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e-Learning BTEC (HND) in Management
At eLearning.co.uk all of our courses are delivered online. This gives you the opportunity to study at your own pace and within your own time. Online learning allows you to study in the evenings, weekends, or even the odd hour during the day! With each course you will have full tutor and technical support available via the telephone and by e-mail – so you are not on your own by any means. This e-Learning BTEC (HND) in Management course will award you with the same certification as the classroom version of this course – usually for a cheaper cost and with the additional benefit of flexible study times!
Once you’ve decided to go ahead and enrol on this e-Learning BTEC (HND) in Management course, you will receive an e-mail shortly after containing your user name and password, receipt of payment and full course joining instructions. Use this with the link/url provided in the e-mail and you can log into the online training system and begin learning right away. This e-Learning BTEC (HND) in Management online learning course will use various interactive features and different types of media to enable you to stay engaged whilst learning. The course has been designed to be simple to follow and solely with the user in mind – so don’t worry about the technical side of things.
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About the course
Credit Value
240 UCAS Points, contributing to the Higher Education (HE) Diploma
Entry Requirements
All students must be 17 years of age and above. Students should have completed a Level 3 Diploma or A level standard course (or equivalent) before the Level 5 qualification.
Study Hours
Approximately 60 hours per unit
Assessment Method
16 tutor marked assessments
Award
BTEC (HND) in Management
Unit 1: Using information, communication and technology ICT in Management Studies
Level H1
Learning hours: 60
Unit description
This unit aims to raise learner awareness of the different types of ICT skills, and provide the opportunity for them to develop these skills commensurate with H4 and H5 study. The course is delivered via distance learning with no face to face contact between tutors and students, therefore understanding appropriate research techniques, portfolio skills and self-reflection is important in terms of independent study at this level as well as facilitating a positive learning experience
Students are encouraged to conduct independent research related to the study of Management Studies using ICT skills, so that they can begin to compile their own resource list and also prepare themselves for further and more complex activities later in the course
Unit content
1 Applications of ICT in the study of Management Studies
Information, communication and technology (ICT) comprises core skills for learning.
Utilisation of methods , tools and strategies of ICT to establish and maintain a sound working relationship with tutors and the college.
Development of ICT skills in order to communicate effectively and maximise study progression.
2 ePortfolio constructs
Setting up an ePortfolio for use during the lifetime of the course for storage of files including coursework, self-assessment activities, independent research notes and reflective journals.
The ePortfolio may be requested from time to time by tutors and moderators. Learners will be asked at various points in the course to upload files for this purpose.
A structured system of unique information but once completed can be used as a resource for continuing professional development (CPD), and a body of revision for future studies.
3 Independent web based research
Independent research to equip students with confidence to source and evaluate information relevant to the core course topics within MMA
Develop tools and strategies with which to begin to undertake independent research and integrate this into coursework activities, for example suggesting ways to read research articles and assimilate types of information from these.
4 Principles of self-assessment and reflective writing
The development of knowledge and understanding through writing skills for communicating ideas and arguments to tutors and other readers of written work.
Reviews of writing skills
Reflective writing skills and practice
Promotion of pro-active implementation of skills enhancement through tutor feedback and self-assessment
Unit 2: Introduction to management studies
Level H1
Learning hours: 60
Unit description
The aim of this unit is to give learners an opportunity to study the main management principles and practices, and evaluate theories which underpin past and current management processes and applications
Unit content
1 Theories of management
Exploration and evaluation of the work of Fayol, Taylor and Mintzberg
Exploration and evaluation of Leadership Theories – Hersey and Blanchard
Exploration and evaluation of Tuckmans’ group theory and models
2 M anagement leadership
Defining leadership
Historical comparisons
Leadership research
Levels of leadership and leadership styles
Aims and objectives of delegation
Limitations and levels of delegation
Measurement of outcomes
3 Team building
Working in and with groups
Cohesion strategies
Diversity and compatibility
Environments and organisations
History of group development
Setbacks and limitations
4 Time management
Strategies
Prioritising
Timescales and goal setting
SMART targets
SWOT analysis
Problem solving
Force field analysis
Mind mapping
Unit 3: Practical management skills
Level: H1
Learning hours: 60
Unit description
The aim of this unit is to provide learners with the opportunity to study core management skills and the models from which they have developed historically. In additions learners will be given the opportunity to learn about different management applications related to skills and expand understanding in order to create transferrable knowledge
Unit content
1 Principles of management meetings
Planning, preparation and information related to management meetings
Structure and control strategies
Summarising and record keeping
2 Interview skills
Listening and clarification strategies
Types of questions – aims and objectives
Identifying resistance in non-verbal and verbal behaviour cues; handling resistance
Feedback – giving and receiving
The Johari Window
Development of interview interaction
3 Organisational structure
Classical hierarchical structure
Functionality
Recent trends and development
Job design
Mechanistic and organic organisations
Size and technology
4 Centralisation
Aims and objectives
Pros and cons
Workforce structure
Organisational culture
Outsourcing effects
Environment and stakeholder influences
Unit 4: Managing process
Level H1
Learning hours: 60
Unit description
The aim of this unit is to provide learners with an opportunity to study the management of process which includes business planning and strategy development related to budgets and projects. Learners are also given the opportunity to develop understanding through independent research of current quality management process and expand knowledge into transferable skills
Unit content
1 Business planning
Strategy development and implementation
Financial planning
Costing and budgets
Budget controls and reporting processes
Management decision making processes
Planning for decisions and decision making
2 Process management
Input and output scenarios
Efficiency and effectiveness
Defining and clarifying business processes
Stages of process management
Process mapping, improvement and redesign
Re-engineering and implementation
3 Managing project processes
The role and responsibilities of the project manager
The project life cycle
Milestones and work tasks
Dependencies and contingencies
Controlling and monitoring
Resourcing and accountability
4 Quality management processes
Identifying risk
Risk control
Communication and reporting
Resolving problems
Costing and financing
Unit 5: The manager’s role in training and development
Level H1
Learning hours: 60
Unit description
The aim of this unit is to provide learners with an opportunity to explore a range of training and developmental strategies and programmes within business contexts, and also to develop knowledge and understanding of the manager’s role related to creation of a learning organisation
Unit content
1 The learning organisation
Evaluation of Senge’s work
The 5 components model
The basic model of a system
Social capita: historical perspectives, creating a learning organisation
2 Learning theories
Behaviourism, constructivism, Social Learning Theory, Cognitive Theory, Experiential Learning Theory, the VAK model, Honey and Mumford’s work, pragmatism and the Facilitation theory
3 Action learning
Process and application
The training cycle and training needs
Hard and soft skills
Needs strategies
The Training Needs Analysis (TNA)
The skills gap
4 Competency frameworks
Aims and objectives
Methods and application
Objective achievement
Skills
Examples and comparisons
Unit 6: Training and development choice
Level H1
Learning hours: 60
Unit description
The aim of this unit is to provide learners with the opportunity to explore how training choices are determined and consequent strategies developed for individuals, groups and corporate development. The unit also provides learners with an opportunity to develop understanding of professional and training standards and how these relate to government initiatives at both national and international levels.
Unit content
1 Factors for consideration
Work orientated learning
Induction and instruction
e-learning
Blended learning
Practical applications
2 Knowledge retention
Relevance of the skills gap
Government initiatives and standards
Training needs
The Leitch Report
Technological advancement
Vocational training
Expansion of HE, targets and aims and objectives
3 Standardisation
Vision and mission
Productivity issues
Government training initiatives and funding
Learning Skills Council
Modern Apprenticeships
Other agency involvement
National occupation standards
4 Evaluation
Best practice development
Return on investment criteria
Kirkpatrick model of training and evaluation
CIRO model of training and evaluation
CIPP system model
Unit 7: Motivation in the workplace
Level H1
Learning Hours: 60
Unit description
The aim of this unit is to provide learners with an opportunity to evaluate theories and models of motivation and apply these principles to workplace contexts; in addition learners will also be encouraged to explore management roles in relation to motivation and implementation of strategies
Unit content
1 Theoretical principles of motivation
Motivation allied to performance
Extrinsic and intrinsic motivation
McGregor’s Theory
Effects of personality on motivation
The Big Five Model (Costa and McCrae)
Taylor and McGregor: Instrumentality Theory
Content theories by Maslow, McLelland and Herzberg
2 Historical perspectives
Historical perspectives of motivational relevance, importance and development
Rewards and punishments linked to motivational force
The behaviour connection
Dynamicism versus static groth
3 Individual need for achievement
Historical perspectives
The need and drive for achievement in modern work life
Self-realisation and self-actualisation
Existence, relatedness, growth and fulfilment at work
How to motivate the workforce
4 Cognitive perspective
Process theories: Vroom, Porter, Lawler, Adams
Cognitive relationships
Expectancy scores and ratings
Motivational forces
Ability, role, perception and goals
Equity and the effects of organisational culture
Unit 8: Effective communication: understanding the communication process
Level H1
Learning hours: 60
Unit description
The aim of this unit is to provide learners with the opportunity to explore communication strategies related to management contexts and applications. Learners will also be given the opportunity to evaluate a variety of theories related to effective communication in the workplace and ally these to historical perspectives and development within management processes.
Unit content
1 Language of management
Historical perspectives
Emergence of ‘speake’
The culture of buzzwords
Shift to paperless communication
2 Comparative evaluations between theories
Historical theories – Hannon and Weaver model (channel medium and feedback)
The communication of meaning
Semantic noise
McLuhan – influence of low volume, intonation and modulation in effective communication
Hall’s Theory of Territorial Zones and Mehrabian’s model on spoken communication
3 Principles of best practice
Skills and knowledge bases
Aims, objectives and limitations of management communication methods
Preparation and logistics
Feedback and reporting outcomes
4 Email as a primary method
History of email emergence as a primary communication method
Advantages and disadvantages
Commercial cost
Diversion and stress
Effective use
Information storage and legislation
Information overload
Unit 9: Team building
Level H2
Learning hours: 60
Unit description
The aim of this unit is to provide learners with an opportunity to explore the principles and constructs of management delegation and to evaluate the effects on motivation and work force development. Learners will also be encouraged to conduct independent research into theoretical models and perspectives related to current management practice
Unit content
1 Team characteristics
The Japanese doctrine
Quality management related to teams
Team performances
Pros and cons of teams
Scholte’s model
High performance teams
Team leadership
Independent development
2 Team development processes
Tuckman’s model
Conflict avoidance
Mourning in teams
Woodcock’s model
Katzenback and Smith’s five stage model
Belbin’s model
3 Team development strategies
Creation of the effective team
Monitoring processes
Gap analysis
Team relationships
The culture of trust
Emotional intelligence
4 Team management approaches
The KISS approach
Disunion and analysis
Personal controls
Openness and inclusion
Confidentiality
Guidelines for delegation
Unit 10: Change management
Level H2
Learning hours: 60
Unit description
The aim of this unit is to provide learners with the opportunity to study conflict management approaches and strategies within a range of contexts. Learners will also be provided with the opportunity to explore change management and continued professional development processes
Unit content
1 Causes of workplace conflict
Informal and formal conflict
Culture as a form of conflict
Harassment
Blame cultures
Symptoms of conflict
Constructive conflict
Effects and implications of conflict
2 Change management
Potential sources and origins of conflicts
Kotter and Schlesinger model
Kotter and Schlesinger 6 point strategy
3 Managing individuals
Consultation
Constructive criticism
Open and objective approaches
Defensiveness
Frameworks and procedures
Time management
4 Processes of personal development
CPD strategies, aims and objectives
Personal development plans
Adair’s 3 circles model
Personal profiling
Review and evaluation
Unit 11: The principles of organisational psychology
Level H2
Learning hours: 60
Unit description
The aim of this unit is to provide learners with the opportunity to study the theoretical perspectives, models and applications of organisations psychology. Learners will also be given an opportunity to study management perspectives and approaches related to organisational psychology
Unit content
1 Principles of organisational psychology
Historical origins of organisational psychology
Emergence of current practice
Working in organisations
Aims and objectives of organisational psychology
Explicit and implicit rules
2 Current applications
Current practices
Behavioural changes in the workplace
Management role in organisational psychology applications
3 Personality types
Influences of personality on behaviour in the workplace
Outline of personality types
4 Stress in the workplace
Working hours, working patterns, physical effects if stress, psychological effects of stress
Employer and manager role in stress management
Interpersonal skills
Mentoring and current stress management
Unit 12: Co-operation in the workplace
Level H2
Learning hours: 60
Unit description
The aim of this unit is to provide learners with an opportunity to explore the collaborative nature of cooperation in the workplace and examine strategies related to organisational structure and management approaches
Unit content
1 Principles of cooperative working
Competition
Conflict management
Handling criticism
Competitive working processes and practices
Negative communication
2 Impacts of globalisation
Information technology advances
Consumer demand
Workforce changes
3 Impacts of organisational structure
Organisational structure
Formalisation
Bureaucracy
Departmentalism
4 Contributing external factors
Authoritarian and organisational hierarchy
Professionalism
Complexity and size of organisation
Adaptability and changing workforce
Consequences and reactions to globalisation and change
Unit 13: Resources and research
Level H2
Learning hours: 60
Unit description
The aim of this unit is to provide learners with the opportunity to study research methods and resources related to management approaches, the future of work and current changes in workforces
Unit content
1 Change in customer bases
Global markets
Evolutionary patterns
Changes in technology and demands
2 Research methods and ethics
Implications of research
Methodology and research resources
Aims and objectives of research
Strengths and weaknesses of methods
Ethical implications
3 Future of work
Socio-economic
Demographic
Quality of working life
Work and education
Living in a consumer led society
4 Psychological changes
Stress and life factors
Work satisfaction
Demography
Breaks in working life
Women and work
Employment and structure of work
Evaluation processes
Unit 14: Psychometrics
Level H2
Learning hours: 60
Unit description
The aim of this unit is to provide learners with the opportunity to study the principles and processes of psychometric testing in the workplace, the managerial role and responsibility in applications and evaluations, the aims and objectives of testing and the relevance to modern organisational structure
Unit content
1 Psychometric processes
Aims and objectives
Formats
Scientific basis and argument
Qualitative qualification
Attitudes to psychometrics
Types of tests and analytical procedures
2 Intelligence and ability
The Spearmen Theory
5 factor model of general intelligence
Growth of interest in emotional intelligence linked to work practice
Measuring performance
Influence of personality of performance
3 Physical theories of personality
Biological and neurological approaches
The four temperaments and historical perspectives
Sheldon’s Theory
Psychodynamic Theories
Social Learning Theories
Locus of control
Situationalism
Observational learning
4 Phenomenological model
Roger’s Self Theory
Maslow’s self-actualisation
Kelly’s Personal construct Theory
Murray’s Learned Needs theory
The factor analysis approach
Unit 15: Project management
Level H2
Learning hours: 60
Unit description
The aim of this unit is to provide learners with the opportunity to study the principles and practices of project management and to explore contexts of application
Unit content
1 Project management
Historical development of project management
Types of project management approaches and the project lifecycle
Customers and clients
Project definitions and fulfilment
Aims and objectives of project assignments
Risk analysis
Stakeholders and procurement
Business plans and financial appraisal
Communication, teams and task forces
2 Project organisation
Feasibility studies
Enquiries and checklists
Scope of projects
Design specifications
Documentation
Estimating techniques
Key personnel
Managing project progress and project completion
3 Critical pathway processes
Aims and objectives
Notation systems
Critical pathway analysis
Work breakdown and costings
Network systems
Milestones, logistics and timescales
4 Resource organisation
Resource scheduling
People and reusable resources
Materials
Cash flow management
Purchasing
Commercial management
Value analysis
Unit 16: Management development
Level H2
Learning hours: 60
Unit description
The aim of this unit is to provide learners with the opportunity to study the principles of management development and apply knowledge and understanding to a range of contexts including personal development, performance and appraisal.
Unit content
1 Management development
Skills and applications
Direction and continuum in business
Self-directed learning
Feedback and reflection
Models and approaches
Self awareness, the manager as mentor, coach and counsellor
Decision making
Self-limiting benefits
Role in organisational structure
Case study reviews
2 Performance management
Aims and objectives
The knowledge economy
Systems and processes
Motivation and rewards
Approaches and models
PRP and IPRP
Case study review
SMART
PM cycle
3 Feedback processes
Aims and objectives
Relevance
Processes
Skills and effective communication
Self-reflective feedback
Applications and outcome
4 Personal development plans
Identifying needs and competencies
Aims and objectives of PDPs
Relevance to individuals and teams
Work-life balance
Establishing goals
Characteristics and formats
Methods of learning, action plans, developmental activities, recording results and outcomes
Review stage
Technical Requirements
Windows: Windows 98, 2000, XP, Vista, Windows 7 – Acrobat Reader 4.0 and above
OR
Macintosh: Mac OS X, Mac OS 9.2 – Acrobat Reader 4.0 and above
An up to date internet browser such as Internet Explorer, Mozilla Firefox, or Safari.
Internet connection (broadband recommended.)
Cost - Per Person
£ 3500 + VAT
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