Management IT Mentoring & Coaching

Archive for the ‘Management Qualifications’ Category

Higher Apprenticeship in Management

Chartered Management Institute (CMI) offer the Higher Apprenticeship in Management (Level 5)

“Apprenticeships are structured training programmes undertaken within a working environment. They use the skills and knowledge gained through work to provide learners with recognised qualifications. Apprenticeships can be undertaken by anyone over sixteen and provide a great way of gaining a qualification whilst continuing to earn a wage.

There is no fixed time frame for the completion of an apprenticeship, but each apprenticeship typically takes between one and four years, depending on its size and level of difficulty.

There are currently over 4 million people employed in Management positions in the UK, with a real need to encourage the new generation of young people to progress through the management qualifications to address the future skills needs of organisations in the UK. The Apprenticeship should go some way to addressing those skill needs, providing excellent progression routes through a variety of work based and off the job training, and with an abundance of further and higher education options, such as foundation degrees and degree courses.

Learn with CMI and receive more value for your investment with qualifications standards that are second to none.”

Competence Qualification

CMI Level 5 NVQ Diploma in Management (QCF)

Knowledge Qualification

CMI Level 5 Diploma in Management and Leadership (QCF)

Employee Rights and Responsibilities (ERR) Workbook
Functional Skills
Level 2 Functional Skill in English/Communication

Level 2 Functional Skill in Mathematics

Level 2 Functional Skill in ICT

 

 

 

 

 

 

 

 

 

 

 

 

“Personal Learning and Thinking Skills (PLTS)

Personal Learning and Thinking Skills (PLTS) are generic skills that are essential to life, learning and work. PLTS have a significant impact on a person’s ability to make a confident contribution, both within and outside of their working environment.

The PLTS Framework comprises six groups:

  • Independent enquirers
  • Creative thinkers
  • Reflective learners
  • Team workers
  • Self-managers
  • Effective participants

Some of the PLTS requirements are embedded within the mandatory units of the apprenticeship competence and knowledge qualifications.

CMI are conducting a further mapping exercise to map the remaining PLTS to the CMI Knowledge Qualification, details will be available shortly.

Guided Learning Hours (GLH)

The total on- and off-the-job GLH for the framework is 606 hours.

The total off-the-job GLH is 197 hours (33% of the total GLH).”

Management Apprenticeships

“Management & Leadership skills have a major impact on the development, productivity and performance of organisations of all sizes and across all sectors of the economy. Many British leaders and managers are innovative, creative, visionary and inspirational and are heavily relied upon to sustain the UK as one of the world’s leading economies. In today’s fast-moving competitive environment there is a need to continue to drive up the performance of the best and to address weaknesses in Management & Leadership that are holding back productivity and performance. The average amount of spend per manager per year for development in the UK is far lower than other European countries, particularly within small to medium sized businesses, where fewer staff have management qualifications than in equivalent sized European countries.”

“The existing workforce needs to be up skilled and new people attracted into these jobs to meet the increasing demand for new management practices and a range of skills, including:

  • leadership skills, including self management, relationship building, negotiation and
  • influencing skills
  • communication and decision making skills
  • information technology skills
  • knowledge and project management skills
  • coaching and mentoring skills
  • skills to win and maintain customer loyalty
  • change management skills such as the ability to manage the challenges of globalisation
  • partnership working and the ability to implement innovative solutions to a range of problems.”

“The Management Apprenticeship programmes have seen a steady increase in learners since their initial development and the Apprenticeship is in the top twenty frameworks. The Apprenticeship programme has been designed to provide flexible and portable qualifications, units and skills sets which meet the current and future needs of employers of all sizes and across all sectors.”

“The Team Leading Intermediate Apprenticeship has been developed to support those working as team leaders, section leaders, floor managers, help desk managers, trainee supervisors, team co-ordinators and those working in a range of other team leader positions.”

“The Management Advanced Apprenticeship has been developed to support those working as first line managers, section managers, assistant managers, trainee managers, senior supervisors, junior non-commissioned officers (armed forces) and those working in a range of other management positions.”

“The Leadership & Management Higher Apprenticeship has been developed to support those working as managers, senior managers, heads of department, directors and those working in a range of other senior management positions.”

The Apprenticeship Framework is available for download via the CfA’s website: http://www.cfa.uk.com/apprenticeships/sasew-frameworks.html

My initial reaction to the launch of “Management Apprenticeships” (especially for Level 5) is whether this will be fully funded and, if so, it’s an ideal opportunity for managers and leaders to obtain an accredited qualification.

Unit 5001 Personal Development as a Manager or Leader

I have recently completed my Assignment for Unit 5001 “Personal Development as a Manager or Leader” as part of my Level 5 Diploma in Management Coaching and Mentoring (via CMI) and have thoroughly enjoyed the process, especially as this was the final Assignment.    I’ve now completed the whole Diploma.

Chartered Management Institute logo

Unit 5001 covers the following:-

Be able to assess and plan for personal professional development

  • Explain the importance of continual self-development in achieving organisational objectives
  • Assess current skills and competencies against defined role requirements and organisational objectives
  • Identify development opportunities to meet current and future defined needs
  • Construct a personal development plan with achievable but challenging goals

Be able to plan for the resources required for personal professional development

  • Identify the resources required to support the personal development plan

Be able to implement and evaluate the personal development plan

  • Discuss the processes required to implement the personal development plan
  • Evaluate the impact of the personal development plan on the achievement of defined role requirements and organisational objectives
  • Review and update the personal development plan

Be able to support and promote staff welfare

  • Discuss the relationship between staff welfare and organisational objectives
  • Explain the process for assessing staff welfare
  • Identify the actions to be taken by the manager dealing with a staff welfare issue
  • Describe how to communicate responsibilities for staff welfare to the team
  • Discuss records that may be maintained to demonstrate that staff welfare is supported

Amongst the many and varied resources I used, I found the following books to be particularly relevant and useful:-

 

Unit 5016 Management of Coaching and Mentoring Skills

I have recently completed my Assignment for Unit 5016 “Management Coaching & Mentoring Skills” as part of my Level 5 Diploma in Management Coaching and Mentoring (via CMI) and have really enjoyed the process, especially as this means that there is just one Assignment to go to enable me to complete.

Chartered Management Institute logo

Unit 5016 covers the following:-

Understand how learning and development styles support the coaching and mentoring practice

  • Assess the different learning and development styles of self and individuals
  • Review and evaluate the impact of the differing learning styles on the development and operation of coaching and mentoring programmes
  • Construct a development plan to support individuals and team styles using coaching and mentoring activities

Be able to develop skills as a manager in coaching and mentoring

  • Assess current skills of communication and people development to support personal practice of coaching and mentoring
  • Identify development opportunities to meet personal skills’ needs and to develop own practice
  • Evaluate skills and practices and produce a personal development plan in relation to coaching and mentoring skills

Be able to articular and develop a coherent ethical framework to support coaching and mentoring programmes and activities

  • Develop a coherent, congruent statement of ethics for coaching and mentoring programmes and activities
  • Analyse the impact of personal and organisational values and belief systems on the delivery of coaching and mentoring activities
  • Evaluate personal coaching and mentoring performance, detailing ways of dealing with beliefs, values, diversity and conflicts of interest

Amongst the many and varied resources I used, I found the following books to be particularly relevant and useful:-

Supercoaching by G. Alexander

Supercoaching (2005) by G. Alexander

Coaching Skills for Leaders (2009) by J. Arnold

Coaching Skills for Leaders (2009) by J. Arnold

 

 

 

 

 

 

 

 

 

In addition, I have also ordered the following books to read as follow-up research:

Office Politics: the new rules, 2009, R. Yeung

Political dilemmas at work: how to maintain your integrity and further your career, 2008, Ranker, Gautry and Phipps

Leading at a higher level: Blanchard on leadership and creating high performing organisations, 2007, K. Blanchard

A Manager’s guide to self-development, 2007, Pedler, Burgoyne, Boydell, Maidenhead

 

Managing by Henry Mintzberg

In association with the British Library, the Chartered Management Institute (CMI) run the  “Management Book of the Year” competition.  Henry Mintzberg’s “Managing” won “CMI Management Book of the Year 2010” which is described as follows:

“Managing: the most revealing book yet written about what managers do, how they do it and how they can do it better.”

“This ground-breaking book draws on Mintzberg’s personal observations of 29 managers in a fascinating range of settings.  What he saw – the unrelenting pace, the frequent interruptions, the lack of any tangible signs that the job is ever complete – has compelled him to describe managing as a practice, not a science or a profession, one learned primarily through experience and rooted in context.  His probing analysis of management in action allows him to offer a compelling vision of what constitutes truly effective management.”

“This landmark book by one of the world’s leading business thinkers is about managing, pure if not simple.  It tackles the big questions managers everywhere face, such as:

  • How is anyone supposed to think, let alone think ahead, in this frenetic job?
  • Are leaders really more important than managers?
  • Is email destroying management practice?
  • Are managers the only ones who can, or should, manage?
  • How are managers supposed to connect when the very nature of their job disconnects them from what they are managing?
  • How can you manage it when you can’t reliably measure it?

Managing makes sense of what might be the world’s most important job.”

 

Chapter 1: Managing Ahead

Chapter 2: The Dynamics of Managing

Chapter 3: A Model of Managing

Chapter 4: The Untold Varieties of Managing

Chapter 5: The Inescapable Conundrums of Managing

Chapter 6: Managing Effectively

Unit 5019 Management of Action Learning

I have just completed my Assignment for Unit 5019 “Management of Action Learning” as part of my Level 5 Diploma in Management Coaching and Mentoring (via CMI) and have really enjoyed the process.

Chartered Management Institute logo

Unit 5019 covers the following:-

Understand the practice and operation of action learning against organisational objectives

  • Explain the practice of action learning and the role of the manager
  • Identify the benefits of action learning in the development of individuals
  • Evaluate the impact of action learning on organisational objectives

Be able to facilitate learning through action learning

  • Identify mechanisms to monitor that the individual is taking responsibility for their own decisions, actions and learning approach
  • Establish practices to support individuals to elicit personal and organisational values
  • Describe how individuals are motivated and encouraged to apply learning to practice
  • Describe how the individual can be supported to maintain focus and alignment to organisational needs
  • Identify programmes that integrate the practice of action learning with organisational needs

Be able to understand the impact of action learning on organisational objectives

  • Evaluate the use of action learning across programmes of learning
  • Analyse the organisational objectives and the impact of action learning towards achievement

Amongst the many and varied resources I used, I found the following book to be particularly relevant and useful:-

Action Learning for Managers by Professor Mike Pedlar

 

Unit 5015 Management Coaching and Mentoring and the Organisation

I have just completed my Assignment for Unit 5015 “Management Coaching and Mentoring and the Organisation” as part of my Level 5 Diploma in Management Coaching and Mentoring (via CMI) and have really enjoyed the process.

Chartered Management Institute logo

Unit 5015 covers the following:-

Understand the impact of coaching and mentoring programmes on the organisation

  • Evaluate the benefits of coaching and mentoring to an organisation
  • Identify how coaching and mentoring is used by an organisation
  • Discuss the organisational and human resource implications of using coaching and mentoring

Be able to manage change in the operation of coaching and mentoring

  • Evaluate the impact on an organisation of establishing a coaching and mentoring culture
  • Identify barriers to change
  • Explain how to overcome organisational and individual resistance to the implementation of coaching and mentoring

Be able to monitor and evaluate the operation of coaching and mentoring within an organisation

  • Develop a plan to implement coaching and mentoring programmes within an organisation
  • Establish processes and mechanisms to record and monitor the impact of coaching and mentoring within an organisation
  • Review the implementation strategy to ensure continuous improvement

 

Amongst the many and varied resources I used, I found the following books to be particularly relevant and useful:-

SuperCoaching – Alexandar & Renshaw
Coaching Skills for Leaders – Jackie Arnold

Manager's Guide to Mentoring - Crawford