Professional Development for Strategic Managers | My Assignment Tutor

1 | P a g eProgrammePearson BTEC Level 7Extended Diploma in Strategic Management and LeadershipModuleProfessional Development for Strategic Managers (Unit 2) Unit Name:Professional Development forStrategic ManagersUnit Number:02Unit Credit:05Internal Verifier:Kazeem SalamiAssessor:Williams KwaykeIssued Date:07/01/2019Submission Date:21/03/2019Resubmission Date:21/05/2019 2 | P a g eGeneral GuidelinesThe work you submit must be in your own words. If you use a quote or an illustrationfrom somewhere you must give the source. Include a list of references at the end ofyour document. You must give all your sources of information. Make sure your workis clearly presented and that you use correct grammar. Wherever possible use a wordprocessor and its “spellchecker”.Format: Written ReportNotes: To be presented and referenced in a written report of 4,500 words (+/- 10%)in length (excluding appendices). You will have to use the template for the ProfessionalDevelopment Plan template provided in the course material. Furthermore,fundamental requirements to write the assignment are to follow the scenario and taskguidelines, to mention the references and to use the Harvard Referencing. Failing tofollow one or more of these guidelines will automatically fail your assignment.Late submissions will not be accepted without extenuating circumstances whichshould be discussed as soon as possible. Unexceptional work pressures andcomputer problems are not normally accepted as extenuating circumstances. Pleasesee assessment guidelines (student handbook) for further details.Purpose of this assignmentThis assignment will enable you to take responsibility for your learning anddevelopment needs in order to gain the personal and professional skills needed tosupport the strategic direction of an organisation. You can achieve this by analysingyour current skills and preparing and implementing a personal development plan.Evidence for this assignment needs to be generated continuously over a suitableperiod of time (e.g. a minimum of 6 months).3 | P a g eScenario:In this you will have to write a personal professional development plan. Here, whilewriting your personal development plan you will have to identify a range of inter –personal skills and competencies and evaluate the value of these skills for strategicmanagers/ leaders to achieve strategic objectives. You will then have to link thisevaluation to leadership requirements for a specific goal (you may decide which one).After that you must analyse how effective you are at time management by keeping atime log and reviewing it after a period of one week.Once the task is finished you will have to carry out a SWOT analysis against thecurrent and future leadership requirements of a suitable job role. Finally you will haveto research at least two (2) different learning styles.At this point, using your skills, construct your personal and professional developmentplan for a minimum of period of 6 months with a suitable range of SMART objectivesand identify development activities that meet leadership development requirements.Then critically examine the process by reflecting on the achievement against expectedaims and objectives and discuss how you would review and update the plan based onthe achievement of strategic goals. Please note that you must submit your PersonalDevelopment Plan and the SWOT Analysis Plan. Both of these two documents canbe found in the study material.4 | P a g eTask 1I. Be able to assess personal and professional skills required to achievestrategic goals.1. Use appropriate methods to evaluate personal skills required to achievestrategic goals (1.1).2. Apply techniques to assess the professional skills required to support thestrategic direction of organization. (1.2).Task 2II. Be able to conduct a skills audit to identify learning style1. Carry out a personal SWOT analysis against the current and future leadershiprequirements of a suitable job role. Within this analysis identify leadership andmanagement standards that would be a useful benchmark. (2.1).2. Research at least two different learning styles e.g Kolb’s learning cycle andprovide a critical analysis of how people learn. This can be in the form of aninventory or questionnaire to identify your own preferred learning style. (2.2).Task 3III. Be able to implement a personal development plan1. Using your skills audit, construct your personal and professional developmentplan for a minimum period of six months with a suitable range of SMARTobjectives and identify development activities that meet leadershipdevelopment requirements identified in the skills audit. (3.1).2. Critically examine the process by reflecting on the achievement againstexpected aims and objectives and discuss how you would review and update(evaluate) the plan based on the achievement of strategic goals. (3.2, 3.3).Assessment GuidelinesLearners must meet all assessment criteria to pass the unit.For AC 1.1 and 1.2, learners need to use appropriate methods to evaluate personalskills and assess the professional skills needed for effective leadership andmanagement. To meet the strategic goals and direction of the organisation, learnersneed to link their evaluation to leadership requirements for a specific goal.For AC2.1, learners will need to demonstrate they can conduct a skills audit, toevaluate current and future leadership requirements. Learners need to benchmarkagainst suitable criteria such as National Occupational Standards for Managementand Leadership. This can help inform their preferred learning style for AC2.2.5 | P a g eFor AC 3.1 and 3.2, learners will construct a personal development plan using theinformation from their skills audit. They can use a standard template or construct theirown plan, but it must include SMART objectives and an identification of the resourcesneeded to achieve the objectives, as well as assessing the outcomes against personalwork objectives. To be of value, the plan needs to be implemented for at least sixmonths in order for learners to evaluate the impact of their learning against theachievement of strategic goals for AC3.3.Learning Outcomes and Assessment Criteria6 | P a g eUnit Content1. Be able to assess personal and professional skills required to achievestrategic goalsPersonal skills: Time management eg using time effectively, analysing time spent toimprove productivity, setting SMART (specific, measurable, achievable, realistic, timebased) objectives, prioritising work tasks, dealing with time wasters, effectivedelegation; stress management; problem solving; decision making; effectivecommunication eg active listening, questioning, handling conflictProfessional skills: counselling and mentoring to support staff with their own learningand development requirements; coaching skills; leadership skills; multi-tasking; usingoccupational standards to identify competencies; continuing self-development to meetrequirements for professional bodies eg learning new skills and knowledge,developing in current and future job roles; leading and chairing meetings; deliveringeffective presentationsAchieving strategic goals: importance eg to ensure that staff can perform their jobeffectively, to provide opportunities to meet individual learning needs, to improveflexibility and adaptability when responding to change, to ensure business success, tocreate a learning culture; methods eg using conceptual tools to identify own strengthsand limitations, developing personal networks, management development andContinuing Professional Development (CPD) programmes2 Be able to conduct a skills audit to identify learning style SkillsAudit: to assess skills and competencies against organisational and personalobjectives; personal profile using appropriate self-assessment tools, psychometrictesting, personal SWOT (strengths, weaknesses, opportunities, threats) analysis –listing strengths, weaknesses, identifying opportunities for improvement or careerprogression, identifying threats to progress; assessment against relevant NationalOccupational Standards (NOS) and NVQ competence standards; importance offeedback from others eg peers, line manager, customers; methods of feedback egappraisal, supervision, performance review, mentoring; defining the gap, identifyinglearning and development needs to meet strategic objectivesIdentify preferred learning style: methods such as learning style inventories andquestionnaires, psychometric testing eg Kolb (converger, diverger, assimilator,accommodator), Honey and Mumford (activist, reflector, theorist, pragmatist),Fleming’s VAK/VARK model (visual, auditory, reading/writing, kinesthetic), MyersBriggs Type Indicator (MBTI); criticisms of learning style theories7 | P a g e3. Be able to implement a personal development planPersonal development plan: importance of having a plan – to provide a systematic orstructured approach to decisions about what is needed to learn and how to plan tolearn it; setting objectives for life and career planning, identifying resources andsupport needed and available to meet objectives, identifying obstacles to achievingobjectives and how to overcome them, reviewing and monitoring plan; the importanceof self-review, providing a reflective record of management experience; gainingsupport from others to achieve goals and work objectivesMonitoring and evaluation: importance of keeping a working document; to helpmanage learning; to evaluate progress of achievement towards goals; to become acritical, self-directed learner; to develop a clear understanding of strengths and areasfor development of leadership skills; review on regular basis; compare achievementsagainst original objectives, reflect on learning, record results, agree whether objectiveswere achieved or not, set date for next review; set new objectives when others havebeen achieved8 | P a g eGuide to studentPreparation guidelines of the Coursework Document• All coursework must be word processed.• Document margins must not be more than 2.54 cm (1 inch) or less than 1.9cm(3/4 inch).• The assignment should be in a business style using single spacing and fontsize 12.• Standard and commonly used type face such as Arial should be used.• All figures, graphs and tables must be numbered.• Material taken from external sources must be properly referenced using theHarvard referencing system.• You should provide references using the Harvard referencing system.• Do not use Wikipedia as a reference.Plagiarism and CollusionAny act of plagiarism or collusion will be seriously dealt with according to the Collegeregulations. In this context, the definition and scope of plagiarism and collusion arepresented below:• Plagiarism is presenting somebody else’s work as your own. It includes copyinginformation directly from the Web or books without referencing the material;submitting joint coursework as an individual effort.• Collusion is copying another student’s coursework; stealing coursework fromanother student and submitting it as your own work.• Suspected plagiarism or collusion will be investigated and if found to haveoccurred will be dealt with according to the College procedure. (For details onPlagiarism & Collusion please see the Student Handbook).Submission• Initial submission of coursework to the tutors is compulsory in each unit of thecourse.• Student must check their assignments with plagiarism software Turnitin to makesure the similarity index for their assignment stays within the College approvedlevel.• All Final coursework must be submitted to the Final submission point into theunit (not to the Tutor). A student would be allowed to submit only once and thatis the final submission.• Any computer files generated such as program code (software), graphic filesthat form part of the coursework must be submitted as an attachment to theassignment with all documentation.• Any portfolio for a unit must be submitted as a hardcopy to the ExaminationOffice.• The student must attach a tutor’s comment in between the cover page and theanswer in the case of Resubmission.9 | P a g eExtension and Late Submission and Resubmission• If you need an extension for a valid reason, you must request one using anExceptional Extenuating Circumstances (EEC) form available from theExamination Office and VLE. Please note that the tutors do not have theauthority to extend the coursework deadlines and therefore do not ask them toaward a coursework extension. The completed form must be accompanied byevidence such as a medical certificate in the event of you being sick.• Late submission will be accepted and marked according to the institutionsprocedure.• All Late coursework must be submitted to the late submission point into the unit(not to the Tutor). A student will be allowed to submit only once and that is thefinal submission.• Only one opportunity will be given for reassessment (resubmission) will bepermitted and the assessment will be capped at Pass for the unit. In addition,no resubmission will be allowed in any component of the assessment for whicha Pass grade or higher has been achieved.• Repeat Units – A student, who has failed to achieve a Pass in both Final/Latesubmission and in the Resubmission, must retake the unit in full attendance andpayment of the unit fee.Report Structure• Cover• Title Page• Contents page• Abstract/Executive (Tasks)• Conclusion• References (including weblioreferencing) Bibliography (including webliography).10 | P a g eGlossaryAnalyse: Break an issue or topic into smaller parts by looking in depth at each part.Support each part with arguments and evidence for and against (Pros and cons).Break something down into its components; examine factors methodically and in detailto recognise patterns by applying concepts and making connections to predictconsequences.Apply: Use a particular method/technique to solve a problem CriticallyEvaluate/Analyse.Conduct: To do or carry out, to organise and perform a particular activity. Show thatyou can do a particular activity or skill.Explain: When you explain you must say why it is important or not important.Clarify: Giving a detailed account as to how and why it occurs, or what is meant bythe use of this term in a particular context.Identify: When you identify you look at the most important points. Establish or indicatethe origin, nature or definitive character of something.


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