Management (BTEC HND) Course

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Description

COURSE OVERVIEW A distance learning course is the ideal way to gain a qualification BTEC (HND) in Management. Whether you're looking to go on to further education, improve your job prospects or expand your knowledge, distance learning BTEC in Management is a flexible and convenient course, which allows you to comprehensively prepare for a BTEC Management exam or career through home study. What's more, because the distance learning BTEC (HND) in Management course is a fully comprehensive course, no prior knowledge is required. This course is suitable for anyone wishing to learn the knowledge, skills and tools essential to the many facets of management in the workplace. The management vocation…

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COURSE OVERVIEW A distance learning course is the ideal way to gain a qualification BTEC (HND) in Management. Whether you're looking to go on to further education, improve your job prospects or expand your knowledge, distance learning BTEC in Management is a flexible and convenient course, which allows you to comprehensively prepare for a BTEC Management exam or career through home study. What's more, because the distance learning BTEC (HND) in Management course is a fully comprehensive course, no prior knowledge is required. This course is suitable for anyone wishing to learn the knowledge, skills and tools essential to the many facets of management in the workplace. The management vocational training course will prepare you to enter a higher education degree programme, or enter directly into employment in management. You will have the opportunity to learn practical management skills, the management process, training and development, communication and motivation, change management, the psychological aspects of managing people, project management and much more. You may take up to 2 years to complete this course and you will receive unlimited tutor support throughout. About BTEC HNDs BTEC (Business Technical Education Council) courses are vocational-related training courses that prepare you to enter either into a higher education degree program, or directly into employment. BTECs are developed with key representatives from their respective industry and are built to progress the learner along a vocational path. The courses are continually updated with employers’ needs in mind so that you are given the knowledge, skills and tools most suitable for your field. BTECs also provide direct advancement into university programmes. BTEC HNDs (Higher National Diplomas) are at the fifth level of the BTEC scale. They are worth 240 credits and are equivalent to a Foundation Degree or HE (Higher Education) Diploma. You can take BTEC courses together with, or instead of A-levels. What Can I Do After Completing This BTEC Management Course? Once you have successfully completed this course you will be able to use your HND in Management as a qualification to enter into university, complete a final year of study, and obtain a full degree.

Course Key Topics The BTEC (HND) in Management is divided into sixteen comprehensive modules. Unit 1: Using information, communication and technology ICT in Management Studies Unit 2: Introduction to management studies Unit 3: Practical management skills Unit 4: Managing process Unit 5: The manager’s role in training and development Unit 6: Training and development choice Unit 7: Motivation in the workplace Unit 8: Effective communication: understanding the communication process Unit 9: Team building Unit 10: Change management Unit 11: The principles of organisational psychology Unit 12: Co-operation in the workplace Unit 13: Resources and research Unit 14: Psychometrics Unit 15: Project management Unit 16: Management development (see full course syllabus below for more information)

Home Study Tutor Support You will be provided with comprehensive materials designed to provide you with everything required to complete BTEC (HND) in Management course. You will have your own personal tutor helping you with your course work and with any questions you may have. Plus you can contact our Student Advisors by email or phone for all the practical advice you may need – so we really are with you 100%. What's more, you'll have access to the online student portal, where you can interact with other students, browse our resource library and manage your account.

Course Assessments The BTEC (HND) in Management is made up of a set of 16 units, which may be delivered and assessed independently. All units are assessed by coursework activities, and the compilation of an e-portfolio. The HND subject requires successful completion of all 16 units. Learners are able to complete units at a pace appropriate to their resources, commitments and study plans. It is expected that a full set of subject units will be completed within 2 academic years of initial enrolment. Credit is awarded for successful completion of each unit. Any units which are not successfully completed may be repeated but this is subject to the college’s discretion and criteria. All the learning outcomes attached to each unit must be met in order for credit to be awarded. Coursework is subject to marking criteria which will be outlines within each unit.

Course Duration We recommend you spend approximately 960 hours of your time studying for BTEC (HND) in Management course.

How is the course structured? The Edexcel BTEC (HND) in Business Studies course is divided into sixteen comprehensive modules: Unit 1: Using information, communication and technology ICT in Management Studies Level H1 This unit aims to raise learner awareness of the different types of ICT skills, and provide the opportunity for them to develop these skills commensurate with H4 and H5 study. The course is delivered via distance learning with no face to face contact between tutors and students, therefore understanding appropriate research techniques, portfolio skills and self-reflection is important in terms of independent study at this level as well as facilitating a positive learning experience Students are encouraged to conduct independent research related to the study of Management Studies using ICT skills, so that they can begin to compile their own resource list and also prepare themselves for further and more complex activities later in the course 1 Applications of ICT in the study of Management Studies Information, communication and technology (ICT) comprises core skills for learning. Utilisation of methods , tools and strategies of ICT to establish and maintain a sound working relationship with tutors and the college. Development of ICT skills in order to communicate effectively and maximise study progression. 2 ePortfolio constructs Setting up an ePortfolio for use during the lifetime of the course for storage of files including coursework, self-assessment activities, independent research notes and reflective journals. The ePortfolio may be requested from time to time by tutors and moderators. Learners will be asked at various points in the course to upload files for this purpose. A structured system of unique information but once completed can be used as a resource for continuing professional development (CPD), and a body of revision for future studies. 3 Independent web based research Independent research to equip students with confidence to source and evaluate information relevant to the core course topics within MMA Develop tools and strategies with which to begin to undertake independent research and integrate this into coursework activities, for example suggesting ways to read research articles and assimilate types of information from these. 4 Principles of self-assessment and reflective writing The development of knowledge and understanding through writing skills for communicating ideas and arguments to tutors and other readers of written work. Reviews of writing skills Reflective writing skills and practice Promotion of pro-active implementation of skills enhancement through tutor feedback and self-assessment Unit 2: Introduction to management studies Level H1 The aim of this unit is to give learners an opportunity to study the main management principles and practices, and evaluate theories which underpin past and current management processes and applications 1 Theories of management Exploration and evaluation of the work of Fayol, Taylor and Mintzberg Exploration and evaluation of Leadership Theories – Hersey and Blanchard Exploration and evaluation of Tuckmans’ group theory and models 2 M anagement leadership Defining leadership Historical comparisons Leadership research Levels of leadership and leadership styles Aims and objectives of delegation Limitations and levels of delegation Measurement of outcomes 3 Team building Working in and with groups Cohesion strategies Diversity and compatibility Environments and organisations History of group development Setbacks and limitations 4 Time management Strategies Prioritising Timescales and goal setting SMART targets SWOT analysis Problem solving Force field analysis Mind mapping Unit 3: Practical management skills Level: H1 The aim of this unit is to provide learners with the opportunity to study core management skills and the models from which they have developed historically. In additions learners will be given the opportunity to learn about different management applications related to skills and expand understanding in order to create transferrable knowledge 1 Principles of management meetings Planning, preparation and information related to management meetings Structure and control strategies Summarising and record keeping 2 Interview skills Listening and clarification strategies Types of questions – aims and objectives Identifying resistance in non-verbal and verbal behaviour cues; handling resistance Feedback – giving and receiving The Johari Window Development of interview interaction 3 Organisational structure Classical hierarchical structure Functionality Recent trends and development Job design Mechanistic and organic organisations Size and technology 4 Centralisation Aims and objectives Pros and cons Workforce structure Organisational culture Outsourcing effects Environment and stakeholder influences Unit 4: Managing process Level H1 The aim of this unit is to provide learners with an opportunity to study the management of process which includes business planning and strategy development related to budgets and projects. Learners are also given the opportunity to develop understanding through independent research of current quality management process and expand knowledge into transferrable skills 1 Business planning Strategy development and implementation Financial planning Costing and budgets Budget controls and reporting processes Management decision making processes Planning for decisions and decision making 2 Process management Input and output scenarios Efficiency and effectiveness Defining and clarifying business processes Stages of process management Process mapping, improvement and redesign Re-engineering and implementation 3 Managing project processes The role and responsibilities of the project manager The project life cycle Milestones and work tasks Dependencies and contingencies Controlling and monitoring Resourcing and accountability 4 Quality management processes Identifying risk Risk control Communication and reporting Resolving problems Costing and financing Unit 5: The manager’s role in training and development Level H1 The aim of this unit is to provide learners with an opportunity to explore a range of training and developmental strategies and programmes within business contexts, and also to develop knowledge and understanding of the manager’s role related to creation of a learning organisation 1 The learning organisation Evaluation of Senge’s work The 5 components model The basic model of a system Social capita: historical perspectives, creating a learning organisation 2 Learning theories Behaviourism, constructivism, Social Learning Theory, Cognitive Theory, Experiential Learning Theory, the VAK model, Honey and Mumford’s work, pragmatism and the Facilitation theory 3 Action learning Process and application The training cycle and training needs Hard and soft skills Needs strategies The Training Needs Analysis (TNA) The skills gap 4 Competency frameworks Aims and objectives Methods and application Objective achievement Skills Examples and comparisons Unit 6: Training and development choice Level H1 The aim of this unit is to provide learners with the opportunity to explore how training choices are determined and consequent strategies developed for individuals, groups and corporate development. The unit also provides learners with an opportunity to develop understanding of professional and training standards and how these relate to government initiatives at both national and international levels. 1 Factors for consideration Work orientated learning Induction and instruction e-learning Blended learning Practical applications 2 Knowledge retention Relevance of the skills gap Government initiatives and standards Training needs The Leitch Report Technological advancement Vocational training Expansion of HE, targets and aims and objectives 3 Standardisation Vision and mission Productivity issues Government training initiatives and funding Learning Skills Council Modern Apprenticeships Other agency involvement National occupation standards 4 Evaluation Best practice development Return on investment criteria Kirkpatrick model of training and evaluation CIRO model of training and evaluation CIPP system model Unit 7: Motivation in the workplace Level H1 The aim of this unit is to provide learners with an opportunity to evaluate theories and models of motivation and apply these principles to workplace contexts; in addition learners will also be encouraged to explore management roles in relation to motivation and implementation of strategies 1 Theoretical principles of motivation Motivation allied to performance Extrinsic and intrinsic motivation McGregor’s Theory Effects of personality on motivation The Big Five Model (Costa and McCrae) Taylor and McGregor: Instrumentality Theory Content theories by Maslow, McLelland and Herzberg 2 Historical perspectives Historical perspectives of motivational relevance, importance and development Rewards and punishments linked to motivational force The behaviour connection Dynamicism versus static growth 3 Individual need for achievement Historical perspectives The need and drive for achievement in modern work life Self-realisation and self-actualisation Existence, relatedness, growth and fulfilment at work How to motivate the workforce 4 Cognitive perspective Process theories: Vroom, Porter, Lawler, Adams Cognitive relationships Expectancy scores and ratings Motivational forces Ability, role, perception and goals Equity and the effects of organisational culture Unit 8: Effective communication: understanding the communication process Level H1 The aim of this unit is to provide learners with the opportunity to explore communication strategies related to management contexts and applications. Learners will also be given the opportunity to evaluate a variety of theories related to effective communication in the workplace and ally these to historical perspectives and development within management processes. 1 Language of management Historical perspectives Emergence of ‘speake’ The culture of buzzwords Shift to paperless communication 2 Comparative evaluations between theories Historical theories – Hannon and Weaver model (channel medium and feedback) The communication of meaning Semantic noise McLuhan – influence of low volume, intonation and modulation in effective communication Hall’s Theory of Territorial Zones and Mehrabian’s model on spoken communication 3 Principles of best practice Skills and knowledge bases Aims, objectives and limitations of management communication methods Preparation and logistics Feedback and reporting outcomes 4 Email as a primary method History of email emergence as a primary communication method Advantages and disadvantages Commercial cost Diversion and stress Effective use Information storage and legislation Information overload Unit 9: Team building Level H2 The aim of this unit is to provide learners with an opportunity to explore the principles and constructs of management delegation and to evaluate the effects on motivation and work force development. Learners will also be encouraged to conduct independent research into theoretical models and perspectives related to current management practice 1 Team characteristics The Japanese doctrine Quality management related to teams Team performances Pros and cons of teams Scholte’s model High performance teams Team leadership Independent development 2 Team development processes Tuckman’s model Conflict avoidance Mourning in teams Woodcock’s model Katzenback and Smith’s five stage model Belbin’s model 3 Team development strategies Creation of the effective team Monitoring processes Gap analysis Team relationships The culture of trust Emotional intelligence 4 Team management approaches The KISS approach Disunion and analysis Personal controls Openness and inclusion Confidentiality Guidelines for delegation Unit 10: Change management Level H2 The aim of this unit is to provide learners with the opportunity to study conflict management approaches and strategies within a range of contexts. Learners will also be provided with the opportunity to explore change management and continued professional development processes 1 Causes of workplace conflict Informal and formal conflict Culture as a form of conflict Harassment Blame cultures Symptoms of conflict Constructive conflict Effects and implications of conflict 2 Change management Potential sources and origins of conflicts Kotter and Schlesinger model Kotter and Schlesinger 6 point strategy 3 Managing individuals Consultation Constructive criticism Open and objective approaches Defensiveness Frameworks and procedures Time management 4 Processes of personal development CPD strategies, aims and objectives Personal development plans Adair’s 3 circles model Personal profiling Review and evaluation Unit 11: The principles of organisational psychology Level H2 The aim of this unit is to provide learners with the opportunity to study the theoretical perspectives, models and applications of organisations psychology. Learners will also be given an opportunity to study management perspectives and approaches related to organisational psychology 1 Principles of organisational psychology Historical origins of organisational psychology Emergence of current practice Working in organisations Aims and objectives of organisational psychology Explicit and implicit rules 2 Current applications Current practices Behavioural changes in the workplace Management role in organisational psychology applications 3 Personality types Influences of personality on behaviour in the workplace Outline of personality types 4 Stress in the workplace Working hours, working patterns, physical effects if stress, psychological effects of stress Employer and manager role in stress management Interpersonal skills Mentoring and current stress management Unit 12: Co-operation in the workplace Level H2 The aim of this unit is to provide learners with an opportunity to explore the collaborative nature of cooperation in the workplace and examine strategies related to organisational structure and management approaches 1 Principles of cooperative working Competition Conflict management Handling criticism Competitive working processes and practices Negative communication 2 Impacts of globalisation Information technology advances Consumer demand Workforce changes 3 Impacts of organisational structure Organisational structure Formalisation Bureaucracy Departmentalism 4 Contributing external factors Authoritarian and organisational hierarchy Professionalism Complexity and size of organisation Adaptability and changing workforce Consequences and reactions to globalisation and change Unit 13: Resources and research Level H2 The aim of this unit is to provide learners with the opportunity to study research methods and resources related to management approaches, the future of work and current changes in workforces 1 Change in customer bases Global markets Evolutionary patterns Changes in technology and demands 2 Research methods and ethics Implications of research Methodology and research resources Aims and objectives of research Strengths and weaknesses of methods Ethical implications 3 Future of work Socio-economic Demographic Quality of working life Work and education Living in a consumer led society 4 Psychological changes Stress and life factors Work satisfaction Demography Breaks in working life Women and work Employment and structure of work Evaluation processes Unit 14: Psychometrics Level H2 The aim of this unit is to provide learners with the opportunity to study the principles and processes of psychometric testing in the workplace, the managerial role and responsibility in applications and evaluations, the aims and objectives of testing and the relevance to modern organisational structure 1 Psychometric processes Aims and objectives Formats Scientific basis and argument Qualitative qualification Attitudes to psychometrics Types of tests and analytical procedures 2 Intelligence and ability The Spearmen Theory 5 factor model of general intelligence Growth of interest in emotional intelligence linked to work practice Measuring performance Influence of personality of performance 3 Physical theories of personality Biological and neurological approaches The four temperaments and historical perspectives Sheldon’s Theory Psychodynamic Theories Social Learning Theories Locus of control Situationalism Observational learning 4 Phenomenological model Roger’s Self Theory Maslow’s self-actualisation Kelly’s Personal construct Theory Murray’s Learned Needs theory The factor analysis approach Unit 15: Project management Level H2 The aim of this unit is to provide learners with the opportunity to study the principles and practices of project management and to explore contexts of application 1 Project management Historical development of project management Types of project management approaches and the project lifecycle Customers and clients Project definitions and fulfilment Aims and objectives of project assignments Risk analysis Stakeholders and procurement Business plans and financial appraisal Communication, teams and task forces 2 Project organisation Feasibility studies Enquiries and checklists Scope of projects Design specifications Documentation Estimating techniques Key personnel Managing project progress and project completion 3 Critical pathway processes Aims and objectives Notation systems Critical pathway analysis Work breakdown and costings Network systems Milestones, logistics and timescales 4 Resource organisation Resource scheduling People and reusable resources Materials Cash flow management Purchasing Commercial management Value analysis Unit 16: Management development Level H2 The aim of this unit is to provide learners with the opportunity to study the principles of management development and apply knowledge and understanding to a range of contexts including personal development, performance and appraisal. 1 Management development Skills and applications Direction and continuum in business Self-directed learning Feedback and reflection Models and approaches Self awareness, the manager as mentor, coach and counsellor Decision making Self-limiting benefits Role in organisational structure Case study reviews 2 Performance management Aims and objectives The knowledge economy Systems and processes Motivation and rewards Approaches and models PRP and IPRP Case study review SMART PM cycle 3 Feedback processes Aims and objectives Relevance Processes Skills and effective communication Self-reflective feedback Applications and outcome 4 Personal development plans Identifying needs and competencies Aims and objectives of PDPs Relevance to individuals and teams Work-life balance Establishing goals Characteristics and formats Methods of learning, action plans, developmental activities, recording results and outcomes Review stage

Course Qualifications BTEC Higher National Diploma in Management This course leads to a Level 5 Diploma for successful learners. This means that it is independently accredited at a level of learning equivalent to level 5 on the National Qualifications Framework (NQF) for England, Wales and Northern Ireland (in which case HNC, HND, Vocational Qualification Level 5 & NVQ Level 4 are all at Level 5 in England, Wales & Northern Ireland). In accrediting the programme at level 5, Edexcel attests that its learning outcomes are at an equivalent level to a level 5 national qualification. This course has been designed to meet specific learner requirements. Accreditation by Edexcel is a guarantee of quality. It means that this learning programme has been scrutinised and approved by an independent panel of experienced educational professionals and is quality audited by Edexcel. About Edexcel Edexcel is recognised as an awarding body by the qualification regulators ('regulators') for England, Wales and Northern Ireland. The regulators are the Office of the Qualifications and Examinations Regulator (Ofqual) in England, the Department for Children, Education, Lifelong Learning and Skills (DCELLS) in Wales and the Council for Curriculum, Examinations and Assessment (CCEA) in Northern Ireland.

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