary to implement the plan

3

Implement the marketing plan 3

Assess the progress of the plan, through monitoring, reviewing and end evaluation, in the achievement of organisational objectives

3

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Unit 5009 Project development and control

This unit is about understanding projects, developing project plans and management strategies, and ensuring projects achieve objectives with targets.




Be able to identify the components of project stages and lifecycle

Describe the component stages of a project

1

Define a project lifecycle from conception to commissioning or hand over

1

Assess where projects fit in operational management activities

1

Be able to describe project methodologies and their application

Discuss standard approaches available to manage projects

2

Describe the process of developing an effective project management environment

1

Discuss identification of and communication with all project stakeholders

1

Identify the fundamentals of a business case to support a project

3

Be able to develop a project plan, identify and mitigate risks and construct a monitor and review strategy

Design a project plan to achieve a specified objective

2

Identify the financial components including risk appraisal, which need to be developed for effective project design and control

3

Develop a monitoring and reviewing strategy for the project that assesses the impact and achievement of the project

4

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Unit 5010 Human resource development

This unit is about identifying individuals required for work objectives and providing objective development opportunities for individuals.




Be able to devise a human resource plan for a work area, to meet organisational objectives

Evaluate criteria required to identify human resources for a work area

1

Identify techniques to assess the capabilities of a team to meet objectives

1

Construct a human resource plan for a work area

1

Be able to identify and plan for individual development to meet organisational objectives

Assess the abilities and capabilities of staff to meet current and future objectives

2

Develop a personal development plan for an individual to meet current and future objectives

2

Agree personal development plans with individuals

2

Be able to initiate a personal development plan for an individual and evaluate progress

Identify those with whom support is required to initiate the personal development plan

3

Initiate the plan and review and monitor progress against agreed objectives

3

Evaluate the plan on completion and its contribution to organisational objectives

4

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Unit 5011 Managing recruitment and selection

This unit is about identifying a need for staff, selecting objectively and inducting effectively within legal and organisational requirements.




Be able to explain the impact of both the law and organisational procedures on the process of recruitment and selection

Describe, in summary, the legal instruments impacting on staff recruitment and selection

1

Identify organisational procedures and processes that affect staff recruitment and selection

2

Discuss fairness, objectivity and equality of opportunity as elements of recruitment and selections

1

Be able to identify personnel requirements and present a reasoned case for changes in staffing resources

Analyse staffing resources to meet current and future objectives

2

Develop a job description and a person specification

2

Develop a case for additional staffing resources

2

Be able to organise and conduct a selection process, justify a decision and keep necessary records

Discuss the stages of a selection process

4

Describe methods to support a selection decision

3

Identify the stages of a selection process, where records are kept, and the nature of those records

3, 4

Evaluate the selection process 4

Be able to communicate the selection decisions and plan induction for the appointed candidate

Identify the communications required during a selection process

4

Develop an induction plan for an appointed candidate

5

Review the impact of the recruitment and selection process and the appointed candidate on the objective of the case for the additional staffing resource

5

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Student Guide

Unit 5012 Being a leader

This unit is about leadership skills and the understanding of ethical and cultural issues within the organisation.




Understand the organisation’s ethical and value-based approach to leadership

Evaluate the impact of the organisation’s culture and values on leadership

1

Discuss how organisational specific, legal, regulatory and ethical requirements impact on leadership demands

1

Evaluate current and emerging social concerns and expectations impacting on leadership in the organisation

1

Be able to understand leadership styles

Evaluate the relationship between management and leadership

2

Evaluate leadership styles 2

Discuss why leadership styles need to be adapted in different situations

2

Be able to secure achievement of team involvement and objectives through leadership

Develop a culture of professionalism, mutual trust, respect and support within the team

3

Evaluate the impact of a leader’s clear focus in leading the team in the achievement of these objectives

3

Evaluate how the leader supports and develops understanding of the organisation’s direction

3

Discuss how leadership styles are adapted to meet changing needs, and to enable team development and commitment

2, 3

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Student Guide

Unit 5013 Leadership practice

This unit is about the links between management and leadership, key leadership principles and leadership theory.




Understand the links and differences between management and leadership

Discuss the concept of managers as effective leaders

1

Discuss the concept of leaders as effective managers

1

Evaluate the balance needed between the demands of management and the demands of leadership

1

Understand leadership principles that support organisational values

Evaluate the role of the leader in contributing to the creation of the organisation’s vision, and in its communication to others

2

Evaluate how personal energy, self-belief and commitment impact on leadership styles

2

Identify how empowerment and trust through ethical leadership impact on organisational practice

2

Be able to understand and apply leadership styles to achieve organisational objectives

Distinguish between two different leadership styles

3

Assess the practical value of a leadership style to a manager in achieving organisational objectives

3

Discuss situational variables likely to influence the choice of a leadership style

3

35

Student Guide

Unit 5020 Introduction to management and leadership

This unit is about the foundation skills and knowledge of a senior/middle manager and leader.




Be able to understand the purpose and construction of a personal development plan

Explain the purpose of a personal development plan for both the middle manager and the organisation

1

Discuss a management style and its impact on the middle manager’s need to work with others

1

Construct a personal development plan that addresses the middle manager’s short and longer term needs

1

Be able to understand data and information, and their use in meeting stakeholder’s needs

Determine difference between data and information, and show quantitative and qualitative examples

2

Identify organisational stakeholders, their needs from the organisation, and the data or information available on these stakeholders

2

Develop a plan that meets a stakeholder need, including resources required

2

Be able to understand selection processes, performance development and team welfare

Discuss the general principles and processes of recruiting and selecting staff to meet an existing vacancy

3

Determine a method that identifies poor performance and a process for supporting performance improvement

3

Assess the impact of encouraging team welfare on the achievement of objectives

3

36

Student Guide

Unit 5021 Operational risk management

This unit is about understanding risk, assessing risk, implementing risk management activities and evaluating outcomes risk management activities.




Be able to understand the concept of risk management

Discuss the meaning of risk to an organisation

1

Define the responsibilities for risk management at operational management level

1, 2, 3

Explain a risk management model 1, 2, 3

Be able to understand the identification or risk and risk probability

Develop and justify a risk management criteria against which risk can be assessed

2

Identify, evaluate and select techniques to identify risk including risk interdependencies

2

Analyse a risk management model to quantify risk

2

Be able to understand the management of risk response approaches

Evaluate the level of risk against pre-established criteria

2

Identify, evaluate and select activities to eliminate, mitigate, deflect or accept risk

3

Determine a process for implementing and managing a disaster recovery plan

3

37

Student Guide

38

Unit 5022 Organisational corporate social responsibility

This unit is about understanding the organisational strategy for corporate social responsibility, developing an implementation plan, delivering the plan and evaluating and reporting results.




Be able to understand the principles of an organisational corporate social responsibility strategy

Explain the environmental, social and governance, principles of corporate social responsibility

1

Discuss the links between an organisational corporate social responsibility strategy and the organisation’s internal stakeholders

1

Discuss the links between an organisational corporate social responsibility strategy and the organisation’s external stakeholders

1

Assess the impact of an organisational corporate social responsibility strategy on corporate governance

1

Be able to understand the results of an organisational corporate social responsibility strategy on organisational performance

Explain how a corporate social responsibility strategy for stakeholders can affect organisational performance

2

Identify how a corporate social responsibility strategy for product/service safety and quality can affect organisational performance

2

Review the regulatory standards that protect customers/consumers and other competitive organisations

2

Be able to implement and evaluate an organisational corporate social responsibility strategy at the operational level

Devise a plan to deliver the corporate social responsibility strategy at an operational level

3

Develop methods to communicate and implement the plan at an operational level

3

Discuss methods to evaluate the impact of the plan at the operational level and to report the results

3

pathways to management and leadership

Documents