University of Bradford - School of Management
Programme Specification
Awarding and Teaching Institution:
Final Award:
Programme Title:
Duration:
UCAS Code:
Subject benchmark statement:
Programme accredited by:
Date produced:
University of Bradford
Postgraduate Certificate
Management and Leadership in Higher Education
One-two years part-time
Not applicable
Business and Management
Not applicable
January 2008: Updated May 2008
Philosophy
In accordance with the University’s mission ‘Making Knowledge Work’, the School of Management aims to provide
programmes that develop individuals as managers and business specialists, and thus improve the quality of
management as a profession. This programme, offered by People Development under the auspices of the School of
Management, contributes to these aims by offering a programme that will improve the quality of management and
leadership in the higher education sector.
Introduction
This programme is designed for staff at the University of Bradford or in other Higher Education Institutions (HEIs) who
wish to develop knowledge and skills in leadership and management as part of their career development. Managers
within large organisations learn best with and in groups from across the organisation. This programme will provide the
opportunity for participants to address the organisational challenges and that managers’ face as well as the individual
requirements of the role. The course team are committed to ensuring that the content and structure of the course and
the course’s participants reflect the diversity of the higher education community, actively promoting issues of equality
in line with the University of Bradford’s stated commitment and legal obligations. Equality is a central tenet of effective
management and leadership and HEIs have a specific responsibility to bring this into being.
Programme Aims
The programme aims to help participants develop the expertise necessary for management and leadership roles in
higher education. For Bradford staff this contributes to the University’s Leadership and Management Development
Strategy. It will do this through:
 Introducing you to theories of management and leadership in general, and in higher education in particular;
 Developing your knowledge of management and leadership in higher education;
 Facilitating the development of skills in the practising of management and leadership skills;
 Enabling you to develop self-knowledge in your practice of management and leadership.
The learning environment is designed to be inclusive, supportive, flexible and reflective. Working mostly in small
groups, you will use a variety of methods to develop your expertise, knowledge, understanding and skills of
management and leadership, and of yourself as a leader. You will participate in action-learning sets, one-to-one
coaching and mentoring and project work, and you will use personal reflection to develop knowledge about managing
and leading in a University environment. This will allow you to develop a high level of reflective understanding and
critical appreciation of leadership in higher education. This will assist you in taking on the role of a leader, as you will
have developed the knowledge and skills deemed necessary to leadership in higher education organisations in the
21st century.
Learning Outcomes
Knowledge and Understanding
On successful completion of this programme you will be able to:
1. Critically evaluate what is meant by the theory and practice of management and leadership in higher
education;
2. Justify and evaluate your own professional practices in terms of these concepts
3. Identify and analyse major contextual and structural factors which influence management and leadership in
Higher Education;
Discipline Skills
On successful completion of this programme you will be able to:
4. Critically evaluate the role of management and leadership within a University;
5. Analyse and contribute to the development of policy and strategy within the University;
6. Effectively apply management competencies and leadership skills and critically evaluate their impact;
7. Identify your own leadership style and critically evaluate its influence and impact upon those around you;
1
Personal Transferable Skills
On successful completion of this programme you will be able to:
8. Enhance and further improve your leadership style;
9. Enhance and further improve your leadership skills;
10. Demonstrate a reflective approach to professional practice;
11. Collaborate effectively with colleagues to produce group products;
12. Deliver oral presentations on management and leadership policy and practice to accepted professional
standards
Curriculum
The Postgraduate Certificate qualification comprises 60 credits; 20 credits for each module. Details about modules,
including specific learning outcomes, are available in the module descriptors on the University’s website at:
http://evision.brad.ac.uk/modsearch.htm
Course Structure
Module Title
Module Code
Status
Credits
Semester
Personal Development for Leadership and Teamwork
MAN4404L
Core
20
1 and/or 2
Professional & Organisational Development
MAN4403L
Core
20
1 and/or 2
Work-Based Independent Study
MAN4405L
Core
20
1 and/or 2
The modules are designed to develop knowledge, practice, understanding of the self, and understanding of others in
teams and as individuals. All modules are compulsory, and all are delivered at Masters level. They are not linked to
any other modules within the University. You will be encouraged to study at your own pace, but will be required to
complete the three x 20-credit modules within two years of registering on the programme. There will be one intake of
twelve to fifteen students each year, and the modules will be offered over a two year period.
The course is delivered within a two year period. Modules one and two run concurrently and module three is
undertaken on successful completion of modules one and two. Further clarification will be available to students at
point of enquiry and induction. Attendance is as follows:
Module One: Four x two-day workshops, plus twenty additional hours of tutorial attendance.
Module Two: This module is studied through action-learning sets, comprising eight workshops (six hours per
workshop); eight action-learning set meetings (two hours per meeting) and two presentations (two hours per
presentation).
Module Three: A work-based project requiring self-study under the guidance of a line manager or coach.
Module One: Personal Development for Leadership and Teamwork – 20 credits
The first module you will study focuses on self-development. You will reflect on how you see yourself, how you are
seen by others, and how these perspectives contribute to your performance as a manager and a leader. This module
will help you achieve learning outcomes 2, 7, 8 and 9.
Module Two: Professional and Organisational Development – 20 credits
This is the second module you will study. It provides the intellectual and theoretical knowledge that underpins the
other two modules. The module will help achieve learning outcomes 1, 3, 4, 5, 11 and 12 above.
Module Three: Work-Based Independent Study – 20 credits
This module helps you put the knowledge and skills learned in the first two modules into practice, thus embedding the
learning achieved. You will, under the supervision of a line-manager/coach, design, develop and run a work-based
project in management and leadership. This module will help you achieve learning outcomes 6 and 10.
Learning, Teaching and Assessment Strategies (including the method of programme and teaching delivery)
The programme aims to provide a stimulating combination of teaching and learning methods. It will include only
limited elements of the more traditional ‘talk and chalk’ type lectures, delivered by staff from People Development.
Participants are academics and senior administrative staff, all of whom will be educated to a high standard with
significant experience in diverse roles within the University; therefore the teaching and learning strategy has been
devised with such participants in mind. The emphasis therefore is upon: group learning; intensive one-to-one learning
with personal tutors, mentors and coaches; and learning through reflective analysis of practice with the aid of reflective
learning journals and logs. Both team working and active, autonomous learning are important parts of the
Programme’s approach.
The programme has been designed to provide a logical process from development of self-knowledge in the first
module, Personal Development for Leadership and Teamwork, to delivery of information in the second, Professional
and Organisational Development, and to combining the two in the third module, Work-Based Independent Study,
which involves a practical application of the theories explored and knowledge developed in the first two modules. The
first module encourages you to look ‘inward’ at yourself as a member of staff of the University, the second to look
2
‘outward’ at the University and at theories of leadership, and the third module brings these two perspectives together
in a practical, skills-based project.
The modules are individually assessed, using a mix of continuous assessment methods. The main methods are
written assignments, reflective journals, individual and group oral presentations and the development and subsequent
revision of a personal development plan. To reflect contemporary practice and to demonstrate particular aspects of
blended learning, all modules will be supported by a Blackboard site. Additionally, Pebblepad will be available to
support the Personal Development Planning (PDP) and reflective processes. The course team will negotiate flexible
modes of assessment for participants with disabilities, where this is deemed to be appropriate.
Work-Based Independent Study
The work-based study is probably best described as a student project, but not something that would be considered as
a project by the University (e.g. by the Strategic Planning Office). The study is an opportunity for the student to
practice management in action. It is not a piece of research. The appropriateness of this course’s student projects
will be decided by a two stage process:
1. Student and coach/line manager agree a suitable topic and focus.
2. Student and course tutors will decide whether the proposed project will meet the learning requirements of the
course.
The criteria for an appropriate project are as follows:
 A topic and focus that is relevant and useful to the student’s work area – i.e. the results of which will be of
value to the coach.
 A project that is achievable within the time available
 A project that enables the student to demonstrate application of learning from the other modules of the
programme – i.e. a project that requires the student to manage people and resources to achieve the project’s
objectives.
 A project that will enable the student to develop their skills in line with the content of their revised personal
development plan.
The programme is managed by the School of Management and delivered by People Development. The School of
Management and People Development work together to monitor and regularly review the quality assurance of the
programme and the students’ learning experience. Written work is assessed using the criteria for all post-graduate
programmes in the School/University. To ensure fairness and quality of marking, each module will have a marking
committee comprising two tutors plus a member of staff of the School of Management. First and second marking will
be ‘blind’, that is examiners will not know the names of the authors of the work they are marking.
Assessment regulations:
To be eligible for the award of the Postgraduate Certificate you must achieve at least Grade C in 60 credits. The
University of Bradford Postgraduate Regulations for Taught Programmes can be found on the web at:
http://www.brad.ac.uk/admin/acsec/QA_Hbk/Postgrad_Taught_Regs.html.
The School operates a non-numerical assessment system. Standard University marking requirements will be made
available to students through Blackboard and the Module Handbooks. Similarly, deadlines and arrangements for
initial and supplementary assessment will also be provided to students through such media in a timely manner.
Deadlines are negotiable and should be negotiated with your personal tutor in the first instance. The ensure equity
and transparency the course team will consider the negotiated deadline and timescale for assessment submission. All
assessment (coursework and examination) is graded as below:
AD
B
C
D
EF
Pass with Distinction
Pass with Merit
Pass
Marginal Fail
Poor Fail
Participants may not proceed to semester 3 (module three) of the course until they have successfully completed
modules one and two.
Admission criteria
Admission to the course is by direct application to People Development. The programme is designed for academic
and administrative staff working in the higher education sector whose personal development plans require that they
develop their management and leadership skills. Participants will normally have at least a first degree awarded by an
approved UK or overseas University, or a professional qualification, and will have appropriate experience of working at
a managerial level in the H.E. sector. Participants must have the support of their line manager prior to enrolling on
this programme. Achievement of learning outcomes is based on a high level of commitment and attendance. An 80%
3
attendance requirement is normally expected from all participants. An interview to assess how you satisfy these
requirements will be arranged and each application will be considered on its individual merits. The course team are
committed to promoting equality of opportunity. This inclusive programme particularly welcomes applications from
people from under represented groups.
Student Support and Guidance Arrangements
The supportive learning culture of this programme is an intrinsic part of the development of you as a leader. You will
be supported by a personal tutor, a coach and a mentor in each of the three modules. As your learning progresses
you will be encouraged to discuss areas where you feel you may benefit from support and advice; these areas will
then be explored with your personal tutor. Your programme tutors will provide you with both academic and pastoral
support throughout the course. Participants will also be encouraged to provide their peers with support and to share
their experiences with them. As students of the University of Bradford the University’s wider support services will be
available to all participants. Finally, this programme will be regularly evaluated via the University’s Annual Monitoring
and Periodic Review processes.
Full use will be made of learner support services including the library, email and e-learning facilities and approaches.
There is a strong support infrastructure which includes the Disability Service, the Counselling Service and 24 hour
access to Library and Computer facilities. Details at: http://www.brad.ac.uk/internal/student.php
The Role of Line Manager, Coach & Mentor
Students on the course need the agreement of their line manager to attend. The line manager is the person within the
organisation is responsible for the student, and the student’s development. Coaching is the term used to describe the
skill set managers use to develop their staff. One of the roles for any line manager is to coach the staff they are
responsible for. The coach has three main responsibilities in relation to students on this course:
1. To monitor progress and to discuss with the student the learning taking place.
2. To help the student apply the leaning to their day to day work
3. To decide, together with the student, the topic and the arrangements for the work based study.
In most cases the line manager and the coach will be the same person. There may be cases, however, where
another manager for whom the student works, but who is not technically the line manager, might make a more
suitable choice for coach. This can be negotiated with the course team.
The participant can choose their mentor, but not their coach. The mentor is a separate person. The mentor would not
usually come from the department or division as the student. The mentor is most likely to be another member of
University staff, but may also be someone who knows the student’s work, is a member of the student’s profession or
discipline and may perhaps be external to the University. The course tutors can advise students on their choice of
mentor. The choice of mentor has to be agreed by tutors.
Staff Contact Information:
Caroline Chambers
Training and Development
Advisor
People Development
University of Bradford
Richmond Road
Bradford
West Yorkshire
BD7 1DP
C.Chambers1@bradford.ac.uk
Tel: 01274 235329
Pete Sayers
Head of People
Development
People Development
University of Bradford
Richmond Road
Bradford
West Yorkshire
BD7 1DP
P.L.Sayers@bradford.ac.uk
Tel: 01274 233102
Dr Nancy Harding
Senior Lecturer in
Organisation Studies
School of Management
University of Bradford
Emm Lane
Bradford
West Yorkshire
BD9 4JL
N.H.Harding@bradford.ac.uk
Tel: 01274 234423
4
APPENDIX ONE – MODULE ONE
Provider: People Development
Related Department / Subject Area: School of Management
Course Leader: Caroline Chambers
Module Leader: Pete Sayers
Additional Tutors: Caroline Chambers and Tony Burke
Module Title: Personal Development for Leadership & Teamwork
Module Type: Double
Module Code: NEW
Module Credit: 20
Teaching Period: Semester One and Semester Two
Academic Year:
Module Occurrence: A
Level: M
Pre requisite(s): None
Co requisite(s): None
Aims: to provide University managers and academics in leadership positions, or with leadership potential, a
programme of self development, specifically to provide participants with information and feedback that will enable
them to better understand their own management / leadership style, evaluate its effectiveness within the University, to
build, motivate and maintain teams, to solve problems creatively, and to develop leadership skills.
Learning Teaching & Assessment Strategy:
The course team will encourage participants to develop self knowledge and knowledge of other’s motivations,
emotions etc and examine how this contributes to leadership. Participants will undertake a range of diagnostic and
360 degree assessments which will provide them with data about their strengths and weaknesses in relation to their
management style and skills. At the end of the module a re-assessment will be conducted. Participants will use
Pebblepad to support the PDP development and revision process. Reflective practice using reflective learning
journals is a key component of this module. Teaching styles provide varied approaches to learning and include work
in groups, action learning sets, formal and informal lectures, online business games and a variety of facilitated team
activities. Both team working and active, autonomous learning through, for example, the use of workbooks, are
important aspects of the module.
Study Hours:
Lectures:
Seminars/Tutorials:
Laboratory/Practical:
Total: 200
00
20
00
Directed Study:
100
Residential Workshops: 80
Formal Exams:
00
n.b. 10 tutorial hours with course tutor, 10 tutorial hours with coach (line manager), 4 x 2 day residential workshops
Workshop 1 focuses on initial diagnosis from 360-degree feedback, and time management – how to turn selfawareness into a personal development plan (to be agreed, subsequently, with coach)
Workshop 2 focuses on team building & team development
Workshop 3 is a two-day business game
Workshop 4 focuses on re-diagnosis of the 360-degree feedback, and revising PDP in preparation for independent
study (module 3 of this certificate programme)
5
Learning Outcomes:
1. Knowledge & Understanding
On successful completion of this module you will be able to:




Evaluate key concepts and models in leadership and management development
Apply and evaluate the rational and emotional components of leadership and management behaviour
Analyse and evaluate the results of 360 degree feedback and recognise the value in the production of a
personal development plan.
Undertake a range of team exercises and critically evaluate how they can be used to build and maintain
effective teams
2. Subject-Specific Skills
On successful completion of this module you will be able to:



Take the outcomes of 360 feedback and use these to devise a personal development plan based on SMART
objectives, and critically evaluate and revise the plan in the light of experience and feedback.
Lead a team through a variety of projects.
Apply leadership and management concepts and models to your particular role / job, and roles you may
aspire to.
3. Personal Transferable Skills
On successful completion of this module you will be able to:




Give and receive feedback from others, when leading a team, or problem-solving.
Analyse and reflect upon differences between self perception and perceptions of others to re-evaluate
behaviour
Select and directly apply a problem solving strategy as a basis for effective decision making
Lead team projects, and be a more effective team member.
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Mode of Assessment:
1.
Assessment Type
Duration
Percentage
PDP
1000 words
Not graded
Participants will devise a personal development plan (PDP) based on initial 360 feedback and agree this with
their coach.
This piece of work is to be completed one month after the end of residential workshop 1. It is based on initial
360-degree diagnosis undertaken before workshop 1 the results of which are reported to participants during
workshop 1.
The coach is the participant’s line manager. The coach’s role is to assess and sign off the participant’s PDP
(The coach is the person who has the greatest stake, along with the participant; in ensuring that the PDP has
SMART objectives, and can be supported.
The PDP will not be graded, but will form the basis for further work (see below).
2.
Assessment Type
Duration
Percentage
Revised PDP and
Reflective
Commentary
3,500 words
50%
The personal development plan is to be revised on the basis of additional 360 feedback, and agreed with
coach. The plan will be accompanied by a reflective commentary (3,500 words in total)
This piece of work is to be completed one month after the end of residential workshop 4. It is based on both
the initial diagnosis, the experience of implementing the PDP, and progress made during the module which
should be apparent in the re-diagnosis undertaken between workshops 3 & 4, the results of which are
reported at workshop 4. The successful completion of a revised PDP is the key outcome of this module, which
makes this module a pre-requisite for the independent study module.
3.
Assessment Type
Duration
Percentage
Reflective journal
3,500 words
50%
Reflective Journal (3,500 words) commenting on the learning gained from workshops 2 & 3, a selfassessment of individual’s development as a member and leader of a team, and assessment and evaluation
of roles played by others.
Outline Syllabus:
Residential Workshop 1:
Report of Initial 360-degree diagnosis and feedback – from a variety of instruments.
(Organisational Culture Inventory – self perception of ideal and actual culture, Lifestyles – self & others, Personal
Effectiveness Profile – self & others)
Time Management as key component of personal effectiveness.
Initial team exercise
Introduction to the art of giving and receiving feedback
How to devise a personal development plan, based on self-awareness and feedback data
Residential Workshop 2:
Experiential learning through participation and de-briefing of a variety of team exercises.
Application of behavioural aspects of PDP through participation in team exercises
Giving and receiving feedback based on behaviours observed during team exercises
Team Roles (Belbin)
Action Centred Leadership
Situational Leadership
Other relevant concepts and models.
7
Residential Workshop 3:
Capstone’s “Foundation” – an on-line business game in which teams of course participants play against each other
and against additional virtual teams (on Capstone’s computer). The game develops over a succession of “rounds”.
Each round requires teams to allocate roles, evaluate outcome data from previous rounds, and to take a variety of
strategic and operational decisions.
 Introduction
 Play rounds 1 – 3,
 Interim review
 Play rounds 4 – 6
 Final debrief and review of learning
Residential Workshop 4:
Team Exercises (building on outcomes of workshops 3 & 4)
Report of re-diagnosis of 360 feedback
Further feedback for participants
Action planning – revising the PDP
Planning for personal learning component of independent study module
Key Texts:
Residential Workshop One
The Manager in You
The Team Player
Residential Workshop Two
How Teams Work
Motivation and Skills Development
Please note that the reference for the above key texts outlined above is as follows:
Woods, M., and Smith, J. (1994) Title of Workbook, London: Financial Times Management/Pearson
8
APPENDIX TWO – MODULE TWO
Provider: People Development
Related Department / Subject Area: School of Management
Course Leader: Caroline Chambers
Module Leader: Pete Sayers
Additional Tutors: Caroline Chambers and Tony Burke
Module Title: Professional & Organisational Development
Module Type: Double
Module Code: New
Module Credit: 20 credits
Teaching Period: Semester One and Semester Two.
Academic Year:
Module Occurrence: A
Level: M
Pre requisite(s):
None
Co requisite(s):
Personal Development for Teamwork & Leadership
Aims: This module is a core module of the Post Graduate Certificate in Management and Leadership in Higher
Education. This module contributes to the aims of that programme through its aims which are to: provide participants
with an overview of the higher education sector in general and how the University of Bradford in particular works as an
organisation; critically review the concepts and models that underpin strategy and policy in higher education; engage
with senior managers in recognising and evaluating their contribution to the organisation, develop expertise in
analysing organisational strategy and policy making, develop understanding of organisational culture and its impact
upon the design and implementation of strategy and policy.
Learning Teaching & Assessment Strategy:
The course team will engage highly knowledgeable students at a level that suits their capabilities. Teaching styles
provide varied approaches to learning and include workshops and action learning sets to facilitate exploration and
analysis. There will be a number of formal and informal lectures, guest speaker inputs and online discussion tasks as
well as individual and group presentations. Autonomous learning, through the use of workbooks is encouraged.
Study Hours:
Lectures:
Seminars/Tutorials:
Laboratory/Practical:
Total: 200
00
64
00
Directed Study:
Presentations
Formal Exams:
100
36
00
8 x workshops @ 6 hrs = 48
8 x action learning set meetings @ 2 hrs = 16
2 x presentations @ 2 hours per presentation + 12 hours preparation for the first individual presentation and 20 hours
preparation for the second group presentation.
Learning Outcomes:
1. Knowledge & Understanding
On successful completion of this module you will be able to:

Critically review and contribute to the way the University turns strategy into policy and action;
9



Analyse the way corporate objectives are set and monitored through synthesis and evaluation of a range of
models, concepts and experience;
Analyse the way key performance indicators are used for monitoring performance;
Assess the impact of culture upon strategy and policy making and their implementation.
2. Subject-Specific Skills
On successful completion of this module you will be able to:


Critically review the application of University policy and strategy in your area of work, evaluate its implications
for your area of work and contribute to policy development as a result
Map the organisational culture in your work area and in the University as a whole, and evaluate the
implications of organisational culture for your development as a manager and your preferred style of leading
and managing.
3. Personal Transferable Skills
On successful completion of this module you will be able to:



Organise and undertake a presentation to your own manager, and, as part of a team, present to
senior managers
Confidently engage with senior managers and critically review strategy and policy in their company.
Make recommendations and critically review implementation/action plans
10
Mode of Assessment:
1.
Assessment Type
Duration
Percentage
An individual presentation to the coach about organisational culture in the participant’s work area. This
presentation will not be formally graded, but forms part of the developmental work undertaken during this
module.
2.
Assessment Type
Duration
Group presentation
Percentage
50%
A group presentation to senior managers about the organisational culture of the whole University.
OR
A group presentation to other senior managers on HR strategy and policy
The presentation is to be accompanied by a report (maximum 5,000 words) on which the presentation is
based.
The mark for the group assessment will be determined by a mix of feedback from those on the receiving end
of the presentations, and tutor observation. The tutorial committee, comprising a minimum of two tutors, may
redistribute marks between participants if there is evidence of unequal effort in the preparation of the
presentation.
3.
Assessment Type
Duration
Percentage
Critical review
3,500 words
50%
Individual critical review (3,500 words) of one aspect of culture, strategy development and implementation;
leadership in the development of strategy, or other similar topic featured in the module workshops.
Outline Syllabus:
Participants are expected to read in advance of each workshop. Texts will include University documents, text books,
and workbooks. Formative tasks will be posted on Blackboard for participants to discuss e.g. the use of email
communication and its implications in the effective management of staff.
One day seminars / workshops
1. Corporate Strategies & Communication
Inputs from VC & head of corporate communications
2. Performance Management at Corporate Level (& balanced scorecard)
Inputs from DVC & head of strategic planning
3. Organisational Culture & Quality
Inputs from head of people development on EFQM model, IiP, and results of organisational culture survey
(perceptions of actual culture as diagnosed by people working in areas from which course participants come).
There may be scope for a visiting speaker here e.g. Chairs of Equality Network
4. Financial Strategy and Planning
Inputs from Finance, and a dean or visiting speaker
5. Process Review & Project Planning
Inputs from Ecoversity manager & additional speaker (could be someone from Hub, or visitor)
Participants will also be encouraged to attend the University’s project planning course
6. Recruitment, Selection & Development of Staff
Input on process, and responsibilities of managers (from People Development)
Participants will be encouraged to attend the University’s Recruitment & Selection training
7. Equality & Diversity
Inputs from HR + Disability Service and Chairs of Equality Network
8. HR Strategy & Managing People
Input from HR
Participants will be encouraged to attend the University’s Performance Management training, and
Performance Review training
11
Action Learning Sets:
Input on how to manage and take part in an action learning set.
Content of the action learning set is decided by participants, but is intended to help participants discuss the content of
workshops, results of private reading, and organisation of presentations to senior managers. Action Learning Sets are
facilitated by the course team.
Key Texts:
Covey, Stephen R. First Things First
Covey, Stephen R. The 7 Habits of Highly Effective People
Johnson, Gerry., Scholes, Kevan. and Whittington, Richard. Exploring Corporate Strategy: Text and Cases
McCaffery, Peter. Higher Education Manager’s Handbook: Effective Leadership and Management in Higher Education
Workshop One
Know Your Organisation
Managing Strategically
Workshop Two
Managing Change Positively
Information Analysis and Usage
Workshop Three
Quality Management and Change
Total Quality - A Customer Focus
Workshop Four
Managing Finance
Business Finance
Workshop Five
Creative Decision Making
Project Management and Planning
Workshop Six
Recruitment and Selection
Training and Development
Workshop Seven
Understanding Health, Safety and Employment
Creative Decision Making
Workshop Eight
Techniques for Improving Performance
Skilful Communication
Please note that the reference for the above key texts outlined above is as follows:
Woods, M., and Smith, J. (1994) Title of Workbook, London: Financial Times Management/Pearson
12
APPENDIX THREE – MODULE THREE
Provider: People Development
Related Department / Subject Area: School of Management
Course Leader: Caroline Chambers
Module Leader: Caroline Chambers
Additional Tutors: Pete Sayers and Tony Burke
Module Title: Work-based Independent Study
Module Type: Double
Module Code: New
Module Credit: 20 credits
Teaching Period: Semester One and Semester Two.
Academic Year:
Module Occurrence: A
Level: M
Pre requisite(s):
Personal Development for Teamwork & Leadership
Professional & Organisational Development
Co requisite(s):
Aims: To develop knowledge and build skills in management competencies and leadership skills and put these into
practice through designing and running a work-based project.
Learning Teaching & Assessment Strategy:
Participants will have the opportunity to embed knowledge through development, implementation and evaluation of a
relevant project. A personal tutor, coach and mentor are responsible for supporting and guiding participants through
the project. The facilitated action learning set approach will continue to be utilised to ensure peer support.
Additionally discussion boards on Blackboard will enable participants to discuss aspects of their project and their
progress. Participants will produce a project report and an individual reflective journal. Pebblepad will support the
reflective aspects of this module.
Study Hours:
Lectures:
Seminars/Tutorials:
Laboratory/Practical:
Total: 200
00
20
00
Directed Study:
Presentations
Formal Exams:
180
00
00
13
Learning Outcomes:
1. Knowledge & Understanding
On successful completion of this module you will be able to:


Critically review management and leadership theory and apply this in practice;
Reflect upon the experience and devise strategies to improve performance and/or continue self-development.
3. Subject-Specific Skills
On successful completion of this module you will be able to:

Demonstrate leadership skills and management competencies, including reflection and negotiation, in your
own area of work
3. Personal Transferable Skills
On successful completion of this module you will be able to:



Organise, implement and manage a project.
Report project methodology and outcomes
Evaluate and refine a personal development plan in the light of experience and through reflective practice
Mode of Assessment:
1.
Assessment Type
Duration
Percentage
Project Proposal
500 words
0%
Ungraded Project Proposal (the plan for which emerges from the final workshop of module one) to be agreed
with line manager and submitted in the first two weeks of the module.
2.
Assessment Type
Duration
Percentage
Project report
3,500 words
50%
Project Report to be jointly assessed by the line manager and course tutor
3.
Assessment Type
Reflective journal
Duration
3,500 words
Percentage
50%
Reflections on putting my PDP into practice in a work-based project
Outline Syllabus:
The content of projects will be suggested by students and agreed with their line managers, and relate to their area of
work. The leadership skills and management competences will have been informed and developed during the prerequisite modules.
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Appendix 4 - Additional Staff Development Courses
The staff development courses the University requires its managers to attend are listed in Appendix B of the 2007
Leadership & Management Development Strategy and these are detailed below. The PG Certificate workshops are
not intended to be a substitute for the courses detailed here, some of which are deemed to be essential for University
managers to attend. The only course listed that the PG Certificate covers in the same detail is the Leadership Skills
course. There is no need for managers on the PG Certificate to do the six day Leadership Skills course in addition to
module 1 of the PG Certificate. People who have already done the six day Leadership Skills course, however, cannot
APEL that learning.
New Managers Induction
An overview of policy & practice for those new to the University or new to a management role
Statutory Requirements
 Health & Safety
 Managing Diversity (a new course to include and replace Disability Issues, and Mental Health Issues and how
to undertake Impact Assessments)
Legal Issues
 Employment Law, Contracts & Litigation
Managing People
 Performance Management
 Appraiser / Performance Reviewer
 Recruitment & Selection
 Coaching Skills
 Giving & Receiving Feedback
 Managing Meetings
Managing Projects
Leadership Skills – a six day non-certificated course, or Module One (or equivalent) of the PG Certificate in
Management and Leadership in Higher Education.
Most of these are in-house staff development courses open to all staff. Staff are encouraged to attend these as part
of a general programme of staff development, which will stand them in good stead if subsequently appointed to a
managerial position. Such courses should be part of an aspiring manager’s PDP.
Courses that are not required, but which managers are encouraged to attend for their personal development, and to
gain insight into the behaviour of others, include:
 Facilitation Skills
 Time Management
 Assertiveness & Dealing with Difficult People
 Transactional Analysis
 Counselling Skills

Some courses (e.g. Health & Safety, Legal Issues) require attendance at annual or biennial updates.
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