Words: 8317
ATHE Level 7 Qualifications in Healthcare Management ATHE Level 7 Award in Programme Leadership (QCF) ATHE Level 7 Award in Sustainable Business Strategy (QCF) ATHE Level 7 Certificate in Developing Organisational Vision and Strategic Direction (QCF) ATHE Level 7 Certificate in Manage Continuous Organisation Improvement (QCF) ATHE Level 7 Certificate in Research for Senior Managers (QCF) ATHE Level 7 Certificate in Healthcare Management (QCF) ATHE Level 7 Diploma in Healthcare Management (QCF) © ATHE Ltd 2011 Level 7 Healthcare Management, Nov 2011 v1 About ATHE
We are an Ofqual regulated awarding organisation that specialises in management qualifications. Our QCF qualifications are designed in such a way that the course delivery can be as flexible and learner driven as the centre chooses, allowing centres to target learners with different profiles. We are a small and dedicated awarding organisation that is committed to the highest standards of service and support for centres. 1 Contents About ATHE …………………………………………………………………………………………………….. ATHE Titles Included in This Specification ……………………………………………………………. 4 Accreditation Dates ………………………………………………………………………………………… 5 Entry Requirements ……………………………………………………………………………………….. 5 Introduction to ATHE? s New Level 7 QCF Qualifications in Healthcare Management ….. 6 Awards …………………………………………………………………………………………………………. Certificates ……………………………………………………………………………………………………. 6 Diploma ………………………………………………………………………………………………………… 6 Recognition …………………………………………………………………………………………………… 7 National Occupational Standards……………………………………………………………………… Progression …………………………………………………………………………………………………… 8 Recognition of Prior Learning (RPL) …………………………………………………………………. 8 Support for ATHE Qualifications ………………………………………………………………………. 8 ATHE Level 7 QCF Qualifications in Healthcare Management ………………………………… 9 Credit values and rules of combination ……………………………………………………………… ATHE Level 7 Award in Programme Leadership ………………………………………………….. 10 ATHE Level 7 Award in Sustainable Business Strategy ………………………………………… 10 ATHE Level 7 Certificate in Developing Organisational Vision and Strategic Direction 10 ATHE Level 7 Certificate in Manage Continuous Organisation Improvement …………… 10 ATHE Level 7 Certificate in Research for Senior Managers …………………………………… 11 ATHE Level 7 Certificate in Healthcare Management …………………………………………… 1 ATHE Level 7 Diploma in Healthcare Management ……………………………………………… 12 Guidance on Assessment ………………………………………………………………………………… 13 Methods of Assessment ………………………………………………………………………………… 13 Putting an Assessment Strategy in Place ………………………………………………………… 14 Quality Assurance of Centres ………………………………………………………………………… 4 Malpractice………………………………………………………………………………………………….. 15 Guidance for Teaching and Learning …………………………………………………………………. 16 Top Tips for Delivery …………………………………………………………………………………….. 16 Resources …………………………………………………………………………………………………… 16 2
Access and Recruitment ………………………………………………………………………………….. 17 Access Arrangements and Special Considerations …………………………………………… 17 Restrictions on Learner Entry…………………………………………………………………………. 17 Unit Specifications …………………………………………………………………………………………… 18 Unit Format …………………………………………………………………………………………………. 8 Unit 7. 1 Organisational Behaviour ……………………………………………………………………… 20 Unit 6. 12 Managing Finance in the Public Sector …………………………………………………. 24 Unit 6. 13 International Healthcare Policy ……………………………………………………………. 27 Unit 7. 8 Manage Continuous Organisational Improvement ……………………………………. 31 Unit 7. 11 Developing Organisational Vision and Strategic Direction ……………………….. 34 Unit 7. Research for Senior Managers ……………………………………………………………… 37 Unit 6. 6 Managing Quality and Service Delivery ………………………………………………….. 40 Unit 7. 3 Strategic Resource Management…………………………………………………………… 42 Unit 6. 1 Human Resource Management …………………………………………………………….. 45 Unit 6. 2 Project Management ……………………………………………………………………………. 48 Unit 7. Programme Leadership ……………………………………………………………………….. 52 Unit 6. 4 Risk Management ……………………………………………………………………………….. 56 Unit 7. 7 Corporate Communication Strategies …………………………………………………….. 59 Unit 7. 9 Sustainable Business Strategy ……………………………………………………………… 62 Unit 6. 11 Managing Stakeholder Engagement …………………………………………………….. 4 Unit 6. 10 Leading Organisational Equality and Diversity ……………………………………….. 68 3 ATHE Titles Included in This Specification This document provides key information on ATHE? s suite of Level 7 QCF qualifications in Healthcare Management, including the rules of combination, the content of all the units and guidance on assessment and curriculum planning. It should be used in conjunction with the ATHE handbook “Delivering ATHE Qualifications”. Further guidance on curriculum planning and assessment is provided separately.
These qualifications have been accredited to the Qualifications and Credit Framework (QCF). Each qualification has a Qualification Accreditation Number (QAN). This number will appear on the learner? s final certification documentation. Each unit within a qualification also has a QCF code. The QAN numbers for these qualifications are as follows: ATHE Level 7 Award in Programme Leadership (QCF) ATHE Level 7 Award in Sustainable Business Strategy (QCF) ATHE Level 7 Certificate in Developing Organisational Vision and Strategic Direction QCF) ATHE Level 7 Certificate in Manage Continuous Organisation Improvement (QCF) ATHE Level 7 Certificate in Research for Senior Managers (QCF) ATHE Level 7 Certificate in Healthcare Management (QCF) ATHE Level 7 Diploma in Healthcare Management (QCF) 600/3401/4 600/3400/2 600/3410/5 600/3411/7 600/3399/X 600/3419/1 600/3405/1 4 Accreditation Dates These qualifications are accredited from 1st October 2011 which is their operational start date in centres. Entry Requirements
These qualifications are designed for learners from aged 19. However ATHE does not specify any entry requirements. Centres are required to ensure that learners who undertake these qualifications have the necessary skills to undertake the learning and assessment. 5 Introduction to ATHE’s New Level 7 QCF Qualifications in Healthcare Management Our new qualifications in Healthcare Management have been developed to conform to the requirements of the QCF, to meet the requirements of the sector and to respond to the needs of our centres.
These qualifications provide generic management skills for those planning to or working in the healthcare sector with the addition of units that are specifically targeted at those working in the public sector. The qualifications deliver the skills and knowledge that meet the needs of managers in different sectors on a domestic and international platform. We provide a flexible route for learners who have already achieved management qualifications at a lower level and for learners who do not have healthcare management qualifications, but may have qualifications in other areas and/or rior management experience in the work place. Our suite of qualifications is designed to provide: ? ? ? ? maximum flexibility with a range of different sized level 7 awards and certificates for those who only wish or have the time to initially take smaller qualifications and then build up qualifications over time opportunities for learners to develop a range of knowledge and skills, personal qualities and attitudes essential for successful performance in working life awards and certificates, in particular specialisms that are directly related to learners? urrent responsibilities or that meet a particular interest and support career development opportunities for learners who wish to undertake a full time course of study leading to a Diploma. Awards Our awards allow learners to focus on the development of skills in a particular area. Certificates Our certificates allow learners to either focus on a particular skill area or develop broader skills in the areas of their choosing through a choice of options. Diploma Our Diploma allows learners to develop all the key skills they need to work as a senior manager with a number of mandatory units together with a choice of options. Recognition These qualifications have been developed with the support of the sector skills council, the Council for Administration. The Healthcare titles also have the support of Skills for Health. 7 National Occupational Standards The ATHE Level 7 qualifications in Healthcare Management provide much of the underpinning knowledge and understanding for the National Occupational Standards in Management and Leadership. Progression On successful completion of a Level 7 qualification in Healthcare Management there are a number of progression opportunities.
Learners may progress to: ? ? larger qualifications at the same level eg. from an award to a certificate or to the Diploma in Strategic Management or the Diploma in Healthcare Management An MBA programme and claim exemptions for some of the units completed Recognition of Prior Learning (RPL) The Qualifications and Credit framework is based on the principle of credit accumulation and transfer. Within this suite of qualifications, learners have the opportunity to build their achievements from a single unit into a full Diploma.
There will be occasions where learners wish to claim recognition of prior learning which has not been formally assessed and accredited. Centres should contact ATHE to discuss the requirements for RPL. Support for ATHE Qualifications ATHE provides a wide range of support. This includes: ? ? ? ? materials on our website to support assessment and teaching and learning training events to support the delivery of the qualifications and assessment the services of a team of experienced advisors and external verifiers support for business development. 8 ATHE Level 7 QCF Qualifications in Healthcare Management
Credit values and rules of combination The QCF is a framework which awards credit for qualifications and units and aims to present qualifications in a way that is easy to understand and measure. There are three sizes of qualification in the QCF: ? ? ? Award, between 1 and 12 credits Certificate, between 13 and 36 credits Diploma, 37 credits and above. Each unit within a qualification has a credit value and a level. The credit value specifies the number of credits that will be awarded to a learner who has achieved the learning outcomes of a unit.
The level is an indication of relative demand, complexity and depth of achievement and autonomy. Each credit represents 10 hours of learning time. The learning time is a notional measure which indicates the amount of time a learner at the level of the unit is expected to take, on average, to complete the learning outcomes of the unit to the standard determined by the assessment criteria. Learning time includes activities such as directed study, assessment, tutorials, mentoring and individual private study. The credit value of the unit will remain constant in all contexts regardless of the assessment method or the mode of delivery.
Learners will only be awarded credits for the successful completion of whole units. Each unit also contains information on guided learning hours. Guided learning hours are intended to provide guidance for centres on the amount of resource needed to deliver the programme and support learners ie the time required for face to face delivery, tutorials, workshops and associated assessments. Each qualification has agreed rules of combination which indicate the number of credits to be achieved, which units are mandatory and the choice of optional units.
The rule of combination for each qualification is given below. 9 ATHE Level 7 Award in Programme Leadership The ATHE Level 7 Award in Programme Leadership is a 10 credit qualification. Learners must complete one mandatory unit. Unit Title Programme Leadership Level 7 Credit 10 GLH 40 ATHE Level 7 Award in Sustainable Business Strategy The ATHE Level 7 Award in Sustainable Business Strategy is a 10 credit qualification. Learners must complete one mandatory unit. Unit Title Sustainable Business Strategy Level 7 Credit 10 GLH 40
ATHE Level 7 Certificate in Developing Organisational Vision and Strategic Direction The ATHE Level 7 Certificate in Developing Organisational Vision and Strategic Direction is a 15 credit qualification. Learners must complete one mandatory unit. Unit Title Developing Organisational Vision and Strategic Direction Level 7 Credit 15 GLH 60 ATHE Level 7 Certificate in Manage Continuous Organisation Improvement The ATHE Level 7 Certificate in Manage Continuous Organisational Improvement is a 15 credit qualification. Learners must complete one mandatory unit.
Unit Title Manage Continuous Organisational Improvement Level 7 Credit 15 GLH 60 10 ATHE Level 7 Certificate in Research for Senior Managers The ATHE Level 7 Certificate in Research for Senior Managers is a 25 credit qualification. Learners must complete one mandatory unit. Unit Title Research for Senior Managers Level 7 Credit 25 GLH 60 ATHE Level 7 Certificate in Healthcare Management The ATHE Level 7 Certificate in Strategic Management is a 30 credit qualification. Learners must complete two of the three units to achieve a minimum of 30 credits.
Unit Title Organisational Behaviour Manage Continuous Organisational Improvement Developing Organisational Vision and Strategic Direction Level 7 7 7 Credit 15 15 15 GLH 60 60 60 11 ATHE Level 7 Diploma in Healthcare Management The ATHE Diploma in Strategic Management is a 120 credit qualification. Learners must complete the six mandatory units totalling 95 credits plus a further two or three units from the list of optional units to achieve a minimum of 120 credits for the Diploma. At least 80 of the credits for the qualification as a whole must be at level 7.
Mandatory Units (95 Credits) Learners must complete the six mandatory units totalling 95 credits. Unit Title Organisational Behaviour Managing Finance in the Public Sector International Healthcare Policy Manage Continuous Organisational Improvement Developing Organisational Vision and Strategic Direction Research for Senior Managers Level 7 6 6 7 7 7 Credit 15 10 15 15 15 25 GLH 60 40 60 60 60 60 Optional Units Learners must complete a further 2 or 3 units from the list below to achieve a minimum of 120 credits for the Diploma.
Unit Title Human Resource Management Project Management Programme Leadership Strategic Resource Management Risk Management Managing Stakeholder Engagement Corporate Communications Strategies Leading Organisational Equality and Diversity Sustainable Business Strategy Managing Quality and Service Delivery Level 6 6 7 7 6 6 7 6 7 6 Credit 15 15 10 15 10 10 10 10 10 10 GLH 60 60 40 60 40 40 30 40 40 40 12 Guidance on Assessment For all ATHE qualifications assessment is completed through the submission of internally assessed student work.
To achieve a pass for a unit, a learner must have successfully achieved all the assessment criteria for that unit. There is no external assessment (ie. exams) attached to any unit; nor is there any dissertation requirement. However, learners taking the Level 7 Diploma in Strategic Management will be required to complete a research project. ATHE will provide a sample assignment for each unit which can be used as the assessment for the unit. We would encourage our centres to develop their own assessment strategies so you have the opportunity to put assignments in a context that is appropriate for your learners.
Any assignments that you devise will need to be submitted to ATHE for approval before delivery of the programme. Centres can submit assignments for approval using the „Centre-Devised Assignment? template documentation available on the ATHE website. An assignment can relate to a single unit or an integrated assignment, incorporating more than one unit, can be used provided the content of the assignment is clearly mapped to show which assessment criteria from which units are being covered. Methods of Assessment
ATHE encourages the use of a range of assessment strategies that will engage learners and give them an opportunity to both demonstrate their knowledge and understanding of a topic and to evaluate how they might apply that knowledge in a given context. We would recommend avoiding an over-reliance on essay writing and that more varied types of assessment are included. This might include assessment through: ? ? ? ? ? ? a research activity resulting in the compilation of a report an academic paper or article for publication the compilation of a case study a critical review and evaluation of a chosen company? policies, procedures and systems a set project completed for an employer (also known as an „employer-engagement? activity) the production of a portfolio of evidence relating to a particular unit This list is by no means exhaustive, but gives examples of some creative assessment methods that could be adopted. 13 Putting an Assessment Strategy in Place You will need to demonstrate to your External Verifier that you have a clear assessment strategy supported by robust quality assurance in order to meet the ATHE requirements for registering learners for a qualification.
In devising your assessment strategy, you will need to ensure: ? ? ? devised assignments are clearly mapped to the unit learning outcomes and assessment criteria they have been designed to meet that the command verbs used in the assignment are appropriate for the level of the qualification, eg. analyse, evaluate, synthesise that the assignment gives the learner sufficient opportunity to meet the assessment criteria at the right level, through the work they are asked to complete. The QCF level descriptors will be helpful to you in determining the level of content of the assessment) students are well-briefed on the requirements of the unit and what they have to do to meet them assessors are well trained and familiar with the content of the unit/s they are assessing there is an internal verification process in place to ensure consistency and standardisation of assessment across the qualification assessment decisions are clearly explained and justified through the provision of feedback to the learner that work submitted can be authenticated as the learner? s own work and that there is clear guidance on the centre? Malpractice Policy that there is an assessment plan in place identifying dates for summative assessment of each unit and indicating when external verification will be needed sufficient time is included in the assessment planning to allow the learners time for any necessary remedial work that may be needed prior to certification ? ? ? ? ? ? ? Quality Assurance of Centres Centres delivering ATHE QCF qualifications must be committed to ensuring the quality of the units and qualifications they deliver, through effective standardisation of assessors and verification of assessor decisions.
ATHE will rigorously monitor the application of quality assurance processes in centres. ATHE? s quality assurance processes will involve: ? ? centre approval for those centres who are not already recognised to deliver ATHE qualifications approval to offer ATHE QCF qualifications and units in Healthcare Management at Levels 6 and 7 Once a centre registers learners for a qualification, they will be allocated an External Verifier who will visit at an early stage in the programme to ensure that an appropriate assessment plan is in place. 14
Centres will be required to undertake training and standardisation activities as agreed with ATHE. Details of ATHE? s quality assurance processes are provided in the ATHE Guide: “Delivering ATHE Qualifications” which is available on our website. Malpractice Centres must have a robust Malpractice Policy in place, with a clear procedure for implementation. Centres must ensure that any work submitted for verification can be authenticated as the learner? s own. Any instance of plagiarism detected by the External Verifier during sampling, will result in the entire cohort being rejected.
Centres should refer to the ATHE Malpractice Policy on the ATHE website. 15 Guidance for Teaching and Learning Within the support materials for the units you will find some suggestions and ideas for teaching and learning activities which we hope will be helpful in getting centre practitioners started with schemes of work and session plans. You can adapt these ideas to suit your own context and the interests of your students. Learners learn best when they are actively involved in the learning process.
We would encourage practitioners delivering our qualifications to use a range of teaching methods and classroom-based activities to help them get information across and keep learners engaged in the topics they are learning about. Learners should be encouraged to take responsibility for their learning and should be able to demonstrate a high degree of independence in applying the skills of research and evaluation. You can facilitate this by using engaging methods of delivery that involve active learning rather than relying on traditional methods of lecture delivery to impart knowledge.
Your approach to delivery should give the learners sufficient structure and information on which to build without you doing the work for them. In achieving the right balance you will need to produce well-planned sessions that follow a logical sequence. Top Tips for Delivery ? ? ? ? ? ? ? ? Adopt a range of teaching and learning methods, including active learning. Plan sessions well to ensure a logical sequence of skills development. Include study skills aspects, eg. how to construct a report or Harvard Referencing. Build time into your Scheme of Work and Session Plans to integrate study skills teaching.
Set structured additional reading and homework tasks to be discussed in class. Elicit feedback from your students. Get them to identify where the work they? ve done meets the assessment criteria. Contextualise your activities, eg. using real case studies as a theme through the sessions. Take an integrated approach to teaching topics across units, where appropriate, rather than always taking a unit-by-unit approach. In this way, learners will be able to see the links between the content of the different units. There is further guidance on teaching and learning in the support material.
Resources ATHE has provided a list of suggested resources for each unit. Please refer to the support materials for each unit on our website. 16 Access and Recruitment ATHE? s policy with regard to access to its qualifications is that: ? ? ? they should be available to everyone who is capable of reaching the required standard they should be free from any barriers that restrict access and progression there should be equal opportunities for all wishing to access the qualifications Centres are required to recruit learners to ATHE qualifications with integrity.
This will include ensuring that all learners have appropriate information and advice about the qualifications. Centres should put in place appropriate systems to assess a learner? s suitability for a programme and make a professional judgement about their ability to successfully achieve the designated qualification. This assessment should take account of any support available to the learner within the centre during the programme of study and any support that may be required to allow the learner to access the assessment for the units within the qualification. Access Arrangements and Special Considerations
ATHE? s policy on access arrangements and special consideration aims to enhance access to the qualifications for learners with disabilities and other difficulties (as defined by the Equality Act 2011) without compromising the assessment of skills, knowledge and understanding. Further details are given in the Reasonable Adjustments and Special Considerations Policy, which can be found on our website. Restrictions on Learner Entry The ATHE Level 7 qualifications in Healthcare are accredited on the QCF for learners aged 19 and above. 17 Unit Specifications Unit Format
Each unit in ATHE? s suite of level 7 qualifications is presented in a standard format. This format provides guidance on the requirements of the unit for learners, tutors, assessors and external verifiers. Each unit has the following sections: Unit Title The unit title reflects the content of the unit. The title of each unit completed will appear on a learner? s statement of results. Unit Aims The unit aims section summarises the content of the unit. Unit Code Each unit is assigned a QCF unit code that appears with the unit title on the Register of Regulated Qualifications.
QCF Level All units and qualifications in the QCF have a level assigned to them which represents the level of achievement. The level of each unit is informed by the QCF level descriptors. The QCF level descriptors are available on the ATHE website. Credit Value The credit value is the number of credits that may be awarded to a learner for the successful achievement of the learning outcomes of a unit. Guided Learning Hours Guided learning hours are an indicative guide to the amount of input that a tutor will provide to a learner, to enable them to complete the unit.
This includes lectures, tutorials and workshops and time spent by staff assessing learners? achievement when they are present. Learning Outcomes The learning outcomes set out what a learner is expected to know, understand or be able to do as the result of the learning process. 18 Assessment Criteria The assessment criteria describe the requirements a learner is expected to meet in order to demonstrate that the learning outcome has been achieved. Command verbs reflect the level of the qualification eg. at Level 7 you would see words such as analyse, evaluate and synthesise.
Unit Indicative Content The unit indicative content section details the range of subject material for the programme of learning for the unit. 19 Unit 7. 1 Organisational Behaviour Aims To explore the importance of different forms of organisational behaviours in organisational effectiveness and efficiency To understand the importance of organisational form, culture, motivation, creativity and leadership Unit Level Unit Code Guided Learning Hours Credit Value Unit Grading Structure Assessment Guidance 7 J/503/5092 60 15 Pass Assignments in accordance with awarding organisation guidance Assessment Criteria.
The learner can: 1. 1 Evaluate leadership theories 1. 2 Evaluate the impact of managerial styles on organisational effectiveness 1. 3 Analyse how motivational theory can inform employee motivation 1. 4 Analyse theories relating to work relationships and interaction 2. 1 Analyse the characteristics of different organisational structures 2. 2 Evaluate the importance of organisational culture theory in developing organisational effectiveness 2. 3 Analyse the culture and structure of one organisation and evaluate how they impact on its effectiveness 3. Analyse how organisation can facilitate innovation and creativity 3. 2 Assess the importance of learning in organisations 3. 3 Evaluate the effectiveness of team working 3. 4 Analyse the effective management of change in organisations 20 Learning Outcomes. The learner will: 1. Understand effective leadership behaviour theory and practice 2. Understand how organisational structures and culture impact on the effectiveness of the organisation 3. Understand how the organisation can improve employee effectiveness to respond to business opportunities 4.
Understand organisational decision making 4. 1 Analyse approaches to organisational decision making 4. 2 Assess approaches to risk and uncertainty in decision making 4. 3 Evaluate the effectiveness of organisational decisions in a specific organisation 21 Indicative Content 1. Understand effective leadership behaviour theory and practice Leadership versus management Leadership theory Personal leadership traits, trait theories (eg. Allport, Eysenck, Cattell) „great man? theory of leadership, contingency theories (e. g. Fiedler, cognitive resource theory), situational theories (eg.
Hersey and Blanchard, Vroom and Yetton), behavioural theories (eg. role theory, managerial grid/leadership grid), participative theories (eg. Lewin/Likert), transformational v transactional leadership, emotional intelligence Managerial styles Autocratic, democratic, paternalistic, laissez-fair Motivational theory Including Taylorism, Mayo, Maslow, Herzberg, McGregor, Broad theories (eg. temporal motivation theory), cognitive theory Working relationships and interaction Power, behavioural theories, social constructivism 2.
Understand how organisational structures and culture impact on the effectiveness of the organisation Organisational structure Bureaucracies, stakeholders, re-engineered corporation, modular, networked and atomised organisations, virtual organisations), line, staff & functional structures, formal & informal organisations, designing organisation structure, centralisation, decentralisation Organisational culture Harrison – Power, Role, Person, Task cultures, Likert – autocratic, benevolent autocratic, consultative, participative, Mintzberg – simple, machine bureaucracy, divisional, adhocracy Pedlar et al – the learning organisation How structure and culture impact on effectiveness Leader as a change agent 3.
Understand how the organisation can improve employee effectiveness to respond to business opportunities Innovation and creativity Organisational culture, integration / interaction of disciplines and teams, attitude to risk rewards 22 Organisational learning The learning, learning culture, knowledge capture and management, technical knowledge vs. experiential knowledge, technology Measuring performance Metrics, KPI, business scorecard, working in teams, group dynamics, teams vs. groups communications, collaboration and team decision making, motivation of groups Managing change Changes (reorganisation, restructuring, merger and acquisition, downsizing) Communicating and managing change 4. Understand organisational decision making Decision making approaches Normative, prescriptive and descriptive approaches, economic or rational choice model, Simon? bounded rationality model, incremental bargaining method, well managed model (Peters and Waterman), quantitative approaches Risk and uncertainty Role of stakeholders, attitudes to risk, risk identification and analysis, risk management planning, enterprise risk management Effectiveness of decision making Analysis and comparison of management decisions, evaluating decisions 23 Unit 6. 12 Managing Finance in the Public Sector Aims To provide the skills and techniques to analyse and control finance in a public sector environment. To explain accountability for public sector finance. 6 F/503/5219 40 10 Pass Assignments in accordance with awarding organisation guidance. Where possible real case studies and financial information should be used. Assessment Criteria The learner can: 1. 1 1. 2 1. Analyse the different organisations in the public sector Assess the accountability of public sector managers in relation to finance Analyse financial information reported for different public sector organisations Analyse the financial information available and evaluate its use for decision-making and control Assess areas to be monitored and demonstrate how this can be achieved Analyse different types of financial decisions to be made and demonstrate techniques to support decision making Determine process by which projects are put out to tender Analyse how public sector tenders are evaluated and suitable suppliers selected Unit Level Unit code Guided Learning Hours Credit Value Unit Grading Structure Assessment Guidance Learning Outcomes The learner will: 1. Understand accountability in the context of public sector finance 2. Understand how to use financial information for decision-making and control 2. 1 2. 2 2. 3 3. Understand how to manage a public sector tender process 3. 1 3. 2 24 Indicative Content 1.
Understand accountability in the context of public sector finance The Public Sector Understand what the public sector is and difference from private sector; different public sector organisations and their structure in the UK, including local councils, Police Authorities, QUANGOS, Government agencies, NHS Trusts; international examples Accountability Need for accountability – stakeholders including electorate, users; effective use of taxes paid; how accountability is achieved – audit, financial reporting, legislation, policies, procedures, equality issues; role of the electorate in accountability; value for money and measures/indicators used to assess effective use of finance Information reported Sources of public sector income eg. taxes, grants; reported financial and nonfinancial performance indicators; published reports for different organisations, other external reports – eg. Care Quality Commission, Audit Commission, reports from Houses of Parliament 2.
Understand how to use financial information for decision-making and control Management accounting information Setting of budgets, costing and budgeting information, management accounts, information on proposed expenditure, capital projects including PFI , problems of annual financial cycle Monitoring The budgetary process, monitoring variance from budget, monitoring expenditure (capital and revenue) , monitoring the different revenue collection streams, review by politicians – local and national Financial decision making Role of Central Government and funding, information available and required for decision making, Indicators to meet organisational aims or given targets, non-financial factors in public sector decision making, capital projects and investment appraisal techniques (use to evaluate large items of expenditure); ratio analysis, cost benefit analysis 25 3.
Understand how to manage a public sector tender process Tender process Political issues, parameters for putting projects out to tender including government and international/EU requirements, using previously approved suppliers, process for approval of suppliers, process for putting projects out to tender and where to find them, importance of fair process including equality issues, case studies eg. Thames link railway contract Evaluation of tenders Setting criteria to evaluate tenders, guidelines and parameters to be applied eg. value for money guidelines, requirements in terms of contractor suitability eg. financial stability, monitoring and recording of evaluation process, feedback to unsuccessful suppliers, case studies eg. MoD contracts 26 Unit 6. 13 International Healthcare Policy
Aims To explore the international context for healthcare policy and organisation of healthcare. To understand contemporary issues and promotion of public health. Learners should understand the political, social and cultural issues that help to determine healthcare policy and be able to critically assess the policies and practice in one specific context 6 K/503/5358 60 15 Pass Should include an in-depth study of one healthcare context Assessment Criteria. The learner can: 1. 1. Analyse approaches to healthcare policy formation in international contexts 1. 2. Critically assess the influence of funding on policy formation in a national context 1. 3. Critically evaluate healthcare policy in one national context 2. 1. 2. 2 2. 3 2. Assess the impact of culture on healthcare Assess the impact of society on healthcare Analyse attitudes to healthcare Evaluate the cultural and social impacts on and attitudes towards healthcare in one national context Describe how healthcare policy is translated into practice in international contexts Analyse the organisations involved in healthcare on a national and international level Explain the structure of healthcare delivery in a chosen national context Analyse practical barriers to provision of healthcare in a national context Unit Level Unit Code Guided Learning Hours Credit Value Unit Grading Structure Assessment Guidance Learning Outcomes. The learner will: 1. Understand healthcare policy formation in an international context 2. Understand the social context of healthcare 3. Understand healthcare provisioning 3. 1 3. 2 3. 3 3. 4 27 4.
Understand the role of public health and health promotion in the provision of healthcare services 4. 1 4. 2 4. 3 Assess national and international socio-political issues in the promotion of public health Analyse the impact of international campaigns and national policies on the demand for healthcare Evaluate the role of health promotion in determining healthcare service demand in a national setting 5. Understand contemporary issues in health care 5. 1 5. 2 5. 3 Identify contemporary issues in healthcare Evaluate the impact of issues on national and international policy Evaluate practical responses to contemporary issues in the national and international context 28 Indicative Content 1.
Understand healthcare policy formation in an international context Approaches National health services, private health services, local/national organisation, national priorities Funding models Public funding, private funding, charity funding and mixed funding, nongovernmental organisation Policies Policies in different specific national contexts; study of approach and policy in one national context 2. Understand the social context of healthcare Impacts Eg. cultural and religious beliefs, education, class structure, cultural and social priorities in healthcare Attitudes Concept of what health is, concept of what illness is, importance of health, attitudes to health and medical professionals National context Contrast cultural and social priorities with national and policy priorities 3.
Understand healthcare provisioning Practice Organisation of healthcare eg. hospitals, GPs and other services; national, local, regional; public, private or mixture Organisations National health organisations (e. g. NHS in UK); international health organisations (eg. World Health Organisation); national and international private providers; pharmaceutical companies, their role and practices; charities promoting and practicing health. The aims, administration and funding of organisations Structure How health care is organised and delivered in a national context. Practical barriers – eg. accessibility in terms of social and transport issues; funding issues eg. osts of treatment, private health insurance cost; safety issues, for example, in war, conflict or natural disaster areas 29 4. Understand the role of public health and health promotion in the provision of healthcare services Socio-political issues Eg. attitudes to pharmaceutical companies, new drugs and testing of drugs; political agenda in public health Campaigns and policy How public health is promoted, priorities in public health promotion, link between priorities and politics Health care promotion Concept of public health and health promotion, development of health and healthcare services, development of different attitudes to health and demand for healthcare Possible resources Textbooks Adams, R. Foundations of Health and Social Care, Palgrave Macmillan 2007 Birne, A et al, Textbook of International Health: Global Health in a Dynamic World, OUP USA 2009 Journals Global Public Health, Routledge Websites NHS policy in UK: www. connectingforhealth. nhs. uk World Health Organisation: www. who. int/ 30 Unit 7. 8 Manage Continuous Organisational Improvement Aims To develop the knowledge and skills required to create a culture of continuous improvement and to manage change for improvement within an organisation 7 T/503/5203 60 15 Pass Where possible, learners should identify and plan the implementation of improvements within a business organisation. Where this is not possible, case study simulation may be used. Assessment Criteria. The learner can: 1. Analyse features of organisations that encourage and allow continuous improvement 1. 2 Analyse leadership and management styles that facilitate continuous improvement 1. 3 Analyse features of the learning organisation 1. 4 Analyse approaches to introduce and embed change within an organisation 1. 5 Analyse approaches to quality improvement 2. 1 Assess sources of information likely to identify opportunities for improvement 2. 2 Analyse information to identify areas for improvement 2. 3 Assess the impact of proposed changes to organisational activities 2. 4 Evaluate proposed changes to organisational activities 3. 1 3. 2 3. 3 3. 4 3. 5 Determine changes required to introduce improvements to rganisational activities Agree proposed changes with stakeholders Produce a plan for the proposed changes and communicate to stakeholders Design systems and procedures to support the changes Review the change process for an organisation Unit Level Unit Code Guided Learning Hours Credit Value Unit Grading Structure Assessment Guidance Learning Outcomes. The learner will: 1. Understand how to create a culture of continuous improvement 2. Be able to analyse opportunities for improvement to organisational activities 3. Be able to plan and lead change within an organisation 31 Indicative Content 1. Understand how to create a culture of continuous improvement Organisational features Culture including equality issues, type of organisation eg. o-operatives; structure, encouraging input from employees, communication structures (two-way communication), communication with all stakeholders, role of Government/legal requirements, research and development Leadership and management styles Encouraging discussion and consultation, consultative management styles leadership style, supporting communication – team meetings, discussion groups, receiving suggestions etc, acceptance of risk Learning organisations Cross organisational and collaborative working, team working and learning seeking feedback; shared values, goals, beliefs, strategy; learning incorporated into practice, encouragement of new ideas, information systems to support learning and knowledge management, investment in staff development Approaches to change Top down/bottom up, Kotter and Schlesinger – education and communication, participation and involvement, facilitation and support, negotiation and agreement, manipulation and co-option, implicit and explicit coercion, incremental and transformational change, use of external standards eg. ISO 14000 and ISO 9001 Quality Total quality management, Kaizen, PDCA, continuous quality improvement, including six sigma, benchmarking, quality circles, 5Ss, SPC 2.
Be able to analyse opportunities for improvement to organisational activities Sources of information Environmental audits – political, legal, economic, social, technological, environmental (PESTLE analysis); organisational analysis – strengths and weaknesses in organisation; internal management accounts/standard costing; quality management, monitoring of organisational activities and suggestion schemes, benchmarking, external audits, feedback from stakeholders including appraisals/PDR, complaints Analysing information Evaluating information eg. source of information, how widespread is a specific problem, systemic errors versus one-off errors, use of external consultants, criteria to select areas for improvement 32 Impact Strategic fit, what will need to change within the organisation eg. systems, people, procedures, resources etc; timescales of change, resources required implementing change and investment analysis Evaluation Stakeholders – who will improvement/change affect? How will it affect stakeholders? Cost benefit analysis 3.
Be able to plan and lead change within an organisation Changes required Resources, leadership and management abilities, job roles and responsibilities, equipment, procedures, activities, culture Agree Changes Identifying stakeholders – those involved in change and those affected by change; communication with stakeholders – appropriate format, feedback processes, negotiation, PR; gaining agreement – negotiation skills, formal agreement requirements Plan Project planning and project management techniques including PRINCE2 documentation, communication, setting criteria to monitor and measure improvement, timescales Systems design management Resources, documentation, communication, policies and procedures Review the change/improvement process Importance of monitoring, using feedback, performance measurement 33 Unit 7. 11 Developing Organisational Vision and Strategic Direction Aims To develop skills and knowledge to develop a vision and direction for an organisation or division within an organisation.
The unit is particularly useful for leadership in public service organisations and links with the NHS leadership framework 7 R/503/5211 60 15 Pass Assessment should be based around an organisation or a division within an organisation Assessment Criteria. The learner can: 1. 1. Assess the role of key stakeholders in relation to the vision 1. 2. Analyse factors that will impact on the organisation and its vision 1. 3. Create a vision for an organisation 1. 4. Determine the strategic direction for the organisation 2. 1. Analyse methods to communicate the vision to engage and inspire others within the organisation 2. 2 Assess how to build support for the vision within the organisation 2. 3 Assess ways of communicating the vision to external stakeholders 3. 1 3. 2 3. 3 3. Analyse leadership behaviour to promote the vision within the organisation Assess how the vision can be embedded within the organisation Translate the vision into organisational objectives to set the strategic direction Outline the strategic planning process for an organisation Unit Level Unit Code Guided Learning Hours Credit Value Unit Grading Structure Assessment Guidance Learning Outcomes. The learner will: 1. Understand how to develop a vision for an organisation 2. Understand how to communicate the vision to stakeholders 3. Understand how to implement the vision and strategic direction within the organisation 34 Indicative Content 1. Understand how to develop a vision for an organisation Stakeholders Identify different organisations and their structure; identify who stakeholders are – employees, managers, service users, customers, funding bodies, general public, Government (should customers/users be first? , stakeholder needs and wants, stakeholder roles in organisation and activities, stakeholder mapping, methods of engaging stakeholders Factors Political, social, environmental, economic, legal, technological factors (PESTLE), Government policy and legal requirements, regulatory and accountability factors, best practice and industry trends, global factors, gathering data on factors Strategic direction Strategic goals, evaluating factors, criteria for analysis, using knowledge to set strategic direction, strategic planning techniques Vision Written vision and mission statements, values and culture, language, purpose, good practice, creating a suitable vision 2.
Understand how to communicate the vision to stakeholders Communication methods Understand audiences, methods – presentation, format, media; attitudes – enthusiasm, stressing importance, gaining agreement and acceptance, corporate style; communication systems, external support and expertise, embedding the vision Building support Communicating clearly and effectively, equality issues, challenging behaviours, language, attitudes that do not support vision, negotiation skills, changing systems, procedures, models of change Communicating with external stakeholders Promoting the vision, benefits analysis and promotion, format and language to promote, feedback mechanisms, cost benefit analysis 3. Understand how to implement the vision and strategic direction within the organisation Leadership behaviour Leadership and management styles, managing the change, acting as a role model to promote and embed the vision, challenging behaviours, attitudes, values etc that do not support the vision, importance of personal credibility and belief 35 Embedding the vision Models for approaching change in the organisation eg. op down, bottom up, consultative styles etc; identifying procedures, activities, values, languages not consistent with vision and replacing them; organisational culture Setting strategic direction Links between vision and objectives, strategic objectives – format, content, writing objectives; role of stakeholders Strategic planning process Format and contents of strategic plan, development of plan, resource allocations, targets and criteria for success 36 Unit 7. 5 Research for Senior Managers Aims To develop the skills required to carry out research on a business related project or issue and analyse and report the results of research 7 F/503/5091 60 25 Pass Learners will be required to carry out and present research on a strategic issue Assessment Criteria. The learner can: 1. 1 Identify a suitable area of research 1. 2 Explain the aim, scope and objectives of the project 1. 3 Establish success criteria for the research 1. Develop a detailed research question 1. 5 Justify the choice of research question. 2. 1 Evaluate research techniques to assess their suitability for the project 2. 2 Select suitable research techniques 2. 3 Develop a detailed research proposal 3. 1 Identify sources of information and literature relevant to the research question 3. 2 Critically review literature to inform the development of the research proposal or the research project 3. 3 Record and report literature review in an appropriate format for the project. 4. 1 Collect and analyse data and information to inform research 4. 2 Synthesise data and information to support results and conclusions of research. 5. Summarise findings of research project; 5. 2 Draw conclusions and identify and any recommendations from research findings 5. 3 Present research in a suitable format. Unit Level Unit Code Guided Learning Hours Credit Value Unit Grading Structure Assessment Guidance Learning Outcomes. The learner will: 1. Be able to develop an appropriate research question for a business research project 2. Be able to develop a research proposal 3. Be able to undertake a literature review 4. Be able to use data and information collection and analysis techniques 5. Be able to present research with conclusions and make recommendations based on research carried out 37 Indicative Content 1.
Be able to develop an appropriate research question for a business research project Research areas Parameters for choice (what is required, what is possible), given terms of reference/ hypothesis, relevance and suitability of chosen area, areas of interest, accessibility of information, subjects of research Aims, scope and objectives Feasibility of research, achievability of aims and objectives, scope of project – reducing scope if require, resource implications, consultancy projects Success criteria Measuring success, breaking project down into stages and separate objectives, monitoring the project, application of theory, writing success criteria, value Research question Definition, format of question, developing a suitable question, copyright and plagiarism issues Justification Give reasons for choice, assess relevance of choice, link choice to given parameters and terms of reference 2.
Be able to develop a research proposal Research techniques Primary and secondary research techniques, confidentiality of data, quantitative research techniques (data collection, statistical analysis, trends and forecasts from data, electronic analysis, presentation of quantitative data in graphs, charts etc, recording quantitative data), qualitative research techniques (interviewing, bias in qualitative data, focus groups, interpretation, recording qualitative data, analysing qualitative data) Selection Matching techniques to project, identifying likely data to be required, choosing suitable mix of techniques, cost, accessibility considerations Proposal Contents (question, methodology, timelines, success criteria, initial literature review, justification, how the project meets required parameters), format – suitable for project, audience 38 3.
Be able to undertake a literature review Sources Books, journals, papers, conferences, libraries, web research, Government information, other published research, media, indicators of credibility of sources, checking credibility of sources, gaining access, checking copyright Review of literature Credibility of literature, validity and reliability, acceptance of conclusions, relevance for research Recording and reporting Suitable formats for recording and reporting, references (styles and details), bibliographies 4. Be able to use data and information collection and analysis techniques Collecting and analysing data and information Planning collection of data and information – different methods, data collection and recording including reliability and validity, capturing qualitative data (eg. audio/video recording), analysis techniques – use of statistics, analysing qualitative data Synthesising data Consideration of evidence to support or contradict research question, identify themes and conclusions, ethical issues 5.
Be able to present research with conclusions and make recommendations based on research carried out Summarise findings Present findings in suitable format – narrative, tables, graphs etc, identify key and supporting information, organise information to include in main report and appendices Conclusions and recommendations Draw conclusions from findings and identify any recommendations to be made Present research Suitable formats – written, oral, audio, video presentations, organisation of information/different report structures, report summary including executive summaries, presenting to different audiences 39 Unit 6. 6 Managing Quality and Service Delivery
Aims To introduce the learner to quality management and delivery of excellent customer service. To develop skills in performance and quality measurement and management. (For public service or healthcare management programmes the unit can be delivered in context) Unit Level Unit code Guided Learning Hours Credit Value Unit Grading Structure Assessment Guidance 6 F/503/5351 40 10 Pass Assignments in accordance with awarding organisation guidance Assessment Criteria The learner can: 1. 1 Identify stakeholder groups and their expectations for service delivery 1. 2 Assess the impact of poor service quality for the organisation and stakeholders 1. 3 Analyse how stakeholder needs are met 2. Analyse the concepts of quality and quality standards in relation to service delivery 2. 2 Evaluate approaches to quality management in service delivery 2. 3 Explain how quality standards are set and monitored. 3. 1 Analyse the concept of continuous improvement in service delivery 3. 2 Evaluate the need for continuous improvement in service delivery 3. 3 Explain how continuous improvement can be implemented Learning Outcomes The learner will: 1. Understand how to identify and meet stakeholder needs in service delivery 2. Understand how to manage quality of service delivery 3. Understand how to promote continuous improvement of service delivery 40 Indicative Content 1.
Understand how to identify and meet stakeholder needs in service delivery Identification of different stakeholder groups External customers, internal customers and other stakeholder groups including employees, perceptions, expectations and needs, how to be aware of them Impact of poor service Organisation reputation, meeting organisational strategic aims, accountabilities eg. public sector – stakeholders, Government; private sector – shareholders, lenders, meeting standards, impact on stakeholders eg. healthcare impacts of failure in delivering healthcare services, impact on bottom line Meeting stakeholder needs Balancing needs of different stakeholder groups, delivering and measuring excellent service, setting service standards and Service Level Agreements. The importance of managing and monitoring service delivery, how to manage and record service delivery, customer driven management 2.
Understand how to manage quality of service delivery Quality and quality standards Defining quality, dimensions of quality for service delivery, quality systems ISO9000/9001, other quality systems – eg. IIP Quality management Total quality management, implementing standards, excellence model, theories of quality – Deming, Juran, Crosby, quality strategies in service delivery, developing a quality led organisation, involving staff in quality management, roles in quality management Setting and monitoring standards How standards are set, implementing ISO9000/90001, auditing quality feedback mechanisms eg. questionnaires, good practice in standard setting and methods for evaluating quality, service delivery 3.
Understand how to promote continuous improvement of service delivery Concept of continuous improvement History in manufacturing and application to service delivery, theories and techniques (eg. Kaizen, total quality management, lean management, Deming cycle, benchmarking, Pareto analysis, force field analysis etc). Need for continuous improvement, to meet stakeholder needs, perceptions, expectations, investment in staff and resources, value for money, best practice Implementation Encouraging staff involvement and rewarding it, competence standards implementing change in organisation, managing and monitoring continuous improvement, performance management 41 Unit 7. 3 Strategic Resource Management
Aims To explore the mechanisms for managing resources to achieve the business aims of the organization To understand the roles and strategies used in acquiring, managing, and developing human, physical and technological assets To understand the importance of marketing in achieving business aims and objectives, and the roles, strategies and processes used to manage the marketing function Unit Level Unit Code Guided Learning Hours Credit Value Unit Grading Structure Assessment Guidance Learning Outcomes. The learner will: 1. Understand the role of human resource management in supporting business strategy 7 D/503/2019 60 15 Pass Units can be assessed utilising a range of assessment tools Assessment Criteria. The learner can: 1. 1 Investigate how human resource management contributes to the achievement of organisational objectives 1. Critically evaluate the role of human resource management within an organisation 1. 3 Appraise the processes that an organisation uses to plan its human resource requirements 2. 1 Evaluate the recruitment and retention strategies used in an organisation 2. 2 Critically assess the techniques that are used for employee development in an organisation 2. 3 Evaluate the contribution of human resource development techniques in ensuring employee engagement 2. 4 Systematically analyse the effectiveness of human resource management strategies in supporting organisational strategy 2. Know how to develop human resources in organisations. 42 3. Understand the role of physical resource management in supporting business strategy. 3. Investigate how physical resource management contributes to the achievement of organisational objectives 3. 2 Critically evaluate the role of physical resource management within an organisation 3. 3 Systematically appraise the processes that an organisation uses to plan its physical requirements 4. 1 Investigate how marketing activities contribute to the achievement of organisational objectives 4. 2 Critically evaluate the role of marketing operations within an organisation 4. 3 Systematically appraise the processes that an organisation uses to develop its markets 5. 1 Investigate how information systems management contributes to the achievement of organisational objectives 5. Critically evaluate the role of information systems management within an organisation 5. 3 Systematically appraise the processes that an organisation uses to plan its information systems requirements 4. Understand the role of marketing in supporting business strategy 5. Understand the role of information systems management in supporting business strategy 43 Indicative Content 1. Understand the role of human resource management in supporting business strategy Organisational forms, definition and characteristics of HR management approach, role of HR management function (eg. development of role from welfare to personnel to HR), strategic HR management, HR models (eg. ontingency, best practice, Harvard Framework, Guest, Patterson), models of HR management roles (eg. Legge, Tyson and Fell), key HR management activities: employee engagement, performance management, building organisational capabilities, organisational learning, policies and procedures 2. Know how to develop human resources in organisations Recruitment metrics and return on investment (cost, speed of recruitment, acceptance rate etc), monitoring and evaluating recruitment and retention, bonus and remuneration policy, employee and group performance metrics, skills audits, training needs analysis, training, job design, and employment law, HR evaluation, enablement of learning 3.
Understand the role of physical resource management in supporting business strategy Identifying and evaluating physical assets/investments, assessing return on investment, assets control, logistics (inbound and outbound), security, operational performance and evaluation, outsourcing, resource allocation, physical resource optimisation 4. Understand the role of marketing in supporting business strategy External and internal environmental analysis, strategic marketing objectives, role of marketing and marketing plan, cross-functional interaction of marketing, marketing audit, marketing metrics and measuring marketing performance eg. return on investment, post investment appraisal, performance vs objectives, profile targets, brand evaluation, customer lifetime value models 5.
Understand the role of information systems management in supporting business strategy Identifying business and information processes, evaluating IT investment, IT strategy, benchmarking, IT spending, DCF, outsourcing, knowledge management, managing change, crowd-sourcing, evaluating new technologies 44 Unit 6. 1 Human Resource Management Aims To develop skills and knowledge in the field of human resource management for senior managers. To look at issues which would affect policy setting on human resource issues within business organisations Unit