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About the London Academy for Higher Education The London Academy for Higher Education has different access routes to kick- start your global career at the heart of Europe. Our aim is to provide the best quality education for the real world. We offer a wide range of courses and the contents are broad and closely match the major professions worldwide. Through our various programmer, students are encouraged to develop practical skills, am working, leadership, career development and potentials, which will enhance their future goals. Our Programmer are tailored made to suit the technologically oriented international labor market. Professional and vocational tuition is provided to achieve necessary knowledge and skills.
Challenges of global demands are met by our Postgraduate Diploma in Management Studies / MBA with specialties in Strategic Planning, Resourceful Marketing, Corporate Social Responsibilities and Business Ethics. The London Academy for Higher Education has set out to equip students with the necessary practical skills squired by the current standards of education and employment to enable them live better and happier lives. 3 Deduced BEET Level 7 Extended Diploma in Strategic Management and Leadership This section contains an outline of the units and associated guidance for the National Qualifications Framework (NSF) Deduced BEET Level 7 Extended Diploma in Strategic Management and Leadership Qualification.
Each unit sets out the required outcomes and content and includes advice regarding appropriate delivery and assessment strategies. The guidance contains further details of the teaching, learning, assessment and quality assurance of these lubrications. It includes advice about Diesel’s policy regarding access to its qualifications, the design of programmer of study and delivery modes. Deduced is one of the leading examining and awarding bodies in the UK and throughout the world. It incorporates all the qualifications previously awarded under the Deduced and BEET brands. Deduced provides a wide range of qualifications including general (academic), vocational, occupational and specific programmer for employers.
Through a network of LIKE and overseas offices, Deduced accredited centers receive the support they need to help them deliver their education and raining programmer to learners. 4 Course Module Extended Diploma in Strategic Management and Leadership is a 300- hour qualification comprising ten units of 30 hours each. To achieve the whole qualification, a learner must successfully complete three core unit and six specialist units. The Deduced BEET Level 7 Extended Diploma in Strategic Management and Leadership is a 120-credit qualification that consists of three mandatory units plus optional units that provide for a combined total of 120 credits (where at least 115 credits must be at Level 7 or above). Unit Mandatory units 1 23 Developing Strategic Management and Leadership
Skills Professional Development for Strategic Managers Strategic Change Management Credit Level 105 10 77 7 Unit Optional units (choose a minimum of 95 credits) 791013 14 16 17 Strategic Marketing Management Managing Corporate Responsibility in the Wider Business Environment Strategic Human Resource Management Managing Financial Principles and Techniques Strategic Supply Chain Management and Logistics Research Methods for Strategic Managers Project Development and Implementation for Strategic Managers 10 10 10 15 15 1520 7 77 7 7 7 7 Management and Leadership Course Manual 201 1 / 2012 5 Extended Diploma in Strategic Management and Leadership The ten-unit Diploma extends and deepens the specialist focus available in the seven-unit Certificate. This qualification has three core units supported by seven specialist units chosen from a wide range of available specialist units. This qualification broadens and deepens the learners’ management skills and knowledge. These qualifications offer an engaging programmer for higher education and adult learners who are clear about the area of employment they wish to enter or to which they wish to progress within existing employment.
It also provides a suitable qualification for those wishing to change career or move onto employment in management following a career break. Useful publications Further copies of this document and related publications can be obtained from: Deduced Publications Doomsday Mansfield Methamphetamine NAGS FAN Telephone: 01623 467 467 Fax: 01623 450 481 Email: publications@linneydirect . Com Related publications include: – The current Deduced publications catalogue and update catalogue – Key skills publications ? specifications, tutor support materials and question papers – Guidance for Centers Offering Deduced/ BEET NSF Accredited Programmer (Deduced, distributed to centers annually) – Accreditation of Prior Learning ? available on the weapon: www. Deduced. Org. K – The Statutory Regulation of External Qualifications in England, Wales and Northern Ireland (CA, 2004). Deduced publications concerning the Quality Assurance System and the internal and external verification of vocationally- related programmer may be found on the Deduced website and in the Deduced publications catalogue. N.B.: Most publications are priced. There is also a charge for postage and packing. Please check the cost when you order. 6 Pathway to an MBA The DEEDS is widely recognized as the pathway to an MBA ND most UK Universities consider this as an entry requirement to complete an MBA when a student does not have the prerequisite academic qualifications.
Entrance Requirements to the Extended Diploma in Strategic Management and Leadership Applicants must possess one of the following qualifications before they may be considered for admission on the course: a) A Bachelors degree b) HAND or BECK Award c) An approved professional qualification deemed to be of an equivalent standard d) Mature students with at least 3 years experience in post involving professional or administrative responsibilities Applicants from overseas ho have attended institutions where the medium of instruction is not English must satisfy the College of their proficiency in English by providing evidence of one of the following : a) An English language test for entry into British Universities organized by British Council (I. E. L. T.
S) b) Cambridge First Certificate Proficiency c) TOEFL or SAT test results JAMB test in English for overseas students or GEESE ‘O’ level in English with a minimum of Grade C pass 7 Assessment All units within these qualifications are internally assessed. The qualifications are criterion referenced, based on the achievement of all the pacified learning outcomes. To achieve a ‘pass’ a learner must have successfully passed all the assessment criteria. Guidance The purpose of assessment is to ensure that effective learning has taken place to give learners the opportunity to: meet the standard determined by the assessment criteria and achieve the learning outcomes. All the assignments created by centers should be reliable and fit for purpose, and should be built on the unit assessment criteria.
Assessment tasks and activities should enable learners to produce valid, sufficient and reliable evidence that relates directly to the specified criteria. Centers should enable learners to produce evidence in a variety of different forms, including performance observation, presentations and posters, along with projects, or time-constrained assessments. Centers are encouraged to emphasis the practical application of the assessment criteria, providing a realistic scenario for learners to adopt, and making maximum use of practical activities. The creation of assignments that are fit for purpose is vital to achievement and their importance cannot be over- emphasized.
The assessment criteria must be clearly indicated in the assignments briefs. This gives learners focus and helps with internal verification and standardization processes. It will also help to ensure that learner feedback is specific to the assessment criteria. When designing assignments briefs, centers are encouraged to identify common topics and themes. A central feature of vocational assessment is that it allows for assessment to be: Current, ii to reflect the most recent developments and issues Local, ii to reflect the employment context of the delivering centre Flexible to reflect learner needs, ii at a time and in a way that matches the learner’s requirements so that they can demonstrate achievement.
Unit 1: Leadership Skills Unit code: SCOFF Level 7: Credit value: Guided learning hours: 30 Developing Strategic Management and F/602/2058 BEET Professional 10 Unit aim This unit provides the learner with an understanding of the links between strategic management, leadership and organizational direction, and the skills to be able to apply this understanding. Unit introduction The main aim of this unit is to investigate how current thinking on leadership influences an organization’s planning to meet current and future leadership requirements. Learners will gain an insight into the current thinking on leadership from an organizational perspective. They will examine the links between strategic management and leadership, particularly the skills a leader needs to support organizational direction. The unit will help learners understand the impact of management and leadership styles on strategic decisions in differing situations, through examining the competences and styles of successful leaders.
Applying management and leadership theories and models to specific situations will enable learners to assess their impact on organizational strategy. The unit will draw on a selection of established principles, including the influence of motional intelligence on leadership effectiveness. This will enable learners to assess how organizations can plan to meet current and future leadership requirements. This unit gives an organizational perspective, but it offers learners an insight into how it can contribute to development of their strategic management and leadership skills through assessing requirements for their current or future job roles and measuring these against relevant National Occupational Standards.
Learners will develop analytical and long-term planning skills through the use of case studies and research. Finally, this unit will enable earners to research a range of management and leadership development methods and evaluate their in meeting the skills requirements for effective leadership. 9 Learning outcomes and assessment criteria In order to pass this unit, the evidence that the learner presents for assessment needs to demonstrate that they can meet all the learning outcomes for the unit. The assessment criteria determine the standard required to achieve the unit. On completion of this unit a learner should: Learning outcomes 1 Understand the relationship between strategic management and leadership Assessment criteria 1. 1 1. Explain the link between strategic management and leadership analyses the impact of management and leadership styles on strategic decisions evaluate how leadership styles can be adapted to different situations review the impact that selected theories of management and leadership have on organizational strategy create a leadership strategy that supports organizational direction use appropriate methods to review current leadership requirements plan for the development of future situations requiring leadership plan the development of leadership skills for a specific requirement report on the usefulness of methods seed to plan the development of leadership skills 1. 3 2 Be able to apply management and leadership theory to support organizational direction 2. 1 2. 2 3 Be able to assess leadership requirements 3. 1 3. 2 4 Be able to plan the development of leadership skills 4. 1 4. 10 Unit content 1 Understand the relationship between strategic management and leadership Strategic management and leadership: functions of strategic management egg reviewing strategic aims and objectives, improving organizational performance, creating, communicating and implementing change, developing and leading sigh performance teams, strategic decision making; definitions of leadership egg Integer’s 10 Managerial Roles; fellowship; direct versus indirect leadership; link between strategic management and leadership egg the skills of the leader to achieve the strategic objectives Management and leadership style: style egg autocratic, bureaucratic, charismatic, laissez-fairer, persuasive, participative; influences on style egg culture of organization, characteristics of the manager/ leader; impact of styles on strategic decisions; adapting management and leadership styles in different situations 2 Be able to apply management and adhering theory to support organizational direction Theories: universal theories such as Transformational Leadership, Transactional Leadership (Bennie, Bass), charismatic leadership (Weber, Conger and Kananga); contingency theory egg Fiddler; situational theories egg Hershey and Blanchard, Broom and Yet, trig-dimensional leadership theory (Yuk) Emotional intelligence: influence on leadership effectiveness, drivers; constrained and enablers; studies on Emotional Quotient (CEQ) egg Coleman, Highs and Delusive Applicability to support organizational direction: factors egg efficiency, reliability, innovation, adaptation ND human resources in sectors, organizations and sub- units; size and stage of development of organization egg business start-up versus established business; turnaround leadership, cultural issues 3 Be able to assess leadership ARQ reorients Assess leadership requirements: generic challenges egg virtual organizations, diversity, globalization, economic climate, world threats, ethics and corporate social responsibility; leadership, mergers and takeovers, restructuring, integrity leadership, diverse teams, partnerships and alliances, regulatory compliance, changes in reporting and control, new technology, interim leadership 1 Be able to plan the development of leadership skills Development of leadership skills: different methods of developing leaders through formal learning, self- help and developmental activities egg training courses, job rotation, seminars, executive coaching, mentoring, companies’ own universities, developmental assessment centers, action learning, self-directed learning, reading articles, partnership with key academics; changing methodology in leadership development programmer; benefits of self-help activities egg learning from mistakes, viewing events from multiple perspectives; developing leaders errors recruiting as needed; creating a learning climate; model for assessing future leadership requirements egg Council for Excellence in Leadership and Management diagnostic tools; leadership competencies egg thinking and acting strategically, emotional intelligence, social intelligence, ability to learn, systems thinking Outline learning plan The outline learning plan has been included in this unit as guidance and can be used in conjunction with the programmer of suggested assignments.
The outline learning plan demonstrates one way in planning the delivery and assessment of this unit. Topic and suggested assignments/activities and/assessment Introduction to unit and programmer of learning Tutor-led discussion on definitions of strategic management and leadership – learner group work and exercises Tutor input on management and leadership styles followed by exercises Learner research on adapting management and leadership styles in different situations contributing to Assignment 1: Management and Leadership Tutor input on theoretical models and concepts of leadership followed by learner research and activities Learner research on organizational direction contributing to Assignment 2: Leadership
Strategy Learner research on current and future leadership requirements using their own organization (if appropriate) and case studies Learner activity on a case study on recruiting for a leadership position in an organization, contributing to Assignment 3: Planning for Leadership Learner research on suitable development activities to improve their own leadership skills Learner activity – evaluating the usefulness of planning methods, contributing to Assignment 3: Planning for Leadership Review of unit and programmer of assignments 12 Assessment Learners can use their own workplaces as a base for much of he assessment for this unit. However, if they are not a part of a suitable organization, other strategies may have to be used, for example a work placement, a detailed investigation of an organization or the use of suitable case study material. For IAC . 1, learners need to explain the link between strategic management and leadership.
Learners need to use examples to explain the links between functions, with particular emphasis on meeting strategic objectives. For IAC . 2, learners can draw on their own practices as managers/leaders, using examples from their organizations or a suitable case study to analyses the impact f different management and leadership styles on strategic decisions. This can be developed to evaluate how these styles have been adapted to meet challenges in at least two different situations and organizational contexts for IAC. 3. For AC 2. Land 2. 2, learners need to apply theory to specific situations and create a realistic leadership strategy. They need to review a range of management and leadership theories and models, with the emphasis on current thinking.