The use of consultants and specialists is a growing field as it is more cost efficient to bring expert support into a business or organisation. This course builds on the premise that people are usually promoted for their technical competence and evidence of good interpersonal skills.

It is often assumed that employees will know how to develop themselves and others, and how to manage difficult people. A good deal of time and cost can be avoided if managers can quickly raise their awareness of how to handle people. The International model has recognised a highly relevant theme to management, coaching, and so this is discussed alongside mentoring. The theory of learning styles to support staff development is covered so that learning is built on historically developed foundations.

Management “soft skills” e.g. motivating, effective communication, teamwork and effective delegation are discussed in depth. The conflict which can arise partly from communication problems in the course of performance and team management concludes the course by giving practical “nuts and bolts” of delivering training and evaluating staff development to ensure a good team is development by an effective and hardworking manager.

The course is divided into 10 units of study, you can read the summary below.

Management Short Course Diploma Course Contents

Unit 1: The Manager as a Coach or Mentor

There is a belief that both children and adults can gain support and encouragement from role models and experts. This Module aims to encourage managers to “think laterally” and to view their roles from a more reflective angle, to appreciate the value of developing a “coaching or mentoring or even a counselling approach” in their daily work. Each technique is considered at all levels, from adoption of the practical techniques e.g. the “GROW model”, or “removing self-limiting beliefs” to the implementation and evaluation of various organisation-wide strategies and programmes. Large organisations are investing into providing such specialist support, and smaller once try to set budget to provide similar internal or expert support. Detailed examples of practical coaching and mentoring techniques, which can be used by managers who are not formally trained as coaches is provided, with ways of operation and evaluation of coaching and mentoring systems in an organisation.

Unit 2: The Manager’s Role in Training and Development

The concept of lifelong learning has encouraged organisations to invest in providing on-going and continual professional training and development. This Module aims to familiarise managers with the case for the development of “the learning organisation”. It provides the background knowledge, implications of establishing and understanding needed for a proactive approach to staff development. The applications of learning theories arising from counselling theories (“cognitive, behavioural, constructivist and social”) and preferred learning styles (Kolb, with Honey & Mumford) to the workplace is evaluated. The importance of the “training cycle”, including Training Needs Analysis is taught. The choice of training and development available, including discussion of “off-site” versus “in house” training, and the pros and cons of distance learning, including via the Internet; the importance of blended learning is explored. A framework for maintaining, evaluating and provision of current knowledge of Government initiatives to promote training, learning and development issues for a line manager is covered.

Unit 3: Motivation in the Workplace – Theory and Practice

Motivation theory is defined and discussed in terms of its relevance to a manager’s role. The underlying purpose of motivating people is to establish a sound basis on which to focus on performance management, building of teams, delegation and conflict management, none of which can be achieved with people who lack motivation. Analysis of what determines motivation, covering both “intrinsic” personality factors, and “extrinsic” working conditions is addressed. Exploration of some well-known theories of motivation such as “instrumental, content and process” models, with a consideration of their relevance to working in organisations (e.g. McGregor, Herzberg, Vroom, Latham & Locke, and Adams) are discussed with practical examples of how managers can motivate people.

Unit 4: Management Styles Including Situational Leadership

This Module aims to clarify the difference between management and leadership, and uses a range of theories to give insights on a variety of commonly observed management styles. Exploration and evaluation of recent theories on management styles e.g. Tannenbaum & Schmidt, including Hersey and Blanchard’s “situational leadership” which advocates adapting one’s style to suit the experience and development stage of each individual. The growing interest in “Emotional Intelligence” (Goleman) is also outlined. Reflection is carried out on the development of management styles and practical application of widely accepted theories. The underlying purpose is to encourage reflection on one’s own approach and understanding of management and how this affects others. This underlies the basis for developing appropriate style in the “soft” management skills required to communicate effectively with others over their personal development plans.

Unit 5: Effective Communication – Understanding the Communication Process

A key failing in the workplace is an assumption by the top level that everyone is clear of what an organisation is doing and hopes to do. The use of the different forms of communication, taking care with the use of emails for example is discussed. The fundamental importance of effective communication for successful management is established. It focuses on the complexities of the communication process, analysing the benefits and pitfalls of the various methods and channels in common use in the workplace. Practical aspects cover e.g. the avoidance of jargon (with examples), advice on managing meetings, report-writing techniques, interpreting and presenting data without distortion, and effective use of emails. The meaning and implications of non-verbal communication and body language are also considered. The development of sound strategies developed from communication theories and practical approaches for communicating with both internal staff and external customers is encouraged.

Unit 6: Performance Management – Informal and Formal, Including Appraisals

A key mistake is that like being a parent, some people believe that they will do it better naturally. A little training and practice can help a manager develop in their role and bring managers up to speed e.g. with the complex issue of performance management. This is an important process yet often received negatively as time-consuming and a worthless tick-box exercise. It is useful as it helps measure performance and quality in a two-way process, and goes towards building the confidence and insight both to manage appraisals, and to encourage the broad development of individuals. There is a lengthy discussion of performance management to determine its need, development over time and its impact e.g. using informal and formal appraisals. Its approaches to performance management in practice e.g. its uses in terms of rewards and as a focus on performance-related pay (PRP). The role of 360-degree feedback in performance management, giving and receiving feedback is explored in terms how to make the process effective and user-friendly.

Unit 7: Developing Individuals into an Effective Team – The Art of Delegation

If one has read animal farm, then one is aware that when you form a team, natural strengths and weaknesses of people become apparent. How skills influence a team depends on the nature of a task, but we know the styles and qualities we admire in a team manager from experience. The types and nature of teams are defined, including the growing importance of “matrix”, “self-managed” and “virtual” teams. Theories of team development (Tuckman) and their application: the importance of “storming” and pitfalls of “groupthink”; the value of identifying “team role preferences” (Belbin), and the implications of this are investigated. An understanding of team development and roles is justified as assisting the establishment of “High Performing Teams”. Teamwork is linked to the principles and practical steps required for effective delegation, which is seen as essential to efficient use of people as a resource.

Unit 8: Essentials of Conflict Management

Disagreements arise often out of petty reasons, stress or can be productive if managed constructively during team-work to form the best process for getting a task done. Different managers have differing styles and methods for managing difficult people, conflicts and disagreements in the workplace. Working on the basis that communication lies at the heart of management, conflict is presented as “communication which has gone wrong”, and focuses on an analysis of why conflict occurs, how to recognise it, and why it is so costly e.g. if staff call in sick. Practical advice on how to minimise conflict, and hopefully avert it in the first place e.g. through the use of negotiation theory is provided. The importance of raising self awareness to understand conflict situations e.g. how one appears to others, is covered with reference to e.g. Johari windows. Disciplinary cases and grievances, their cost and management issues through underlying theories of conflict management e.g. Thomas Kilmann Model (TKI) is discussed. The Management of performance issues which could lead to conflict, managing conflict in teams and the use of the Strength Deployment Indicator® – The SDI® concludes this topic.

Unit 9: Design and Delivery of Staff Development Activities

Training and staff development has been mentioned throughout this course. The provision of systematic advice on how to plan, design and deliver the best approach to training is given. This includes how to deliver formal presentations, interactive workshops, facilitation and production of online learning materials here through an array of activities. It is based on the view that managers need to have a working knowledge and to take a proactive part in cost-effective and relevant staff development, and to be in a strong position to evaluate training provided externally, by the Training Department or themselves. Practical advice on the use of a variety of visual aids in staff development, including use of PowerPoint and flip charts is provided. Advice on good design of slides, tips for effective presentations, and guidelines for interactive sessions, using a facilitative approach is provided. Evaluation of staff development activities are taught so that the worth of each activity can be measured.

Unit 10: The Personal Development Plan

The whole course is brought together by discussing the need of raise awareness of the importance of the Personal Development Plan (PDP). This is used not only to support the performance management system, but also for the general growth of the individual, including realising one’s potential, enabling future progression, and improvement of the work-life balance. It provides a working knowledge of how to follow the cyclical process of personal development planning, starting with S-SMART development goals, and including the construction of a “personal profile.” A variety of techniques to evaluate an individual’s development needs e.g. use of competence indicators; and various readily available psychometric tests such as Honey & Mumford’s Learning Styles, or Personality Type Indicators e.g. the MBTI® are discussed. Managers are encouraged to make the time to foster their own development. It stimulates reflection one’s own practice in order to help develop skills to become a competent and effective manager.

Management Short Course Diploma Entry Requirements

All students must be of 18 years of age and above to enter into our Management Short Course Diploma (Level 3).

Short Course Diploma courses require a minimum prior learning to GCSE standard in order that students can manage their studies and the assumed knowledge within course content.

Study Hours

200 hours in total or 20 hours per week over 10 weeks.

Assessment

Written assessment at the end of each unit of study.

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