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Management Development Diploma

Level 3 / ABC Awards / ODL77

The Management Development Level 3 Diploma course aims to cover the "soft skills" of management which are increasingly seen as essential to lead effective teams.

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online course

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WAS £734.40

NOW £514.08 or only £325.50 initial deposit

course duration: 200 hrs

study type: online

Course Description

It should be useful not only for recently appointed or aspiring managers, but also for those who wish to refresh their knowledge and understanding as part of their CPD. The standard equates to a Level 5 in similar qualifications.

The Modules build on the premise that people are usually promoted for their technical competence and evidence of good interpersonal skills. It is often assumed that they will know how to develop themselves and others, and how to manage difficult people. A good deal of time and pain can be avoided if managers can raise fairly quickly their awareness of how to handle these aspects.

The Modules follow a logical sequence. They start with topics which have recently become recognised as highly relevant to management, but are not generally widely understood: coaching, followed by theories of learning and learning style to support staff development. Motivation is covered next, since it underpins so much workplace behaviour, and assists an understanding of the fourth topic, which is management style. Effective communication, arguably the most important of the "soft skills", follows as an essential basis for exploring performance management, and teamwork with effective delegation. The conflict which can arise partly from communication problems in the course of performance and team management is the next topic.

The programme concludes with two practical Modules: one on the "nuts and bolts" of delivering training and evaluating staff development, which is increasingly part of the manager's role. The culminating Module focuses on the practical details of personal development planning, drawing on all the previous units to assess development needs and how to meet development goals.

Materials can be studied online or students have the option to have the printed materials delivered for an additional charge of £65.

Modules

Module 1: The manager as a coach or mentor
- Definitions of coaching, mentoring and counselling
- Principles of coaching and mentoring
- Detailed examples of practical coaching and mentoring techniques, which may be used by managers who are not formally trained as coaches
- Discussion of the introduction, operation and evaluation of coaching and mentoring systems in an organisation

Module 2: The manager's role in training and development
- The implications of establishing a "learning organisation"
- The applications of learning theories ("cognitive, behavioural, constructivist and social") and preferred learning styles (Kolb, with Honey & Mumford) to the workplace
- The importance of the "training cycle", including Training Needs Analysis
- Factors to consider in 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 current knowledge of Government initiatives to promote training
- Principles of evaluation as part of the training cycle
- Conclusions on the importance of a working knowledge of training, learning and development issues for a line manager

Module 3: Motivation in the workplace theory and practice
- Definitions of motivation and why it matters in the workplace
- Analysis of what determines motivation, covering both "intrinsic" personality factors, and "extrinsic" working conditions
- Exploration of some well-known theories of motivation: "instrumental, content and process" models, with a consideration of their relevance to working in organisations (e.g. McGregor, Herzberg, Vroom, Latham & Locke, and Adams)
- Discussion with practical examples of how managers can motivate people

Module 4: Management styles including situational leadership
- Definitions of management and leadership
- Exploration and evaluation of recent theories on management styles (e.g. Tannenbaum & Schmidt, Blake & Mouton, Adair, Katz, Bennis, Pedler, Burgoyne & Boydell), 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
- Reflections on the development of management styles and practical application of widely accepted theories

Module 5: Effective communication understanding the communication process
- A justification of the key importance of effective communication
- Theories of communication
- Good practice in the main channels of communication: "hard copy" written, electronic and verbal
- Discussion of the development of effective communication strategies and policies

Module 6: Performance Management Informal and Formal, including Appraisals
- Definitions, development over time and impact of performance management, including appraisals
- Formal versus informal performance management
- The difference between performance appraisal and performance management
- Reasons why appraisals often unpopular with both appraisers and appraisees
- The link between performance management and motivation
- Discussion of performance management and reward systems, including separating performance management from reward
- Focus on performance-related pay (PRP)
- The role of 360-degree feedback in performance management

Further sections cover:
- Exploration of approaches to performance management in practice
- Giving and receiving feedback

Module 7: Developing individuals into an effective team the art of delegation
- Teams types and definitions, 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
- Techniques for team development
- The role of delegation in team development

Module 8: Essentials of Conflict Management
- Definition, causes and symptoms of conflict
- "Constructive conflict"
- Effects and implications of conflict
- Disciplinary cases and grievances: cost and management issues
- Underlying theories of conflict management e.g. Thomas Kilmann Model (TKI)
- Management of change as a potential source of conflict
- General guidelines for preventing conflict
- Managing "difficult people"
- Building self-awareness
- Developing negotiation skills
- Management of performance issues which could lead to conflict
- Managing conflict in teams
- The Strength Deployment Indicator® - The SDI®

Module 9: Design and Delivery of Staff Development Activities
- Choosing the best approach to the delivery of learning
- Planning, design and delivery of training practical skills
- Practical advice on the use of a variety of visual aids in staff development, including use of PowerPoint and flip charts, good design of slides, tips for effective presentations, and guidelines for interactive sessions, using a facilitative approach
- Evaluation of staff development activities

Module 10: The Personal Development Plan
- Definitions and context of personal development plans
- Principles of personal development planning Identifying your current level of personal development

Previous Knowledge

No previous knowledge or experience is essential to study this course.

Assessment

Final online multiple choice examination counts for 100% of the final grade. Throughout the course there are ten SAPs (coursework) and a thesis. The course clearly states that this is not mandatory to complete as it has no bearing on the final grade. We do suggest that students complete these as this will not only assist them in examination preparation but also will give the student the skill set should they wish to continue their studies (continuous professional development) at a higher level.

Awarding Organisation

At the end of this course successful learners will receive a Certificate of Achievement from ABC Awards and a Learner Unit Summary (which lists the details of all the units the learner has completed as part of the course). 

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.

Support

12 Months Tutor Support. Tutors are available to answer student questions relating to course materials and to comment on the assignments that are sent in to state how well students have understood the unit content.

course description

Course Description

It should be useful not only for recently appointed or aspiring managers, but also for those who wish to refresh their knowledge and understanding as part of their CPD. The standard equates to a Level 5 in similar qualifications.

The Modules build on the premise that people are usually promoted for their technical competence and evidence of good interpersonal skills. It is often assumed that they will know how to develop themselves and others, and how to manage difficult people. A good deal of time and pain can be avoided if managers can raise fairly quickly their awareness of how to handle these aspects.

The Modules follow a logical sequence. They start with topics which have recently become recognised as highly relevant to management, but are not generally widely understood: coaching, followed by theories of learning and learning style to support staff development. Motivation is covered next, since it underpins so much workplace behaviour, and assists an understanding of the fourth topic, which is management style. Effective communication, arguably the most important of the "soft skills", follows as an essential basis for exploring performance management, and teamwork with effective delegation. The conflict which can arise partly from communication problems in the course of performance and team management is the next topic.

The programme concludes with two practical Modules: one on the "nuts and bolts" of delivering training and evaluating staff development, which is increasingly part of the manager's role. The culminating Module focuses on the practical details of personal development planning, drawing on all the previous units to assess development needs and how to meet development goals.

Materials can be studied online or students have the option to have the printed materials delivered for an additional charge of £65.

previous knowledge required

Previous Knowledge

No previous knowledge or experience is essential to study this course.

assessment

Assessment

Final online multiple choice examination counts for 100% of the final grade. Throughout the course there are ten SAPs (coursework) and a thesis. The course clearly states that this is not mandatory to complete as it has no bearing on the final grade. We do suggest that students complete these as this will not only assist them in examination preparation but also will give the student the skill set should they wish to continue their studies (continuous professional development) at a higher level.

support

Support

12 Months Tutor Support. Tutors are available to answer student questions relating to course materials and to comment on the assignments that are sent in to state how well students have understood the unit content.

modules

Modules

Module 1: The manager as a coach or mentor
- Definitions of coaching, mentoring and counselling
- Principles of coaching and mentoring
- Detailed examples of practical coaching and mentoring techniques, which may be used by managers who are not formally trained as coaches
- Discussion of the introduction, operation and evaluation of coaching and mentoring systems in an organisation

Module 2: The manager's role in training and development
- The implications of establishing a "learning organisation"
- The applications of learning theories ("cognitive, behavioural, constructivist and social") and preferred learning styles (Kolb, with Honey & Mumford) to the workplace
- The importance of the "training cycle", including Training Needs Analysis
- Factors to consider in 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 current knowledge of Government initiatives to promote training
- Principles of evaluation as part of the training cycle
- Conclusions on the importance of a working knowledge of training, learning and development issues for a line manager

Module 3: Motivation in the workplace theory and practice
- Definitions of motivation and why it matters in the workplace
- Analysis of what determines motivation, covering both "intrinsic" personality factors, and "extrinsic" working conditions
- Exploration of some well-known theories of motivation: "instrumental, content and process" models, with a consideration of their relevance to working in organisations (e.g. McGregor, Herzberg, Vroom, Latham & Locke, and Adams)
- Discussion with practical examples of how managers can motivate people

Module 4: Management styles including situational leadership
- Definitions of management and leadership
- Exploration and evaluation of recent theories on management styles (e.g. Tannenbaum & Schmidt, Blake & Mouton, Adair, Katz, Bennis, Pedler, Burgoyne & Boydell), 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
- Reflections on the development of management styles and practical application of widely accepted theories

Module 5: Effective communication understanding the communication process
- A justification of the key importance of effective communication
- Theories of communication
- Good practice in the main channels of communication: "hard copy" written, electronic and verbal
- Discussion of the development of effective communication strategies and policies

Module 6: Performance Management Informal and Formal, including Appraisals
- Definitions, development over time and impact of performance management, including appraisals
- Formal versus informal performance management
- The difference between performance appraisal and performance management
- Reasons why appraisals often unpopular with both appraisers and appraisees
- The link between performance management and motivation
- Discussion of performance management and reward systems, including separating performance management from reward
- Focus on performance-related pay (PRP)
- The role of 360-degree feedback in performance management

Further sections cover:
- Exploration of approaches to performance management in practice
- Giving and receiving feedback

Module 7: Developing individuals into an effective team the art of delegation
- Teams types and definitions, 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
- Techniques for team development
- The role of delegation in team development

Module 8: Essentials of Conflict Management
- Definition, causes and symptoms of conflict
- "Constructive conflict"
- Effects and implications of conflict
- Disciplinary cases and grievances: cost and management issues
- Underlying theories of conflict management e.g. Thomas Kilmann Model (TKI)
- Management of change as a potential source of conflict
- General guidelines for preventing conflict
- Managing "difficult people"
- Building self-awareness
- Developing negotiation skills
- Management of performance issues which could lead to conflict
- Managing conflict in teams
- The Strength Deployment Indicator® - The SDI®

Module 9: Design and Delivery of Staff Development Activities
- Choosing the best approach to the delivery of learning
- Planning, design and delivery of training practical skills
- Practical advice on the use of a variety of visual aids in staff development, including use of PowerPoint and flip charts, good design of slides, tips for effective presentations, and guidelines for interactive sessions, using a facilitative approach
- Evaluation of staff development activities

Module 10: The Personal Development Plan
- Definitions and context of personal development plans
- Principles of personal development planning Identifying your current level of personal development

awarding organisation

Awarding Organisation

At the end of this course successful learners will receive a Certificate of Achievement from ABC Awards and a Learner Unit Summary (which lists the details of all the units the learner has completed as part of the course). 

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.