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Unit 13:
Learning hours: NQF level 4:

Managing Professional Development

60 BTEC Higher National H2

Description of unit
This unit is designed to enable learners to assess and develop a range of professional and personal skills in order to promote future personal and career development. The unit also aims to develop learners abilities to organise, manage and practise a range of approaches to improve their performance as self-organised learners, in preparation for work or further career development. The unit emphasis is on the needs of the individual but within the context of how the development of self-management corresponds with effective team management in meeting objectives.

Summary of learning outcomes

To achieve this unit a learner must: 1 2 3 4 Undertake responsibility for own personal and career development Evaluate progress and achievement of personal development and learning targets Develop a range of interpersonal and transferable business skills Demonstrate self-managed learning in a professional context.

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Content

Personal and career development Self-appraisal: skills audit, evaluating self-management, leadership and interpersonal skills Development plan: career and personal development, current performance, future needs, aims, objectives, targets, review dates, achievement dates, learning programme/activities, action plans Portfolio building: developing and maintaining a personal portfolio Constructing a CV: writing, maintaining and presenting

Evaluate progress Evaluate progress: against original aims, objectives, targets, responding to feedback, resetting aims, objectives and targets

Interpersonal and transferable business skills Problem solving: problem analysis, brainstorming, mind mapping, generating solutions, choosing a solution, creative thinking Verbal communication: effective listening, respect of others opinions, interviewing techniques, negotiation, persuasion, presentation skills, assertiveness Time management: prioritising workloads, setting work objectives, using time effectively, making and keeping appointments, working steadily rather then erratically, time for learning, estimating task time (partitionable tasks, non-partitionable tasks)

Self-managed learning Targets: aims and requirements, preferences, personal orientation achievement goals, identification of what has to be learnt, dates for achievement Learning styles: activist, pragmatist, theorist, reflector, Kolbs learning cycle Effective learning: skills of personal assessment, planning, organisation and evaluation Online research methods: use of the internet, use of bulletin boards, newsgroups Assessment of learning: improved ability range with personal learning, evidence of improved levels of skill, learning achievements and disappointments.

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Outcomes and assessment criteria

Outcomes

Assessment criteria for pass To achieve each outcome a learner must demonstrate the ability to:

Undertake responsibility for own personal and career development

identify, review and assess own performance of current management skills conduct a self-assessment inventory devise and maintain a current CV and/or portfolio of work devise a personal development plan to achieve personal targets and short and long-term learning objectives evaluate learning and development with original aims and objectives set in the development plan reset objectives in the light of evaluation and feedback create or identify solutions to a range of work-based problems communicate in a variety of styles and appropriate manner at various levels identify and evaluate a range of effective time management strategies apply an awareness of how people learn to identify suitable methods for development suggest ways in which lifelong learning could be encouraged use a range of research methods and sources give a presentation evaluating progress in achieving learning objectives outlined in the personal development plan

Evaluate progress and achievement of personal development and learning targets Develop a range of interpersonal and transferable business skills

Demonstrate self-managed learning in a professional context

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Guidance

Delivery This unit would benefit from a series of skills-based workshops or a residential period to facilitate personal development. Guest speakers from businesses would be helpful in describing their job roles and identifying the skills needed to run and work in a business environment. Assessment For the personal profile the learner should self-evaluate their current skills and experiences using a skills audit and then construct a personal portfolio. Assessment for the career development could be via a personal journal or skills log compiled throughout the programme. It should be based on the learners own personal and career aims and needs. Evidence for interpersonal and transferable skills should involve role play and use examples of real-life situations. Learners should also analyse qualities of existing business entrepreneurs. Links This unit has links with Unit 14: Working with and Leading People, Unit 15: Managing Activities to Achieve Results and Unit 16: Managing Communications, Knowledge and Information. It should be developed throughout the programme in order to influence the selection of an appropriate project and career route. Support materials Sufficient library resources should be available to enable learners to achieve this unit. Particularly relevant texts are: Adair J Effective Leadership (Pan Books, 1988) ISBN: 0330302302 Adair J Effective Time Management (Pan Books, 1989) ISBN: 0330302299 Hartley P Interpersonal Communication (Routledge, 1993) Dubrin A 10 Minute Guide to Leadership (John Wiley & Sons, 1997) ISBN: 0028614062 Glass N Management Masterclass: A Practical guide to the New Realities of Business (Nicholas Brealey Publishing, 1996) ISBN: 1857881079 Godefroy and Clark The Complete Time Management System (Piatkus, 1990) ISBN: 0749910445 Jay How to Write Proposals and Reports That Get Results (FT Prentice Hall 2000) ISBN: 0273622021 Mullins Management and Organisational Behaviour (Pitman Publishing, 1996) ISBN: 0415013852 Perkins Killer CVs and Hidden Approaches (FT Prentice Hall 2001) ISBN: 027365246X

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Unit 14:
Learning hours: NQF level 4:

Working with and Leading People

60 BTEC Higher National H2

Description of unit
This unit develops the knowledge and skills needed to work with and lead people. The unit recognises that leadership operates within the internal framework of organisational values, culture, policies and practices. It also recognises that, externally, leadership should meet the requirements of current legislation and ensure ethical and environmentally friendly behaviour. The unit also considers the requirements for recruitment, selection and retention. It examines team working and leadership roles and identifies the work and development needs of individuals in the workplace.

Summary of learning outcomes

To achieve this unit a learner must: 1 2 3 4 Explore recruitment, selection and retention procedures Understand how to build winning teams Evaluate the styles and impact of leadership Analyse the work and development needs of individuals considering performance monitoring and assessment.

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Content

Recruitment, selection and retention procedures Procedures: legislation and requirements relating to recruitment and selection; internal and external recruitment processes; selection processes including job descriptions and person specifications, interviewing, use of CVs, assessment centres; diversity issues, including legal requirements and obligations and business and ethical cases regarding diversity; legislation and requirements relating to employment, workers welfare and rights, health and safety, retention, succession planning

Build winning teams Building teams: conflict resolution processes, flexible working practices, theories of team formation, structures and interactions; politics of working relationships, diversity issues within teams, working cultures and practices; promotion of anti-discriminatory practices and behaviours, team building processes, support, supervision, monitoring and evaluation

Leadership Theories, models and styles of leadership and their application to different situations: impact of leadership styles, theories and practices of motivating, influencing and persuading others, influence of cultural environment within the organisation, differences between leadership and management, leadership power and control, delegation

Work and development needs of individuals considering performance monitoring and assessment Identifying development needs, learning styles and processes: supporting individual learning and encouraging lifelong learning, planning, recording, monitoring and evaluating; group development processes and behaviour Planning, work orientation and job design: application of motivation theories and empowerment techniques, communication styles and techniques, delegation techniques and processes, supervision styles, working culture and practices, regulations and codes of practice, diversity issues Performance monitoring and evaluation: measuring effective performance, providing feedback, appraisal processes, benchmarking performance processes, mentoring and counselling, methods of correcting under-performance, legislation, codes of practice and procedures relating to disciplinary situations, diversity issues, management principles, promotions of anti-discriminatory practices and behaviours

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Outcomes and assessment criteria

Outcomes

Assessment criteria for pass To achieve each outcome a learner must demonstrate the ability to:

Explore recruitment, selection and retention procedures

identify characteristics of the person(s) required and inform potential applicants suggest suitable methods for selection contribute to the selection process apply legal, regulatory and ethical considerations to the selection process identify the mix of knowledge, skills and experience necessary for a team to fulfil its functions analyse dynamics within teams and stimulate and promote a team spirit which helps motivate and provides support to its members clarify expectations of relationships encourage team members to develop roles during team assignments empower teams to develop their own ways of working independently and to rely on their own capabilities within pre-set boundaries evaluate theories and styles of leadership effectively communicate visions, goals and values to colleagues and promote understanding of how delegated objectives support these enthuse and motivate colleagues to achieve objectives promote confidence among colleagues to engage with change empower colleagues to present their own ideas, develop their own ways of working within agreed boundaries and to provide a lead in their own areas of expertise

Understand how to build winning teams

Evaluate the styles and impact of leadership

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Outcomes

Assessment criteria for pass To achieve each outcome a learner must demonstrate the ability to:

Analyse the work and development needs of individuals considering performance monitoring and assessment

plan or analyse work activities using appropriate objective-setting techniques and processes negotiate assignments with colleagues using suitable delegation techniques to motivate and enable colleagues review development needs and activities and evaluate the effectiveness of activities use suitable methods, with clearly defined and relevant criteria and objectives, to assess the performance of colleagues identify factors affecting the quality of performance and use these to provide clear and constructive feedback on performance to colleagues incorporate results of assessments into personal development plans and other organisational procedures for dealing with performance issues

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Guidance

Delivery Delivery will normally be through a mixture of lectures and seminars. Learners will be required to work on case studies and to participate in role play to allow them to practise skills. Tutors should be aware that this unit is intended to cover the requirements of general managers working with and leading people, rather than being concerned with the needs of human resource management as a specialist function. Assessment Evidence could be generated through assignments, examinations and/or case studies and may encompass performance in role-play situations. Learners who are in work or who are able to participate in relevant work experiences may be able to generate evidence from real workplace situations. Where the working situation of a learner renders this impractical, learners should be encouraged to use a host organisation or a job situation with which they are familiar to simulate the role of a manager. Good use could be made of managerial situations even if these are unpaid and/or part-time in nature. Links This unit has links with Unit 13: Managing Professional Development, Unit 15: Managing Activities to Achieve Results and Unit 16: Managing Communications, Knowledge and Information. There may also be links with units in the Human Resources Management pathway and with Unit 56: Project Management. The unit links with the following units from the Management Standards Centre National Occupational Standards: Unit B5: Unit D3: Unit D5: Unit D6: Unit D7: Provide leadership for your team Recruit, select and keep colleagues Allocate and check work in your team Allocate and monitor the progress and quality of work in your area of responsibility Provide learning opportunities for colleagues.

Support materials Textbooks Biddle D and Evenden R Human Aspects of Management 2nd Edition (Chartered Institute of Personnel and Development, 1989) ISBN: 0852923953 Huczynski A and Buchanan D Organisational Behaviour An Introductory Text (Pearson Higher Education, 2003) ISBN: 0582843219 Maund L An Introduction to Human Resource Management: Theory and Practice (Palgrave Macmillan, 2001) ISBN: 033391242X

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Mullins L Management and Organisational Behaviour 6th Edition (FT Prentice Hall, 2004) ISBN: 0273651471 Price A Human Resource Management in a Business Context 2nd Edition (Thomson Learning, 2004) ISBN: 186152966X Other reading A daily broadsheet eg The Times, The Guardian Management Today People Management Websites Websites can provide reports on research and current theories as well as case study materials. The following are examples of useful websites. www.belbin.com www.cipd.co.uk www.eoc.org.uk www.greatplacetowork.gov.uk www.human-resources.org www.humanresources.about.com www.managing-people-performance.com www.peoplemanagement.co.uk Website of R M Belbin, expert on team building Chartered Institute of Personnel and Development Equal Opportunities Commission Advice on involving and developing personnel to achieve results Human resources learning centre Advice on human resources issues Advice on performance management and appraisal Online magazine of Chartered Institute of Personnel and Development

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Unit 15:
Learning hours: NQF level 4:

Managing Activities to Achieve Results

60 BTEC Higher National H2

Description of unit
This unit focuses on the effective and efficient planning and management of work activities. It provides learners with the knowledge and skills to design, implement and change operational systems to improve their effectiveness and efficiency and to achieve the desired results. Learners are encouraged to consider the importance and interrelationship of business processes and the implementation of operational plans, together with quality systems and health and safety in achieving satisfactory results.

Summary of learning outcomes

To achieve this unit a learner must: 1 2 3 4 5 Evaluate the importance of business processes in delivering outcomes based upon business goals and objectives Develop plans for their areas of responsibility and implement operational plans Design and monitor appropriate systems to ensure quality of product and services Manage health and safety in the workplace Improve organisational performance.

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Content

Business processes in delivering outcomes based upon business goals and objectives Processes and functions: inter-relationships of functions, mission, aims, objectives and culture; principles and models of effective process management; types of business process measures and how to evaluate their suitability

Plans for their areas of responsibility and implement operational plans Areas of responsibility: internal and external customers, customer orientation, market research, product development, principles and methods of short- to medium-term planning, PERT, critical path analysis, work flow, prioritising workloads, how to develop SMART objectives, time management, how to analyse and manage risk, how to align resources with objectives Operational plans: product and service specifications and standards, meeting quality, quantity, time and cost objectives, systems eg Just-in-Time, value-added chains, statistical process control, co-ordinating activities, working within organisational constraints and limitations

Appropriate systems to ensure quality of product and services Systems: Total Quality Management (TQM), TQM philosophy, principles, methods and techniques; quality systems, quality circles, ISO9000/EN29000, managing and monitoring quality

Health and safety in the workplace Health and safety: legislation and regulations relating to health and safety at work, organisational policies and procedures regarding health and safety, risk assessment and monitoring, practical application of regulations, public attitudes and concerns relating to health and safety

Organisational performance Organisational performance: principles of models which underpin organisational performance, types of performance measures and how to determine and set them, cost/benefit analysis, risk analysis, the value of a customer-focused culture, the importance of prevention rather than correction, importance of developing a continual improvement culture and how to involve others, planning, proposing, implementing and evaluating change, identifying wider implications of change within the organisation, Business Process Re-engineering (BPR)

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Outcomes and assessment criteria

Outcomes

Assessment criteria for pass To achieve each outcome a learner must demonstrate the ability to:

Evaluate the importance of business processes in delivering outcomes based upon business goals and objectives

describe the structure and culture of an organisation and evaluate the inter-relationships between the different processes and functions of an organisation identify the mission, aims and objectives of an organisation and analyse the effect of these on the structure and culture of the organisation define the methodology to be used to map processes to the organisations objectives and functions and evaluate the output of the process and analyse quality gateways develop plans which promote goals and objectives for own area of responsibility and ensure plans are consistent with legal, regulatory and ethical requirements use objectives which are specific, measurable, achievable, realistic and time-based to align people and other resources in an effective and efficient way prepare and agree implementation plans which translate strategic targets into practical efficient and effective actions manage work activities to prevent ineffective and inefficient deviations from the operational plan through effective monitoring and control implement appropriate systems to achieve objectives and goals of the plan in the most effective and efficient way, on time and to budget and to meet organisational standards of quality define the resources, tools and systems required to support the business process define and implement quality audit systems/practice to manage and monitor quality to standards specified by the organisation and process operated embed a quality culture to ensure continuous monitoring and development of the process

Develop plans for their areas of responsibility and implement operational plans

Design and monitor appropriate systems to ensure quality of product and services

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Outcomes

Assessment criteria for pass To achieve each outcome a learner must demonstrate the ability to:

Manage health and safety in the workplace

carry out risk assessments as required by legislation, regulation and organisational requirements and ensure appropriate action is taken identify health and safety regulations and legislation applicable in specific work situations and ensure these are correctly and effectively applied systematically review organisational health and safety policies and procedures in order to ensure they are effective and that they comply with the appropriate legislation and regulations ensure practical application of health and safety policies and procedures in the workplace monitor systems and work activities and identify problems and opportunities for improvement recommend improvements which align with the organisations objectives and goals and which result in a reduction in the variation between what customers and other stakeholders want and what products, processes and services deliver identify the wider implications of proposed changes within the organisation plan, implement and evaluate changes within an organisation

5 Improve organisational performance

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Guidance

Delivery Delivery will normally be through a mixture of lectures and seminars. Learners will be required to work on case studies and to participate in role play to allow them to practise skills. Tutors should be aware that this unit is intended to cover the requirements of managers who are responsible for managing activities, rather than being concerned with the needs of specialist managerial functions, such as, for example, professional quality managers. Assessment Evidence may be generated through assignments, examinations and/or case studies and may encompass performance in role-play situations. Learners who are in work or who are able to participate in relevant work experience may be able to generate evidence from real workplace situations. Where the working situation of a learner renders this impractical, learners should be encouraged to use a host organisation or a job situation with which they are familiar to simulate the role of a manager. Good use could be made of managerial situations even if these are unpaid and/or part-time in nature. Links This unit has links with Unit 13: Managing Professional Development, Unit 14: Working with and Leading People and Unit 16: Managing Communications, Knowledge and Information. There may also be links with Unit 39: Quality Management, Unit 53: Contemporary Issues in Marketing Management, Unit 56: Project Management and Unit 60: Environmental Management. The unit links with the following units from the draft Management Standards Centre National Occupational Standards: Unit B1: Unit B8: Develop and implement operational plans for your area of responsibility Ensure compliance with legal, regulatory, ethical and social requirements

Unit B10: Manage risk Unit C2: Unit C3: Unit C4: Unit C5: Unit C6: Unit E5: Unit E6: Unit E7: Unit F12: Encourage innovation in your area of responsibility Encourage innovation in your organisation Lead change Plan change Implement change Ensure your own actions reduce risks to health and safety Ensure health and safety requirements are met in your area of responsibility Ensure an effective organisational approach to heath and safety Improve organisational performance.

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Support materials Textbooks Harrison A et al Cases in Operations Management 3rd Edition (FT Prentice Hall, 2003) ISBN: 0273655310 Naylor J Introduction to Operations Management 2nd Edition (FT Prentice Hall, 2002) ISBN: 0273655787 Oakland J S and Porter L J TQM: Text with Cases 3rd Edition (Butterworth-Heinemann, 2003) ISBN: 0750657405 Slack N et al Operations Management (FT Prentice Hall, 2003) ISBN: 0273679066 Journals/newspapers A daily broadsheet eg The Times, The Guardian, The Financial Times Many professional and academic institutions publish journals relevant to this unit. Examples are: Production, Planning & Control International Journal of Productivity & Performance Management The TQM Magazine Websites Websites can provide reports on research and current theories as well as case study materials. Examples are: www.businesscases.org/newInterface www.dti.gov.uk/mbp www.efqm.org www.hbsworkingknowledge.hbs.edu www.hse.gov.uk www.hsl.gov.uk www.managerwise.com www.praxiom.com Provides business case studies. Department of Trade and Industry Management advice for European businesses Harvard Business School Health and Safety Executive Health and Safety Laboratory Provides information on management practice Praxiom Research Group provides information on ISO 9001:2000 quality standards Provides advice on quality management

www.quality.co.uk

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Unit 16:
Learning hours: NQF level 4:

Managing Communications, Knowledge and Information

60 BTEC Higher National H1

Description of unit
This unit recognises that communications do not automatically take place effectively in organisations and thus both information and work-based knowledge is often deficient when decisions are made. This suggests that managers need to look to improve the planning of their communications processes as well as improving their communication skills. It also promotes the need for managers to adopt a more inclusive approach to stakeholders affected by the decisions they make and thus maintains the need for managers to network on a more structured basis. It also suggests that managers need to make the information and knowledge they gain accessible to other parts of the organisation. This unit is designed to develop an understanding of the interaction between communications, knowledge and information. The unit also looks at how IT systems can be used as a management tool for collecting, storing, disseminating and providing access to knowledge and information.

Summary of learning outcomes

To achieve this unit a learner must: 1 2 3 4 Assess information and knowledge needs internally and externally to improve decision making and taking Create strategies to increase personal networking to widen involvement in the decisionmaking process Develop communication processes to improve the gathering and dissemination of information and organisational knowledge Design and improve appropriate systems for the collection, storage and dissemination of and access to the information and knowledge gathered.

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Content

Information and knowledge needs Sources: internal and external, primary and secondary, formal and informal, team workers, customers and other stakeholders Types: qualitative and quantitative, tacit and explicit, official and unofficial, policy and opinion

Personal networking Sources: stakeholders and useful contacts, internal and external Methods: formal, informal Strategies: formal and informal, direct or via media, relating and interacting trust and confidentiality, forming business relationships, decision making and decision taking

Communication processes Types: meetings and conferences, workshops and training events, internet and email, written, telephone, video conferencing one-to-one meetings Approaches: structured and coordinated, planned, formal and informal Strategy: advantages, disadvantages; informal, face-to-face, formal in writing, emotional, intelligence

Appropriate systems Type: hard and soft, websites and mailings, access and dissemination Style: trends and patterns, diagrams and text, consistent and reliable, current and valid; legal and confidential

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Outcomes and assessment criteria

Outcomes

Assessment criteria for pass To achieve each outcome a learner must demonstrate the ability to:

Assess information and knowledge needs internally and externally to improve decision making and taking

identify the range of decisions to be taken review information and knowledge needed to ensure effective decision taking assess internal and external sources of information and understanding make recommendations for improvement identify personnel including customers, other stakeholders and other experts make contact with those identified and develop business relationships involve those identified in decision making as appropriate suggest strategies for improvement evaluate existing processes of communication in an organisation and look to ensure and improve appropriateness implement and justify improvements to ensure greater integration of systems of communication in that organisation on a personal level, identify weaknesses and develop a personal plan to improve communication skills evaluate existing approaches to the collection, formatting, storage, disseminating information and knowledge implement and justify appropriate changes to improve the collection, formatting, storage, disseminating information and knowledge implement a strategy to improve access to systems of information and knowledge to others as appropriate

Create strategies to increase personal networking to widen involvement in the decision-making process

Develop communication processes to improve the gathering and dissemination of information and organisational knowledge

Design and improve appropriate systems for the collection, storage and dissemination of and access to the information and knowledge gathered

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Guidance

Delivery Variety in delivery beyond seminars and tutorials will be of value in developing this unit to ensure that learners have opportunities to gain experience through a range of avenues of discovery and learning. The unit requires an investigative approach through research, background reading, case studies and, where possible, workplace experience with an emphasis on exchanges of learning and understanding between learner groups and teams. Assessment Evidence of outcomes may be in the form of at least two of the following: a reflective investigation into the communication, information and knowledge flows of an organisation familiar to the learner a critical appraisal of current management thinking an assignment into the issues of managing communications, information and knowledge in any organisation development of new approaches to existing models of communication, information and knowledge flow implementation of an innovative approach to improve the flow of communication, information and knowledge.

Links This unit has links with Unit 13: Managing Professional Development, Unit 14: Working with and Leading People and Unit 15: Managing Activities to Achieve Results. The unit links up many of the Management NVQ units particularly: Unit A3: Unit D1: Unit F3: Unit F12: Develop your personal networks Develop productive relationships with colleagues and stakeholders Manage business processes Improve organisational performance.

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Resources Learners should have access to the internet to provide them with case studies and other information. Whilst there is a technical element to this unit, the stress on the effective development of systems to support management decision making needs to remain the focus. There is a developing literature in this area of debate, indicated below although appropriate articles need to be sought in either the more technical or more general management journals. Support materials Textbooks Avgerou C Information Systems and Global Diversity (Oxford University Press, 2003) ISBN: 0199240779 Boddy D, Boonstra A and Kennedy G Managing Information Systems; An Organizational Perspective (FT Prentice Hall, 2002) ISBN: 0273655957 Kovacic B New Approaches to Organizational Communication (State University of New York Press, 1994) ISBN: 0791419185 Little S, Quintas P and Ray T Managing Knowledge: An Essential Reader (Sage Publications, 2002) ISBN: 0761972137 McKenzie J and van Winkelen C Understanding the Knowledgeable Organisation (Thomson Learning, 2004) ISBN: 1861528957 Preston P Reshaping Communications (Sage Publications, 2001) ISBN: 0803985630 Quirke B Communicating Corporate Change (McGraw-Hill, 1996) ISBN: 0077093119 Stewart T A Intellectual Capital: The New Wealth of Organisations (Nicholas Brealey Publishing Ltd, 1998) ISBN: 1857881834 Video The BBC and the Centre for Tomorrows Company Communications from the Building Tomorrows Company series.

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