Level 7 Diploma in Strategic

Management and Leadership

Learner Guide

September 2016

All course materials, including lecture notes and other additional materials related to your
course and provided to you, whether electronically or in hard copy, as part of your study, are the
property of (or licensed to) QUALIFI Ltd and MUST not be distributed, sold, published, made
available to others or copied other than for your personal study use unless you have gained
written permission to do so from QUALIFI Ltd. This applies to the materials in their entirety and
to any part of the materials.
About QUALIFI

Quality: The Assurance of Recognition and Rigorous Quality Standards

At the heart of QUALIFI’s commitment to the creation and awarding of respected Qualifications is a rigorous
focus on high standards and consistency, beginning with recognition as an Awarding Organisation (AO).
QUALIFI is approved and regulated by Ofqual (in full). Our Ofqual reference number is RN5160.

Ofqual is responsible for maintaining standards and confidence in a wide range of vocational qualifications.
QUALIFI are also recognised by the Qualifications in Wales (QiW) and the CCEA (in full) who are responsible
for awarding organisation and the quality assurance in both Wales and Northern Ireland. QUALIFI is also a
signatory to BIS international commitments of quality.

As an Ofqual recognised awarding organisation, QUALIFI has a duty of care to implement good quality
assurance processes. This is to ensure that centres that are approved for the delivery and assessment of
QUALIFI’s qualifications and awards. It will also safeguard the outcome of assessments and meet the
national regulatory requirements.

QUALIFI’s qualifications are developed as being accessible to all learners in that they are available to anyone
who is capable of attaining the required standard. QUALIFI promotes equality and diversity across aspects
of the qualification process and centres are required to implement the same standards of equal
opportunities and the learner is free from any barriers that may restrict access and progression.

QUALIFI’s policy document for learners with specific requirements or who need special consideration are
available for centre reference. Centres are responsible for reviewing the applicant’s ability to successfully
complete the training programme and ultimately achieve a qualification. The initial assessment by the
centre, will need to take into account the support that is readily available or can be made available to meet
individual needs as appropriate. The centre must also consider prior learning and qualifications and they
must be in a position to make a judgement on the learners’ entry requirements.

Relevance

QUALIFI works with a growing number of sector skills councils, professional associations and employers to
identify mission-critical learning requirements and assess outcomes of programmes to achieve a consistent
and recognised professional and academic standards.

We have built a reputation for supporting relevant skills in a range of job roles and industries including
Leadership, Enterprise and Management, Hospitality & Catering, Health and Social Care, Business Process
Outsourcing and Public Services. Our portfolio includes nationally recognised Qualifications as well as
bespoke Qualifications.

Accessible

The result is a growing number of UK and internationally recognised Qualifications that reflect workforce
and professional areas of needed competency.

We support our Approved Learning Centres with flexible approaches to learning assessment through
classroom based study, blended learning and distance learning programmes. Our goal is to support learners
by giving them access to current and relevant education and Qualifications that support their career
aspirations. Learn more about online learning.

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The world is changing and QUALIFI has the innovative spirit and commitment to learners to change with
it while maintaining high standards of integrity and credibility.

Ambition

Our ambition is “To enable all individuals to realise their true potential by achieving success through
learning.”

Student Commitment

This represents a clear statement of QUALIFI Ltd and its partners’ intentions to deliver agreed standards for
a range of academic and administrative services. It spells out what is expected of you as a student and the
contribution that can be made to gain the most benefit from your study time through our courses. Students
play an important part in the process of improving the quality of this course through the feedback they give.
In addition to the ongoing discussion with the course team throughout the year, there are a range of
mechanisms for students to feedback about the experience of teaching and learning.

Students will get the best out of their study time with QUALIFI centres if you are encouraged to:

 Prepare for classes and attending punctually

 Complete work to the best of their ability and submitting it on time
 Not committing plagiarism
 Keeping up to date with course information through email or other channels
 Using the feedback opportunities given to improve subsequent work
 Making appropriate use of teaching staff’s time
 Taking responsibility for personal development planning and skills development
 Treating staff, fellow learners and neighbours in the local community with respect at all times

Supporting Diversity

QUALIFI Ltd and its partners recognise and value individual difference and have a public duty to promote
equality and remove discrimination in relation to race, gender, disability, religion or belief, sexual
orientation and age.

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Contents
Contents ...............................................................................................................................................................4
1 Introduction .......................................................................................................................................................5
1.1 Why Choose QUALIFI Qualifications?.........................................................................................................5
1.2 Employer Support for the Qualification Development ..............................................................................6
1.3 Qualification titles and codes ....................................................................................................................6
1.4 Awarding institution ...................................................................................................................................6
2 Programme purpose ..........................................................................................................................................6
2.1 Reasons for the Qualifications ...................................................................................................................6
2.2 Rationale, aims and learning outcomes of the course ...............................................................................7
2.3 Aims of the Certificate and Diplomas .........................................................................................................7
2.4 Learning Outcomes of the Diploma ...........................................................................................................8
3. Delivering the qualifications .............................................................................................................................8
3.1 Quality Assurance Arrangements ...............................................................................................................8
3.2 Access to study ...........................................................................................................................................9
3.3 Entry Criteria...............................................................................................................................................9
4 Structure of the Qualifications ........................................................................................................................10
4.1 Units, credits and Total Qualification Time (TQT) ....................................................................................10
4.2 Qualification structure .............................................................................................................................11
4.3 Progression and links to other QUALIFI Programmes ..............................................................................12
4.4 University exemptions ..............................................................................................................................12
4.5 Recognition of Prior Learning ..................................................................................................................12
5 Equality and Diversity ......................................................................................................................................13
6 Further professional development and training .............................................................................................14
Appendices .........................................................................................................................................................15
Appendix 1: Unit Descriptors .............................................................................................................................15
Unit 702: Manage Team Performance to Support Strategy ......................................................................15
Unit 703: Finance for Managers .................................................................................................................18
Unit 704: Information Management and Strategic Decision Taking..........................................................21
Unit 705: Leading a Strategic Management Project ..................................................................................24
Unit 706: Strategic Direction ......................................................................................................................27
Unit 708: Strategic Marketing ....................................................................................................................29
Unit 710: Organisational Change Strategies ..............................................................................................31
Unit 711: Strategic Planning .......................................................................................................................34
Unit 712: Human Resource Planning .........................................................................................................36
Unit 724: Development as a Strategic Manager ........................................................................................38
Appendix 2: .....................................................................................................................................................41
A Guide to Essay Writing ................................................................................................................................41

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1 Introduction
1.1 Why Choose QUALIFI Qualifications?

This suite of Qualifications provides a realistic and broad opportunity for Learners seeking career and
professional development. They will support Learners in realising their potential and by association the
prospects of the organisations they work with or for.

The objectives of this suite of Qualifications is to:

 provide career path support to Learners who wish to develop their management, enterprise
capabilities and opportunities in their chosen sector;
 improve understanding of the business environment, organisations and how they are managed and
developed; and
 develop skills and abilities in Learners to support their professional development.

The suite of Qualifications provides a rich mix of disciplines and skills development opportunities. Learners
will gain insight into the functioning, objectives and processes of organisations, appreciating their diversity
and the influences and impact of external forces on them. The fast changing and complex business
environment and different organisation’s ability to stay resilient and respond positively to change and
opportunities will be explored.

Management of a range of business operations and functions, the management of specific challenges for
organisations will introduce Learners to management theory, practice and models that will provide valuable
knowledge and know-how.

The issues and concepts dealt with as part of this suite of Qualifications are best explored through exposure
to organisations, for any full time Learners work placements are encouraged so that genuine experience and
insight can be gained. Problem solving and creativity are attributes encouraged and developed in Learners
through all the Units.

The Qualifications will develop the Learner’s ability to:

 apply analytical and evaluative techniques and to enhance those skills;

 investigate issues and opportunities;
 develop their awareness and appreciation of managerial, organisational and environmental issues;
 use management techniques and practices in imaginative ways;
 make use of relevant information from different sources;
 develop and encourage problem solving and creativity to tackle problems and challenges;
 exercise judgement, own and take responsibility for decisions and actions; and
 develop the ability to recognise and reflect on personal learning and improve their personal, social
and other transferable skills.

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1.2 Employer Support for the Qualification Development

The development of this suite of Qualifications has been initiated and guided by discussions and idea
sharing with a range of employers, providers and existing centres demonstrating the rigour, validity
and demand for the Qualifications.

Discussions and feedback has been taken during the duration of the development of the
Qualifications on content, the potential Learner audience for the Qualifications and assessment
methods ensuring a valuable experience and recognised set of skills, knowledge and understanding
are realised.

1.3 Qualification titles and codes

The Qualifications have been accredited to the Regulated Qualification Framework (RQF) and each
Qualification has its own unique Qualification Accreditation Number (QAN). This number will appear
on the learner’s final certification document. Each unit with the Qualification has its own RQF code.
The QAN for these Qualifications are as follows:

Qualifi Level 7 Diploma in Strategic Management and Leadership: 601/5335/0

1.4 Awarding institution

QUALIFI LTD

2 Programme purpose

2.1 Reasons for the Qualifications

The Qualifications have been created to develop and reward the business managers of today and the
future, and to continue to bring recognition and professionalism to the management sectors.

We hope that centres and learners take the opportunity to learn a great deal from these
programmes that will provide relevant new skills and qualities.

It is envisaged that these programmes will encourage both academic and professional development
so that you learners move forward to realise not just their own potential but also that of
organisations across a broad range of sectors.

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The Diploma is accredited at the post graduate Level 7. The programme has a total equivalence of
120 credits. Completing the Diploma allows access to a dissertation at one of our University partners
for a related Master Degree.

2.2 Rationale, aims and learning outcomes of the course

The Level 7 programme will require Learners to critically evaluate, challenge and synthesise a wide
range of current management tools, techniques and models. The emphasis placed on current
management concepts and models is on those that are relevant to the 21st century business
environment and context and goes beyond the normal examination of Anglo American management
models.

The programme provides a unique opportunity for Learners due to it not focusing upon Anglo
American models. At level 7 emphasis is also placed on the ability to adapt management concepts,
tools and techniques to align with organisation culture and apply critical reflective thinking.
The qualification scope covers all the primary business functions and how these are interrelated and
integrated. The mandatory units provide a holistic study of core organisational issues that are
relevant to strategic decisions making, planning and enabling the organisation to achieve its strategic
aims and objectives.

The optional units allow Learners to select some specialisation in their study to support specific
career directions. The Finance for Managers unit is strongly recommended for Learners who have
not had exposure to finance as a non-financial manager. Subject to market demand and feedback
Qualifi may add further Options to the qualification later on.

The qualification will enable Learners to become independent, self-directed learners with tools and
motivation to continue learning, developing and reflecting on practice throughout their careers.

2.3 Aims of the Certificate and Diplomas

Level 7 qualifications are designed to develop the learners’ knowledge, understanding and skills
required to deal with the complexities of leadership and strategic management in a business
context, and to develop their ability to lead change in organisations.

The Qualifi Level 7 Diploma in Strategic Management and Leadership aims to give learners the
opportunity to:

1. Gain a recognised qualification from an internationally recognised awarding organisation.

2. Learn from a curriculum supported by the most recent content relevant to a contemporary
business environment.
3. Develop new skills and knowledge that can be immediately applied.
4. Prepare for higher-level positions in management through personal and professional
develop as a leader who thrives in complex and globally diverse environments

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 5. Have assessments marked and moderated by respected professionals with practical
experience across a number of business sectors and management fields
6. Be supported by a digital online platform and develop a personalised e-portfolio to improve
the transparency and portability of the qualification
7. Progress along a pathway to gain a higher level qualification

2.4 Learning Outcomes of the Diploma

The overall learning outcomes of the Diploma are:

1. To understand and apply the principles of strategic leadership in a business environment

2. Review and apply the principles of business management within industry
3. To understand and apply the principles of strategic management in a specific environment
4. To improve the employability of learners by allowing them to explore the relationship
between management theories and their practical application in the business world.
5. Analyse problem solving techniques specific to business and industry
6. Select, collate, review and analyse information form a wide range of sources
7. Work independently and as part of a team
8. Manage one’s own personal development and growth

These are the overall learning outcomes in line with post graduate programmes. The learning
outcomes for each module are identified in Appendix 1 within the module descriptors.

3. Delivering the qualifications

3.1 Quality Assurance Arrangements

All centres go through an approval process to be recognised as an approved centre. Centres must
have in place qualified and experienced tutors. The experience of tutors and their ability to support
Learners will be important. Centres must commit to working with QUALIFI and its team of Quality
Reviewers/External Verifiers. Continuing professional development (CPD) for tutors is also required.

Approved Centres will be monitored by QUALIFI External Quality Reviewers (EQAs) to ensure that
Learners are provided with appropriate learning opportunities and guidance. EQA’s will ask to see
and discuss a Centre’s formative assessment plans. The suitability of plans will be agreed with the
Centre.

QUALIFI’s guidance on invigilation, preventing plagiarism and collusion will apply to centres. QUALIFI
Quality Reviewers/External Verifiers will monitor Centre’s compliance. For assessment purposes
QUALIFI:

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  appoints assignment setters, markers and moderators;
 sets and agrees assignments;
 marks and moderate’s assignments;
 agrees the final mark and issues certificates.

QUALIFI’s ‘Handbook on Guidance and Requirements for Assessment and Marking’ will apply to its
assignment setters, markers and moderators.

3.2 Access to study

All learners should be invited to an induction event to be introduced to the programme in detail
through presentations and discussions with lecturers and the centre support team.

All learners should be issued with the diploma handbook, a timetable and meet with their personal
tutor and fellow learners. Centres should assess learners carefully to ensure that they take the right
Qualification and the right pathways or optional units, to allow them to progress to the next stage.

Centres should check the Qualification structures and unit combinations carefully when advising
learners. Centres will need to ensure that learners have access to a full range of information, advice
and guidance in order to support them in making the necessary Qualification and unit choices. When
learners are recruited, you need to give them accurate information on the title and focus of the
Qualification for which they are studying.

All learners must be registered with QUALIFI within 30 days of centre registration.

3.3 Entry Criteria

The Qualification has been designed to be accessible without artificial barriers that restrict access
and progression. Entry to the Qualifications will be through centre interview and the candidates will
be expected to hold the following

Level 6 Qualification or;

First Degree

In certain circumstances, managers with considerable experience but no formal Qualifications may
be considered, subject to interview and being able to demonstrate their ability to cope with the
demands of the programme.

In the case of applicants whose first language is not English, then IELTS 6 (or equivalent) is required.
International Qualifications will be checked for appropriate matriculation to UK Higher Education
postgraduate programmes. The applicants are normally required to produce two supporting
references, at least one of which should preferably be Academic.

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4 Structure of the Qualifications
4.1 Units, credits and Total Qualification Time (TQT)

The QUALIFI Diploma in Strategic Management and Leadership is a Level 7 Qualification made up of
120 credits.

All units are each 15 credits in value. These units have been designed from a learning time
perspective, and are expressed in terms of Total Qualification Time (TQT). TQT is an estimate of the
total amount of time that could reasonably be expected to be required for a student to achieve and
demonstrate the achievement of the level of attainment necessary for the award of a Qualification.
TQT includes undertaking each of the activities of Guided Learning, Directed Learning and Invigilated
Assessment. Each 15 credit unit approximates to a TQT of 150 hours incorporating 70 hours of
Guided Learning. This equates to 1200 hours of TQT.

Examples of activities which can contribute to Total Qualification Time include: 


 Guided Learning 

 Independent and unsupervised research/learning 

 Unsupervised compilation of a portfolio of work experience 

 Unsupervised e-learning 

 Unsupervised e-assessment 

 Unsupervised coursework 

 Watching a pre-recorded podcast or webinar 

 Unsupervised work-based learning. 


Guided Learning Hours (GLH) are defined as the time when a tutor is present to give specific
guidance towards the learning aim being studied on a programme. This definition includes lectures,
tutorials and supervised study in, for example, open learning centres and learning workshops.
Guided Learning includes any supervised assessment activity; this includes invigilated examination
and observed assessment and observed work-based practice.

Some examples of activities which can contribute to Guided Learning include:

 Classroom-based learning supervised by a tutor 


 Work-based learning supervised by a tutor 

 Live webinar or telephone tutorial with a tutor in real time 

 E-learning supervised by a tutor in real time 

 All forms of assessment which take place under the immediate guidance or supervision of a
tutor or other appropriate provider of education or training, including where the assessment
is competence-based and may be turned into a learning opportunity. 


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4.2 Qualification structure

The overall structure of the course is based on 8 modules that cover a number of topics relating to
learning outcomes. 6 modules are mandatory with options to then choose 2 from 4. Each unit has
the equivalency of 15 credits.

Learners will be invited to attend lectures and workshops that will introduce the subject matter.

Learners must complete all units successfully and achieve 120 credits before the Diploma can be
issued.

Formative assessments (weighted at 0%) may be used in lectures or tutorials to check knowledge
and understanding of specific topics and subject areas.

Units require reflective exam sets and/or summative assessments for marking.

QUALIFI Level 7 Diploma in Strategic Certificate Management and Leadership

The Level 7 Diploma focuses upon developing understanding, skills and abilities to equip the Learner
with the awareness and aptitudes to be an effective strategic manager and leader.

Learners must complete the 6 mandatory units and choose 2 from 4 of the optional units.

Unit
Mandatory Units Level TQT
Reference
702 Manage Team Performance to Support Strategy 7 150

704 Information Management and Strategic Decision Taking 7 150

705 Leading a Strategic Management Project 7 150

706 Strategic Direction 7 150

711 Strategic Planning 7 150

724 Development as a Strategic Manager 7 150

Optional Units

703 Finance for Managers 5 150

708 Strategic Marketing 7 150
710 Organisational Change Strategies 7 150
712 Human Resource Planning 7 150

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4.3 Progression and links to other QUALIFI Programmes

Learners completing the QUALIFI Level 7 Diploma in Strategic Management and Leadership will
allow progress to:

 the QUALIFI Level 8 Diploma in Strategic Management and Leadership, or

 a university partner to complete a dissertation to then receive a full master’s degree, or
 directly into employment in an associated profession.

4.4 University exemptions

QUALIFI has exemptions for learners to progress to a number of Universities to complete a master’s
degree. This generally requires completion of a dissertation only.

The pathways are an indication of the learner’s progress towards a University degree and is based on
the University’s review of QUALIFI's learning programmes and outcomes. Further information is
available here http://www.QUALIFI.net/learning-pathways/

4.5 Recognition of Prior Learning

Recognition of Prior Learning (RPL) is a method of assessment (leading to the award of credit) that
considers whether learners can demonstrate that they can meet the assessment requirements for a
unit through knowledge, understanding or skills they already possess, and so do not need to develop
through a course of learning.

QUALIFI encourages centres to recognise learners’ previous achievements and experiences whether
at work, home or at leisure, as well as in the classroom. RPL provides a route for the recognition of
the achievements resulting from continuous learning. RPL enables recognition of achievement from
a range of activities using any valid assessment methodology. Provided that the assessment
requirements of a given unit or Qualification have been met, the use of RPL is acceptable for
accrediting a unit, units or a whole qualification.

Evidence of learning must be valid and reliable. For full guidance on RPL please refer to the QUALIFI’s
policy document on RPL.

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5 Equality and Diversity

QUALIFI recognises that discrimination and victimisation is unacceptable and that it is in the
interests of the organisation and its employees to utilise the skills of the total workforce. It is the aim
of the organisation to ensure that no employee or other representative of the organisation receives
less favourable facilities or treatment (either directly or indirectly) in recruitment or employment on
grounds of age, disability, gender/gender reassignment, marriage/civil partnership,
pregnancy/maternity, race, religion or belief, sex, or sexual orientation (protected characteristics).

Our aim is that our workforce will be truly representative of all sections of society and each
employee feels respected and able to give of their best. We oppose all forms of unlawful and unfair
discrimination or victimisation. To that end the purpose of this policy is to provide equality and
fairness for all in our employment.

All employees and other related representatives, whether part-time, full-time or temporary, will be
treated fairly and with respect. Selection for entry on to learning programmes and selection for
employment, promotion, training or any other benefit will be on the basis of aptitude and ability. All
employees will be helped and encouraged to develop their full potential and the talents and
resources of the workforce will be fully utilised to maximise the efficiency of the organisation.

Our staff will not discriminate directly or indirectly, or harass customers or clients because of age,
disability, gender reassignment, pregnancy and maternity, race, religion or belief, sex, and sexual
orientation in the provision of QUALIFI’s goods or services.

This policy and the associated arrangements shall operate in accordance with statutory
requirements, particularly Equality Act 2010 https://www.gov.uk/equality-act-2010-guidance. In
addition, full account will be taken of any guidance or Codes of Practice issued by the Equality and
Human Rights Commission, any Government Departments, and any other statutory bodies.

The policy document will be monitored and reviewed annually and can be downloaded from our
website or making contact with QUALIFI.

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6 Further professional development and training

QUALIFI supports UK and international customers with training related to our qualifications. This
support is available through a choice of training options offered through publications or through
customised training at your centre.

The support we offer focuses on a range of issues including:

 planning for the delivery of a new programme

 planning for assessment and grading
 developing effective assignments
 building your team and teamwork skills
 developing student-centred learning and teaching approaches
 building in effective and efficient quality assurance systems.

You can request customised training through your registered centre in the first instance. If you need
to contact QUALIFI directly:

Our customer service number: +44 (0) 161 818 9904

Or email: support@QUALIFI-international.com

Website: www.QUALIFI.net www.QUALIFI-international.com

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 Appendices

Appendix 1: Unit Descriptors

Unit 702: Manage Team Performance to Support Strategy

Unit code: Y/506/9067

RQF level: 7

Aim
The unit will explore how team performance can be evaluated and optimised to realise strategic
objectives.

Learning Outcomes and Assessment Criteria

Learning Outcomes Assessment Criteria

1. Be able to set performance targets for 1.1 Critically assess the links between team performance
teams to meet strategic objectives and strategic objectives

1.2 Critically evaluate tools and techniques available to set

team performance targets
1.3 Critically evaluate the value of team performance tools
to measure future team performance
2. Be able to agree team performance 2.1 Analyse how to determine required performance
targets to contribute to meeting strategic targets within teams against current performance
objectives 2.2 Address the need for individual commitment to team
performance in achievement of strategic objectives
2.3 Critically evaluate the application of delegation,
mentoring and coaching to the achievement of the
strategic objectives
2.4 Critically evaluate a team performance plan to meet
strategic objectives

3. Be able to monitor actions and 3.1 Identify tools and methodologies to assess the process
activities defined to improve team for monitoring team performance and initiate changes
performance where necessary

3.2 Evaluate team performance against agreed objectives

of the plan and address problematic performances

3.3 Critically evaluate the impact of the team performance

in contributing to meeting strategy
4. Be able to apply influencing skills to 4.1 Determine influencing methodologies that can gain the
respond to the dynamics and politics of commitment of individuals to strategy
personal interactions 4.2 Critically discuss the impact of individual dynamics,
interests and organisational politics on securing the
commitment of individuals to strategy

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Indicative Content

In this unit learners will study a number of models, concepts and ideas which can be used to manage
team performance. These include:

 Setting the Context for team performance

 IMPAQ Performance Management Approach
 Performance Management System & Performance Appraisal Context
 Elements of the Change Framework
 Adair – action centres leadership
 Scope & Objectives of change
 Motivation Models and Concepts
 Tuckman – Stages of team development
 Latham and Locke 1990
 The Performance Management Cycle
 Aligning Team Goals with Organisational Strategy
 The Performance Appraisal Cycle
 The GROW Model and Coaching
 Belbin – Team Size
 Blended Performance Measures
 Building Blocks for Highly Effective Teams
 Managing the Psychological Contract
 Adams 1965 Expectancy Theory
 Current issues in performance management
 Some Other Measurement Systems
 Employee Engagement

Learners will further be introduced to, and encouraged to discuss, some of the management models,
concepts and ideas which could be used to help you set departmental, project, team and their own
objectives.

Core Text

Leading, Managing and Developing People, Rees, G. and French, R. 2010

Suggested Resources

http://www.cipd.co.uk/hr-resources/factsheets/identifying-learning-talent-development-needs.aspx
Empowerment
http://www.economist.com/node/12497834
Coaching and mentoring
http://www.cipd.co.uk/hr-resources/factsheets/coaching-mentoring.aspx

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Managing stakeholders
http://www.som.cranfield.ac.uk/som/dinamic-content/media/CR%20Stakeholder.pdf
CMMI
http://www.sei.cmu.edu/cmmi/
Nadler and Tushman - Organisational congruence model
http://super-business.net/knowledge-management/853.html
Porter’s Value Chain
http://www.ifm.eng.cam.ac.uk/research/dstools/value-chain-/
http://super-business.net/knowledge-management/853.html
Mintzberg - Crafting strategies
https://hbr.org/1987/07/crafting-strategy/ar/1
TRIZ UK
http://www.triz.co.uk/
Guānxi
http://www.worldlearnerchinese.com/content/what-guanxi
The 7 Habits of Effective Managers, Stephen Covey
https://www.stephencovey.com/7habits/7habits.php
General systems model
http://www.open.edu/openlearn/science-maths-technology/computing-and-ict/systems-
computer/systems-thinking-and-practice/content-section-0
Problem structuring methods
http://www.sciencedirect.com/science/article/pii/S0377221703000560
The Core Competence of the Corporation, Prahalad and Hamel 1990
http://www.enterrasolutions.com/media/docs/2013/08/Prahalad_Hamel_1990.pdf
Emotional intelligence
http://psychology.about.com/od/personalitydevelopment/a/emotionalintell.htm

https://www.stephencovey.com/7habits/7habits.php
Kakabadse
http://www.kakabadse.com/
Neuroscience for Leadership: Harnessing the Brain Gain Advantage (The Neuroscience of Business)
http://www.amazon.co.uk/Neuroscience-Leadership-Harnessing-Advantage-
Business/dp/1137466855
Belbin
http://www.belbin.com/rte.asp?id=73&pressid=31
Emotional intelligence
http://psychology.about.com/od/personalitydevelopment/a/emotionalintell.htm
Win-win
https://www.youtube.com/watch?v=t9Lo2fgxWHw
https://en.wikibooks.org/wiki/Introduction_to_Game_Theory/Prisoner%27s_Dilemma
5 conflict management styles
http://sourcesofinsight.com/conflict-management-styles-at-a-glance/

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Unit 703: Finance for Managers

Unit code: D/506/9071

RQF level: 7

Aim

This unit is geared towards supporting Learners in understanding and using financial information and
data. This unit is important to Learners as it support decision making.

Learning Outcomes and Assessment Criteria

Learning Outcomes Assessment Criteria

1. Be able to analyse 1.1 Determine what financial information is needed and assess its validity
financial information and
1.2 Analyse different financial documents and information and formulate
data
conclusions about financial performance levels and needs of stakeholders

1.3 Conduct comparative analysis of financial information and data

1.4 Critically review and question financial information and data

2. Be able to assess 2.1 Identify how a budget can be produced taking into account financial
budgets and their ability constraints and achievement of targets and accounting conventions
to support organisational
objectives 2.2 Be able to assess a budget

2.1 Identify how a budget for a complex organization can support organizational
objectives and targets whilst taking into account financial constraints and
accounting conventions

3. Be able to evaluate 3.1 Identify criteria by which proposals can be judged

financial proposals for
expenditure provided by 3.2 Critically analyse the viability of a proposal for expenditure
others
3.3 Identify the strengths and weaknesses of a proposal and give feedback on the
financial proposal

3.4 Analyse the viability of a proposal for expenditure

Indicative Content

 Context: Financial Accounting and Management Accounting

 Basic accounting concepts, e.g. profit, cash, matching
 Difference between capital & revenue, sources of financial & cost data
 Financial Analysis
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Learner Guide September 2016
 Budgeting and cash flows
 Costing methods and overhead allocations
 Return on Investment calculations
 The role of depreciation
 Cost / profit centres and allocating costs
 Analysis of financial data, cost benefit analysis
 Lean Methods and Lean accounting
 The difference between data and information
 Sources of data and information

Learners will further be introduced to, and encouraged to discuss, some of the management models,
concepts and ideas which could be used to help them set departmental, project, team and their own
objectives.

Core Text
There are two set of core text: one to support UK accounting rules and treatment of depreciation
and tax. And the second to support US accounting rules and treatment of depreciation and tax

Core Text (US)

 Horngren's Financial & Managerial Accounting, The Managerial Chapters and The Financial
Chapters, Global Edition, 5th Edition

 Introduction to Management Accounting Global Edition, 16th Edition, Charles Horngren, Gary
Sundem, William Stratton, Dave Burgstahler, Jeff Schatzberg, Feb 2013,

Core Text (UK)

 Introduction to bookkeeping and accounting Kindle Edition, by The Open University

 Accounting Paperback – 5 Apr 2013, by Michael J. Jones. This includes students on both
accounting and non–accounting degrees and also MBA students.

Suggested Resources (US)

 Financial Accounting Standards Board

 American Institute of Certified Public Accountants
 International Accounting Standards Board
 International Financial Reporting Standards
 http://aaajournals.org/doi/full/10.2308/accr-10297

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Suggested Resources (UK)

 http://www.accaglobal.com/uk/en.html
 http://www.aca.org.uk/
 https://www.cipfa.org/
 http://www.icaew.com/en/about-icaew/what-is-chartered-accountancy/major-accountancy-
bodies

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Learner Guide September 2016
Unit 704: Information Management and Strategic Decision Taking

Unit code: H/506/9069

RQF level: 7

Aim

The unit will address the volume and complexity of data and information available to organisations
and how to analyse, apply and determine its value in making strategic decisions.

Learning Outcomes and Assessment Criteria

Learning Outcomes Assessment Criteria

1. Be able to understand 1.1 Critically identify the features of data and information
the importance of
1.2 Determine the criteria to be applied when selecting appropriate
management
data and information to support strategic decisions
information on strategic
decisions 1.3 Critically evaluate the impact of a management information system
to an organisation

2. Be able to understand 2.1 Determine the legal responsibilities in sourcing, sharing and storing
the importance of information
information sharing
2.2 Critically discuss when information should be offered and access
within an organisation
allowed

2.3 Critically evaluate the formats in which information can be

provided and the impact of using various formats

3. Be able to use 3.1 Critically analyse information to identify patterns, trends and
information to support impacts on strategic decision making
strategic decision
3.2 Critically evaluate a range of decision making tools and techniques
making
available to support strategic decision making

3.3 Determine data and information sources available to assist in

strategic decision taking

4. Be able to monitor 4.1 Critically identify methods of evaluating management information

and review within an organisation
management
4.2 Formulate processes and methodologies for analysing the impact
information
of information on the strategic decisions made

4.3 Determine methods of developing information capture to inform

and support strategic decision making

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Indicative Content

In this unit learners will be introduced to concepts, ideas and models which underpin an
organisation undertaking information management and strategic decision taking. The models and
concepts will include:

 Context is everything
 The Knowledge Economy
 Knowledge Management Drivers
 Dimensions of Knowledge Management
 Knowledge is Carbon Not Silicon?
 Tacit and explicit knowledge
 Do You Know What You Know?
 The Ackoff Pyramid
 A Common K-M Misconception
 Organisational Knowledge and Individual Knowledge
 Four Modes of Knowledge Creation
 Data Protection and Information Security
 Communities of Practice
 Uses of IT and digital technologies
 Knowledge Sharing - or not!
 Ethics Information Cultures - Definition

Learners will further be introduced to, and encouraged to discuss, some of the management models,
concepts and ideas which could be used to help you set departmental, project, team and personal
objectives.

Core Text

Exploring Strategy, Johnson, G, Whittington, R. and Scholes, K., London Financial Times / Prentice
Hall 9th Edition 2011

Suggested Resources

Stewart Brand: How Buildings Learn: What Happens after They're Built
http://shearinglayers.com/layers/
TRIZ
http://www.triz.co.uk/
COBIT 5
https://cobitonline.isaca.org/
ITIL
http://www.itil.org.uk/
eTOM (Extended Telecoms Operating Model)
https://www.tmforum.org/tm-forum-frameworx/

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Systems and Requirements Engineering
http://www.incose.org/.
ISO9000 - Quality Management
The ISO 9000 family addresses various aspects of quality management and contains some of ISO’s
best-known standards. The standards provide guidance and tools for companies and organizations
that want to ensure their products and services consistently meet customer’s requirements and
quality is consistently improved.
Standards in the ISO 9000 family include:
ISO 9001:2015 - sets out the requirements of a quality management system
ISO 9000:2015 - covers the basic concepts and language
ISO 9004:2009 - focuses on how to make a quality management system more efficient and effective
ISO 19011:2011 - sets out guidance on internal and external audits of quality management systems.

A theory of networks (Karen Stephenson)

http://avxhome.se/ebooks/The_exploit__a_theory_of_networks.html
The Fractal Organisation
http://journals.isss.org/index.php/proceedings56th/article/viewFile/1796/663
http://www.amazon.com/The-Fractal-Organization-sustainable-organizations/dp/0470060565
OODA
https://www.mindtools.com/pages/article/newTED_78.htm

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Learner Guide September 2016
Unit 705: Leading a Strategic Management Project

Unit code: L/506/9065

RQF level: 7

Aim

The unit will involve the Learner in formulating research and methodologies to support a strategic
management project. They will be required to critically evaluate options and data sources prior to
presenting project outcomes.

Learning Outcomes and Assessment Criteria

Learning Outcomes Assessment Criteria

1. Be able to identify and justify a strategic 1.1 Determine a strategic topic to investigate that has
investigative project significant implications for the organisation
1.2 Discuss the aim, scope and objectives of the project

1.3 Take responsibility for and justify the topic of

investigation and its aim, scope and objectives
1.4 Formulate the project research methodology,
including the project structure and research base

2. Be able to conduct research using 2.1 Assess sources of data and information that will
different data sources, and synthesise data support the aim of the project
and options
2.2 Synthesise the data and information for options or
alternatives that support the project aims

2.3 Critically evaluate and determine an option that

supports the project’s strategic aims

3. Be able to draw conclusions and make 3.1 Critically evaluate the research to enable conclusions
recommendations that achieve the project to be made
aim 3.2 Recommend a course of action that achieves the
strategic aims of the project
3.3 Critically analyse the impact of the
recommendations
4. Be able to develop and review the results 4.1 Determine the medium to present the result of the
of the investigative project project and its contribution to strategic objectives

4.2 Take responsibility for the results of the investigative

project and the substantial changes and developments it
brings about

4.3 Critically evaluate the impact and success of the

investigative project

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Learner Guide September 2016
Indicative Content

In this unit learners will examine;

 Setting Scope and Boundaries

 Project planning, e.g. use of Gantt and Time box
 Project phases including diagnosis and analysis
 Messy problems
 Critical Success Factors and, assumptions
 Project Initiation
 Types of investigative project
 Generation and evaluation of options
 Implementation strategy and plans
 Methods and Techniques for collecting Data and Information
 Different Types of Research
 Quantitative and Qualitative Research
 Basic/Applied research
 Deductive/Inductive Research
 Research Philosophies
 Differences between data, information and knowledge
 Trade off models
 Project Risks and risk model
 Earned Value Management formulation. (EVM)
 Evolving Project Charters – Project Initiation Documents
 Project techniques for managing Time – Scope – Quality – Costs
 Application for tender

Core Text

Project Management, a step by step guide on how to plan and manage a highly successful project.
Richard Newton. 2006

Suggested Resources
 Project Management, a step by step guide on how to plan and manage a highly successful
project. Richard Newton
 The Project Manager, mastering the art of delivery. Richard Newton
 Brilliant Checklist for Project Managers. Richard Newton
 A Guide to the Project Management Body of Knowledge (PMBoK- The Project Management
Institute)
 Essential Maths for Business and Management. Morris, C. 2007, London: Palgrave Macmillan
 Business Research Projects, Jankowicz, Chapman Hall
 Researching and Writing Dissertations, Horn, CIPD

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Learner Guide September 2016
  Essential Guide to Qualitative Methods in Organisational Research, Cassell C. & Symon G.
2004 London: Sage.
 Research Methods for Managers, 4th ed, Gill, J. & Johnson, P. 2010, London: Sage
 Market Research in Practice: Questionnaire Design: How to Plan Structure and Write Survey
Material for Effective Market Research, Bruce, I. (2008) 2nd edition, London, Kogan Page.
 Embracing Complexity, Allen, Bowman and Boulton, Oxford University Press

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Learner Guide September 2016
Unit 706: Strategic Direction

Unit code: D/506/9068

RQF level: 7

Aim

The unit will explore the strategic aims and objectives of an organisation and their significance in
setting direction, identifying success and progress for the organisation. The unit will also explore
where different strategic options may lead the organisation to change its direction.

Learning Outcomes and Assessment Criteria

Learning Outcomes Assessment Criteria

1. Be able to review and 1.1 Critically analyse the existing strategic aims and objectives of the organisation
determine the
1.2 Undertake a critical evaluation of the components of current organisational
organisation’s strategic
strategy
aims and objectives
1.3 Critically analyse the factors affecting the strategic aims of organisational
strategy over the short and medium term

2. Be able to evaluate 2.1 Apply a range of diagnostic and analytical tools to audit and assess progress
progress towards towards existing strategic aims and objectives
achieving organisational
strategic aims and 2.2 Take responsibility for and critically assess the expectations of all
objectives stakeholders and their influence upon future organisational strategy

2.3 Critically analyse, interpret and produce an evaluation of the existing

organisational strategic position and progress towards achieving the existing
strategy

3. Be able to determine 3.1 Critically evaluate and develop a range of alternative strategic options to
and evaluate strategic meet organisational strategic aims, direction and objectives in the short and
options to support a new medium term
strategic position
3.2 Determine and justify the existing strategic option that can meet the revised
strategic position

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Learner Guide September 2016
Indicative Content

In this unit learners will be introduced to some of the concepts, ideas and models which underpin an
organisation setting or taking a strategic direction. The models and concepts to be discussed include:

 Evaluate each component part of the chosen strategic plan

 Analyse the factors affecting the strategic plan of your choice
 Internal and external change drivers
 Structured evaluation of the organisation’s strategic position
 Strategic options to meet strategic aims and objectives
 Justifying strategic options
 Evaluating the expectations of all stakeholders
 Medelow – Johnson, Whittington and Scholes
 POSIWID and organisational purpose

Core Text

Exploring Strategy, Johnson, G, Whittington, R and Scholes, K. London Financial Times / Prentice Hall
9th Edition 2011

Suggested Resources

 The Art of Strategy. (Avinash K. Dixit)

 Competitive Strategy Techniques. (Professor Michael Porter)
 Blue Ocean Strategy. (W. Chan Kim)
 Good Strategy Bad Strategy. ( Richard Rumelt)
 The Lean Start-up. (Eric Ries)
 Strategy. (B. H. Liddell Hart)
 The Innovators Dilemma. (Clayton M. Christiansen)
 Completive Advantage. (Professor Michael Porter)
 Strategic Safari. (Henry Mintzberg)
 Competitive Advantage. (Johnson and Scholes)
 Grant, R., (2007) Contemporary Strategy Analysis 6th Ed., Pearson
 Lynch, R., (2005) Corporate Strategy 4th Ed., F-T/Prentice Hall
 Mintzberg, H., (2007) Tracking Strategies: Towards a General Theory, OUP
 Ringland, G. (2004) Scenario Planning. Wiley
 Van der Heijden, K. (2004) Scenarios: The Art of the Strategic Conversation. Wiley
 Whittington R (2001) What is Strategy – and does it matter? 2nd Ed. Thomson Learning
 Stacey, R., (2011) Strategic Management and Organisational Dynamics: The Challenge of
Complexity to Ways of Thinking about Organisations. 6th ed. Harlow, England, New York:
Financial Times Prentice Hall.

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Learner Guide September 2016
Unit 708: Strategic Marketing

Unit code: M/506/9074

RQF level: 7

Aim

The unit will investigate underlying models, techniques and theories that underpin marketing and
can contribute to strategic objectives. It will also provide Learners with a critical understanding of
the marketing function within complex organisations.

Learning Outcomes and Assessment Criteria

Learning Outcomes Assessment Criteria

1. Be able to 1.1 Critically evaluate how marketing techniques and tools can support
understand the the strategy of an organisation and how this impacts on the marketing
relationship between plan
the marketing plan and 1.2 Determine marketing methodologies and approaches that
strategic objectives contribute to a marketing plan within complex organisations

1.3 Address risk associated with the marketing plan

2. Be able to produce a 2.1 Critically analyse the components of a marketing plan and the
strategic marketing plan levels of importance of each component to the achievement of
strategic objectives

2.2 Address mitigation strategies for high risk components of the plan

2.3 Develop a marketing plan that will achieve strategic objectives for
a complex organisation

3. Be able to promote 3.1 Discuss how the plan supports strategic objectives
the marketing plan in
support of strategic 3.2 Develop an approach to gain agreement for the marketing plan
objectives that will change organisation actions and methods to achieve strategic
objectives

3.3 Critically evaluate and provide review measures for the agreed plan

Indicative Content

 Marketing mix and principles of marketing

 Marketing research
 International marketing planning
 Methods and Techniques for collecting Data and Information
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 Basic / Traditional Approaches to Strategy
 Marketing methodologies
 Diffusion of Innovation, Product life cycle and experience curve
 Issues of risk within a marketing plan
 Components of a Strategic Marketing Plan
 Brand & Advertising including Global Brands
 Advertising to Children
 The Regulatory Frameworks
 Use Product/Service Branding
 Behaviours and Attitudes
 Behavioural Measures of Loyalty
 Customer Service
 Digital and Global marketing
 Globalization theories and cases in practice.
 Advertising to Children
 The Regulatory Frameworks

Learners will further be introduced to, and encouraged to discuss, some of the management models,
concepts and ideas which could be used to help them set departmental, project, team and their own
objectives.

Core Text
 Marketing by Paul Baines and Chris Fill, 3rd Edition, Oxford University Press

Suggested Resources
 Hollensen, S. (2013) Global Marketing Harlow, 6th Edn. Pearson Education
 Friedman, Thomas L. (2006) The World is Flat: The Globalized World in the Twenty-First Century,
Penguin Group, London/New York 978-0-141-03489-8
 Soros, George (2002) George Soros On Globalization, Perseus, New York 1-903985-24-2
 European Journal of Marketing
 International Journal of Bank Marketing
 International Journal of Pharmaceutical and Healthcare Marketing
 International Marketing Review
 Journal of Business & Industrial Marketing
 Journal of Communication Management
 Journal of Consumer Marketing
 Journal of Fashion Marketing and Management
 Journal of Islamic Marketing
 Journal of Product & Brand Management
 Journal of Research in Interactive Marketing
 Journal of Research in Marketing and Entrepreneurship
 Journal of Services Marketing
 Journal of Social Marketing
 Marketing Intelligence & Planning
 Qualitative Market Research
 Young Consumers
 Marketing Week

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Learner Guide September 2016
Unit 710: Organisational Change Strategies

Unit code: K/506/9073

RQF level: 7

Aim

The main objective of this module is to enable students to understand, plan and achieve
organisational change successfully. The received wisdom in much of the business world is that
change has to be fast, large-scale and transformational if organisations are to survive. However,
there is also evidence that many successful organisations take a much slower and more cautious
approach to change. In addition, the failure rate of change initiatives is claimed to be around 70%.
It follows from this that managing organisational change is one of the most problematic tasks
leaders undertake, and that the ability to do so is a key attribute of successful leaders and successful
organisations.

This module will examine the changing nature of organisations and the challenges they face. It will
examine the main approaches to managing change and show how these relate to the types of
changes that organisations are undertaking especially in terms of individual, group and
organisational behaviour.

Learning Outcomes and Assessment Criteria

Learning Outcomes Assessment Criteria

1. Understand how to 1.1 Critically evaluate the range of organisational change models and
apply solutions to frameworks that could be used in your organisation
organisational change
1.2 Identify and apply a range of creative problem solving tools and
techniques to address change challenges

1.3 Critically evaluate, determine and justify change solutions that link
to the achievement of organisational strategy

2. Understand how to 2.1 Critically evaluate a range of change implementation models

develop a change
strategy using 2.2 Identify and justify the criteria to select and support a change
implementation models implementation model and will achieve the organisational change
desired

3. Be able to analyse an 3.1 Identify and demonstrate the use of analytical tools to monitor the
organisational response progress and the effects of change within your organisation
to change
3.2 Critically assess monitoring and measurement techniques used to
measure and track change within an organisation

3.3 Analyse and critically assess strategies to minimise the impact of

adverse effects of change in your organisation

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Learner Guide September 2016
 4. Understand how to 4.1 Critically evaluate the processes required to review the impact of
evaluate the impact of the change in your organisation
change strategies
4.2 Critically analyse and discuss the results of a change impact review

4.3 Formulate findings of a change analysis and present them in an

appropriate way for different stakeholders

Indicative Content

 Setting Scope and Boundaries

 Perspectives and relationships
 PSMs - problem structuring methods
 The importance of organisational change
 Change communications and communications strategies
 Organisational structures
 Organisational maturity and leadership styles
 Organisational change and the individual
 A 20 Year Look at Business and Organisational Change.
 Organisational change and organisational theory
 Culture, Power, Politics and Change
 Approaches to organisational change – traditional models
 Change solutions v change options
 Change as an emergent, tropic, rhizomatic and spontaneous process
 The emergence and power of social media as a change process
 Supporting tools and techniques
 Organisational change and organisational choice
 Change in Practice – The Consultant’s View

Learners will further be introduced to, and encouraged to discuss, some of the management models,
concepts and ideas which could be used to help them set departmental, project, team and their own
objectives.

QUALIFI Level 7 Diploma in Strategic Management and Leadership 32

Learner Guide September 2016
Core Text

 Planning and Managing Change Paperback – by Bill Mayon-White (Editor)

 Managing Change Paperback by Bill (Editor) Mabey Chr and Mayon-White (Author)

Suggested Resources

 Burnes, B (2009) Managing Change (5th Edition). FT/Prentice Hall.

 Rosabeth Moss Kanter: pioneer of empowerment and change management

 Gary Hamel: the search for a new strategic platform

 Sumantra Ghoshal: professor of the Spring strategy

 Charles Handy: understanding the changing organisation

 Igor Ansoff: father of corporate strategy

 C K Prahalad: a new view of strategy

 Richard Tanner Pascale: change agility and complexity

 Kurt Lewin: change management and group dynamics

 https://www.academia.edu/479771/Change_Management_The_Road_Ahead

 https://www.researchgate.net/profile/Cliff_Oswick/publications

QUALIFI Level 7 Diploma in Strategic Management and Leadership 33

Learner Guide September 2016
Unit 711: Strategic Planning

Unit code: Y/506/9070

RQF level: 7

Aim

This unit is about the value of the strategic planning process in formulating appropriate strategies
and designing a plan that will be supported by stakeholders and other organisational leaders. The
critical review of the plan and its success is also addressed in the unit.

Learning Outcomes and Assessment Criteria

Learning Outcomes Assessment Criteria

1. Be able to conceive and 1.1 Critically analyse and identify the organisation’s strategic aims and
analyse strategic options objectives including the approach adopted to strategic planning

1.2 Determine alternative strategic options available and the implications for
the organisation

1.3 Critically evaluate the impact of stakeholder expectations on a strategic

plan and the planning horizon
2. Be able to formulate a 2.1 Critically evaluate the strategic options available to the organisation over
strategic plan the existing planning horizon and factoring in wider context market and
competitor impacts
2.2 Assess and determine the priorities and feasibility of alternative options
over the existing planning horizon

2.3 Carry out a risk assessment of the preferred strategy and alternatives

2.4 Identify, justify and articulate the selected strategies within the plan and
address any potential problems

2.5 Produce a strategic plan and its components to achieve the selected
strategic direction

3. Be able to implement, 3.1 Critically review the organisational and market factors to be considered in
evaluate, monitor and the implementation of the strategic plan
review the strategic plan
3.2 Determine and apply a range of tools and concepts to monitor and review
the strategic plan

3.3 Determine the impact of the strategic plan on the organisation’s direction
and achievement of the organisation’s objectives

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Learner Guide September 2016
Indicative Content

In this unit learners will be introduced to the concepts, ideas and models which underpin an
organisation setting or taking a strategic direction. The models and concepts briefly discussed
include:

 Organisational aims and objectives

 Alternative Strategic Options
 Strategic Tools and Techniques
 Other Tools and Techniques
 Stakeholder expectations
 Strategic options
 Risk Assessment
 Components of a Strategic plan
 How to evaluate, monitor and review a strategic plan

Core Text

Exploring Strategy, Johnson, G, Whittington, R and Scholes, K. London Financial Times / Prentice Hall
9th Edition 2011

Suggested Resources

 Johnson, G, Whittington, R and Scholes, K (2013) Exploring Strategy. London: Financial Times
/ Prentice Hall.
 Johnson, M. W., Christensen, C. M., & Kagermann, H. (2008). Reinventing your
business model. Harvard Business Review, 86(12), 50-59.
 Kaplan, R. S., & Norton, D. P. (2007). Using the balanced scorecard as a strategic
management system. Harvard Business Review, 85(7/8), 150-161.
 Markides, C. and Williamson, P. (1996). ‘Corporate diversification and organizational
structure: A resource-based view’. Academy of Management Journal: 39(2): 340
 Martin, J. and Sayrak, A. (2003). ‘Corporate diversification and shareholder value: a survey of
recent literature’. Journal of Corporate Finance, 9(1): 37–57.
 Neilson, G. L., Martin, K. L., & Powers, E. (2008). The secrets to successful strategy execution.
Harvard Business Review, 86(6), 60-70.
 Johnson, G, Whittington, R and Scholes, K (2011) Exploring Strategy. London: Financial Times
/ Prentice Hall.
 Strategic management system. Harvard Business Review, 85(7/8), 150-161.
 Martin, J. and Sayrak, A. (2003). ‘Corporate diversification and shareholder value: a survey of
recent literature’. Journal of Corporate Finance, 9(1): 37–57.
 Porter, M. E. (1996). What is strategy? Harvard Business Review, 74(6), 61-78.
 Sethi, R., Iqbal, Z., & Sethi, A. (2012). Developing New-to-the-Firm Products: The Role of
Micropolitical Strategies. Journal of Marketing, 76(2), 99-115. doi:10.1509/jm.09.0308.
QUALIFI Level 7 Diploma in Strategic Management and Leadership 35
Learner Guide September 2016
Unit 712: Human Resource Planning

Unit code: H/506/9072

RQF level: 7

Aim

The unit will address issues that are important when planning for and securing a workforce that will
be able to deliver strategic objectives. The unit will also consider the constraints and influences on
organisations HR practices.

Learning Outcomes and Assessment Criteria

Learning Outcomes Assessment Criteria

1. Understand how the HR 1.1 Critically assess the strategic importance of current, future and anticipated
plan supports strategic HR requirements
objectives
1.2 Analyse how HR planning impacts on the strategic plan

2. Understand the legal and 2.1 Evaluate the current legal frameworks that influence a HR plan
organisational frameworks
for the employment of staff 2.2 Identify approaches and methodologies to support the recruitment and
selection of staff (external candidates) and the impact of current legislation
and organisation requirements

3. Understand the effect of 3.1 Critically evaluate how organisational culture affects recruitment and
the organisational retention of employees
environment on employees
3.2 Discuss the work environment influences where personal work life balance
issues and the changing patterns of work practices determine motivation and
commitment

Indicative Content

In this unit, learners will further be introduced to, and encouraged to discuss, some of the
management models, concepts and ideas which could be used to help them set departmental,
project, team and their own objectives. Topics will include:

 What is HRM
 Drivers’ towards HRM?
 Categorisation of Theories of HRM
 Categorisation and Critiques of HRM Models / Approaches
 Approaches to the Development of HR Strategy
 Organisation theory
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Learner Guide September 2016
 Contemporary theories of organisations
 Ulrich’s Adapted HR Stool
 Organisational & managerial perspectives
 Best Practice Models
 Evolution of HR Strategy
 Performance management the planning, assessment and feedback model
 The Michigan HR resource cycle
 Features of new organisational forms
 Managing employee relations
 Corporate governance, ethics, CSR and accountability

Core Text
 Torrington, D., Hall, L. and Taylor, S. (2005) Human Resource Management. Harlow: Financial
Times.

Suggested Resources

 Boxall, P. and Purcell, J. (2003) Strategy and Human Resource Management. Basingstoke:
Palgrave.
 Mello, J.A. (2006) Strategic Human Resource Management. South-Western, Thompson.
 Schuler, R.S. and Jackson S.E. (2007) (eds.) Strategic Human Resource Management: A Reader.
London: Blackwell Publishers.
 Wood, S. (1999) Human Resource Management and Performance. International Journal of
Management Reviews, 1: 367–413
 People Management Journal. CIPD

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Unit 724: Development as a Strategic Manager

Unit code: J/506/9064

RQF level: 7

Aim

The unit aims to supports organisational and self-awareness in Learners. It provides foundations for
a self-critical and reflective approach to personal development to support the Learner when
operating at a strategic level. Wider context organisation and environmental factors are also
considered as contributors to overall strategic success of the individual and the organisation.

Learning Outcomes and Assessment Criteria

Learning Outcomes Assessment Criteria

1. Be able to identify personal skills 1.1 Critically analyse the strategic direction of the organisation
to achieve strategic ambitions
1.2 Critically evaluate the strategic skills required of the leader operating in a
complex environment to achieve personal and organisational strategic
ambitions

1.3 Assess the relationship between existing, required and future skills to
achieve strategic ambitions

2. Be able to manage personal 2.1 Critically discuss the opportunities to support leadership development
leadership development to support
achievement of strategic ambitions
2.2 Design a personal development plan to direct leadership development in
a complex environment

2.3 Devise an implementation process to underpin the success of the

development plan that can realise substantial changes in leadership style

3. Be able to evaluate the 3.1 Critically evaluate the achievement of outcomes of the plan against
effectiveness of the leadership original objectives
development plan
3.2 Evaluate the impact of leadership style and the achievement of objectives
on strategic ambitions in different organisational settings

3.3 Critically review and update the leadership development plan

4. Be able to advocate an employee 4.1 Critically evaluate the impact of corporate commitment to employee
welfare environment that supports welfare on strategic organisational objectives
organisational values 4.2 Discuss how an employee welfare environment can affect achievement of
strategic organisational objectives

4.3 Determine the influence of corporate commitment to employee welfare

on the development of organisational values that will realise strategic
ambitions

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Indicative Content

The indicative content for learners includes, but is not limited to, the following:

 Approaches to business strategy

 Old and new business models
 Strategy evolution
 Resource based approach to strategy
 Analysis of the environment
 Honey and Mumford learning styles
 Personal development and gap analysis including developing yourself
 Career anchors (Edgar Schein)
 Blanchard, Adair, Blake and Mouton Models on leadership and development
 Argyris’ double loop learning
 Reddin’s 3D and Belbin’s team roles
 Skills competences and know-hows including core and distinctive competences
 Intellectual capital and balance score card methods
 Development of a personal development plan (PDP)
 Health and safety at work
 Erikson’s Life Stage Theory
 Nudge Theory
 Psychological Contract
 Kirkpatrick’s Learning Evaluation Model
 Erikson’s Theory of Personal Development (1902 – 1994)
 Developmental and Sponsorship Mentoring
 Formal and Informal Coaching

Learners will further be introduced to, and encouraged to discuss, some of the management models,
concepts and ideas which could be used to help them set departmental, project, team and their own
objectives.

Core Text

Human resource management at work Marchington, M. and Wilkenson, A 2008

Suggested Resources

 The CIPD Employee Outlook report is based on a twice-yearly survey of over 2,000 UK
employees conducted by YouGov on behalf of the Chartered Institute of Personnel and
Development, well worth a general read
 Organisational Behaviour, ARVINEN MUONDON and PERKINS, KOGAN PAGE
 Human resource Management in a Business Context, KEW and STREDWICK, CIPD
 Strategy and human resource, BOXALL, P. and PURCELL, J. (2008) CIPD
 Learning and Development Talent, Jim STEWART and CLARE RIGG, CIPD
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Learner Guide September 2016
  Contemporary strategy analysis. 6th ed. GRANT, R. (2008), Blackwell.
 Exploring Corporate Strategy, JOHNSON and SCHOLES, PRENTICE HALL
 Strategic Management and Organisational Dynamics: The Challenge of Complexity to Ways
of Thinking about Organisations. 6th ed. Stacey, R., (2011), Financial Times Prentice

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Appendix 2:

A Guide to Essay Writing

QUALIFI Ltd provides guides to writing essays and reports in line with expectations at this level of
learning.

This guide is available on request through your tutor in the first instance or by emailing:
support@QUALIFI-international.com

Essays require a structure with the arguments or topics flowing cohesively through the document in
a logical manner in order to create an argument that answers the question asked. If you’ve prepared
a good outline, the resulting written work’s structure should develop from that. Reports and Briefing
Papers have similar requirements although the logical structure is made explicit through headings
and sub-headings.

As you write try to be concise and to the point. Think of the most economical way of putting every
point across. Similarly, be as clear as possible. If you don’t understand what you have written the
chances are that nobody else will either. Try to give the reader a smooth progression from one idea
to the next through your work, rather than a series of random, disconnected points. Your writing
should lead the reader clearly and naturally to your conclusion.

With this in mind, you should only use bullet points if they are appropriate, i.e. you have an actual
list of brief items that are clearly a list. Don’t write in bullet points because you think it relieves you
of the need for a logically flowing structure.

Avoid the use of jargon unless you are sure what it means. Likewise, don’t pepper you work with
large, unwieldy words in an effort to sound ‘academic.’ Using words that you almost (but don’t
quite) understand fully simply makes you sound silly.

Try to put things in your own terms. There is no sense in regurgitating passages from books or
articles that you clearly don’t understand, and this in any case carries the risk of committing
plagiarism. Nobody wants to see that you have merely read the books; you need to show that you
have understood them. A good assignment demonstrates both an understanding of relevant
readings and independent thought about a topic.

You should therefore use direct quotations sparingly. Direct quotations should only be used when
an author says something utterly unique in a unique and memorable way. Direct quotations are
meant to add emphasis and interest to your ideas. They are not meant to be a substitute for your
ideas.

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