Awards

Target Award

Award Description:Continuing Professional Development - COPD

Apprenticeship Standard

Senior leader - ST0480

Programme Offerings

Part-Time

F2F-JMU-SEP

Educational Aims of the Course

This programme aims to explore the concept of leadership through a personal, professional and organizational lens. Students will be introduced to and draw upon theoretical perspectives to illustrate the complexity of leadership within different sectors. As a result, students will locate and challenge both personal and professional constructs of leadership and leader development.

Learning Outcomes

1.
Critically evaluate and reflect upon personal identity and one's relationship to her/his/their current context
2.
Critically appraise personal strengths, areas for development and generate a personal development plan incorporating SMART targets (intrapersonal - leader development)
3.
Critically reflect upon effective leadership development (interpersonal) strategies and approaches to support and enhance innovative leadership practice
4.
Synthesise and critically analyse traditional and current leadership constructs in relation to organisational and business context drawing on both historical and current leadership methodologies
5.
Critically assess ethical considerations for current leadership practice

Teaching, Learning and Assessment

The programme aligns with the academic expectations of the PG-Dip programme 36699. Learners will attend a 1-day induction at the start of their programme and modules will normally be delivered in a hybrid format, i.e. three full days per 10-credit module, however, days will be broken down into 2-3 hour workshops/sessions, face-to-face and/or online. The university’s VLE (Canvas) will be employed to allow teaching materials to be readily available online and provide a means for participants to maintain contact. 

In the first year, each learner will undertake a year-long module focused on individual development and reflection, which will support the theme of personal transformation and encourage critical reflection on knowledge, skills, and behaviour competence. In the second year, learners will undertake a work-based change project; learners will be required to identify, and give a convincing rationale for, a work-based topic which addresses an issue or problem in an organisation. They will identify and critically review relevant literature and synthesise a theoretical framework which will guide them to choose and execute an appropriate approach to change, they will also derive and present a set of realistic recommendations which the organisation could take into practice – providing a link to the theme of organisational transformation.

A strong emphasis is placed on recognising that the workplace is an important place to learn; learners will integrate key concepts and theories, assessing the impact of these on their own working environment and reporting back on their findings. Action learning will be adopted as the key supportive and collaborative approach to learning. Issues and challenges and good practice from the workplace can be discussed and peer reviewed by tutors and colleagues on the course, providing a forum to bring ideas, thoughts, issues and actionable remedies to the fore. The predominant assessment methodology is one piece of individual coursework per module, which will require participants to relate their learning to an organisational setting. These assessments will normally be developed from their own experience or setting by each individual student through the module activities with the application of theory to practice being a key element of the programme. During all modules, formative feedback, which supports the summative assessments, is on-going both within and outside the formal sessions. The assessment methodology, as set out above, provides the opportunities for participants to demonstrate knowledge and skills.

In addition, a 'flipped learning' approach will also be encouraged which entails tutors providing content prior to the teaching and learning session via Canvas. Canvas allows information and resources to be shared in advance of taught sessions and serves as a repository for module-based materials including assessment guidance, reading lists, contact information and signposting to further resources. The Masterclasses, where keynote speakers address current issues, emerging practice and thought leadership will also be employed on the programme, fostering intellectual skills and addressing the ever changing nature of leadership and management in the real world. Knowledge and skills are assessed through individual work-related assessments, which may be supplemented with group activities.

In addition to students producing course work which links theory to practice, the application of learning is also achieved through case-study analysis and a sharing of understanding which draws on the group experience. The nature of classroom sessions is devised as an interactive, student-centred experience with group activities playing a large part in the classroom activity. Participants will be expected to undertake work on their own and, given the applied approach to assessment, this will demand a degree of self-management. 

Opportunities for work related learning

Manager and leader development is a shared responsibility, and the ethos of this programme is that it is best developed in partnership between Liverpool Business School, together with the organisation and the delegates for whom it is intended. The programme's approach to how managers and leaders learn applies proven management and leadership development approaches. At the centre of the programme's philosophy is the notion that we learn best from experience, so action learning and coaching are a key part of the programme. This approach also builds strong peer learning groups where managers learn from each other. That is because the programme sees management and leadership development as a social and collaborative process. It also means that the programme takes learning from the workplace seriously. Consequently, everybody brings their experience from their areas of expertise with them, and plans to apply knowledge and skills in practice and then to reflect on their experience and improve their performance.

Programme Structure

Programme Structure Description

This is a Senior Leader Apprenticeship (SLA) Programme and is aligned to the SLA Knowledge, Skills and Behaviour standards as outlined in the SLA module 7003LODSLA. Apprentices all need to complete mandatory training in Safeguarding, British Values and Prevent before they can undertake the End Point Assessment. Generic, mandatory online … For more content click the Read More button below.

Structure

Entry Requirements

GCSEs and equivalents
IELTS

Extra Entry Requirements

  • The course team has a strong commitment to widening participation and positively welcomes non-standard applicants. Candidates with some management experience or those who are about to enter a managerial role and have a demonstrated aptitude for study can be accepted without previous experience of higher education

HECoS Code(s)

(CAH17-01) business and management