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BTEC Diploma in Management Studies (DMS) now replaced by Edexcel Level 7 Extended Diploma in Strategic Management and Leadership

The College is now offering the new QCF version of BTEC's Management programme devised by BTEC/EDEXCEL, the largest vocational awarding body in UK. This is a QCF level 7 course recognised as equivalent to a postgraduate business qualification. The Edexcel level 7 Extended Diploma in Strategic Management and Leadership is a qualification in its own right. It is accepted as a route to an MBA. In some cases exemption in certain subjects on certain MBA programmes.

Mandatory Units: 

Developing Strategic Management and Leadership Skills

• Professional Development for Strategic Managers

• Strategic Change Management

Option units

  • Developing Corporate Culture
  • Leading E-strategy
  • Creative and Innovative Mangement
  • Strategic Marketing Management
  • Corporate Communication Strategies
  • Managing Corporate Responsibility in the Wider Business Environment
  • Strategic Human Resource Management
  • Strategic Quality and Systems Management
  • Strategic Planning
  • Managing Financial Principles and Techniques
  • Strategic Supply Chain Management and Logistics
  • Developing Successful Business Teams
  • Research Methods for Strategic Managers

Students are required to complete 9 units for the full award. Assessment is by set in course assignments and a high standard of response is expected for a pass. Critical thinking and substantial evaluation and analysis is expected for the higher grades of Merit and Distinction.


Entry qualifications

A degree, HND/HNC or equivalent professional qualification.

Exceptionally, mature students with good relevant experience may be granted concessional entry.

Course Duration

See full list of fees & start dates

Syllabus - Mandatory units

Unit 1: Developing Strategic Management and Leadership Skills

Description of unit

This unit provides the learner with an understanding of the links between strategic

management, leadership and organisational direction, and the skills to be able to

apply this understanding.

Summary of outcomes

To achieve this unit a student must:

·         Understand the relationship between strategic management and leadership

·         Be able to apply management and leadership theory to support organisational direction

·         Be able to assess leadership requirements

·         Be able to plan the development of leadership skills


Strategic management and leadership: functions of strategic management eg reviewing strategic aims and objectives, improving organisational performance, creating, communicating and implementing change, developing and leading high performance teams, strategic decision making; definitions of leadership eg Mintzberg’s 10 Managerial Roles; followership; direct versus indirect leadership; link between strategic management and leadership eg the skills of the leader to achieve the strategic objectives

Management and leadership style: style eg autocratic, bureaucratic,

charismatic, laissez-faire, persuasive, participative; influences on style eg

culture of organisation, characteristics of the manager/leader; impact of styles on strategic decisions; adapting management and leadership styles in different situations

Theories: universal theories such as Transformational Leadership, Transactional

Leadership (Bennis, Bass), charismatic leadership (Weber, Conger and

Kanungo); contingency theory eg Fiedler; situational theories eg Hersey and

Blanchard, Vroom and Yetton, tri-dimensional leadership theory (Yukl)


Emotional intelligence: influence on leadership effectiveness, drivers;

constrainers and enablers; studies on Emotional Quotient (EQ) eg Goleman,

Higgs and Dulewicz


Applicability to support organisational direction: factors eg efficiency, reliability,

innovation, adaptation and human resources in sectors, organisations and subunits;

size and stage of development of organisation eg business start-up

versus established business; turnaround leadership, cultural issues


Assess leadership requirements: generic challenges eg virtual organisations,

diversity, globalisation, economic climate, world threats, ethics and corporate

social responsibility; e-leadership, mergers and takeovers, restructuring,

integrity leadership, diverse teams, partnerships and alliances, regulatory

compliance, changes in reporting and control, new technology, interim



Development of leadership skills: different methods of developing leaders

through formal learning, self-help and developmental activities eg training

courses, job rotation, seminars, executive coaching, mentoring, companies’ own

universities, developmental assessment centres, action learning, self-directed

learning, reading articles, partnership with key academics; changing

methodology in leadership development programmes; benefits of self-help

activities eg learning from mistakes, viewing events from multiple perspectives;

developing leaders versus recruiting as needed; creating a learning climate;

model for assessing future leadership requirements eg Council for Excellence in

Leadership and Management diagnostic tools; leadership competencies eg

thinking and acting strategically, emotional intelligence, social intelligence,

ability to learn, systems thinking

 Unit 2: Professional Development for Strategic Managers

Description of unit
This unit provides the learner with the methods and techniques to assess the

development of their own skills to support the achievement of strategic direction.

Summary of outcomes

To achieve this unit a student must:
·         Be able to assess personal and professional skills required to achieve strategic goals

·         Be able to conduct a skills audit to identify learning style

·         Be able to implement a personal development plan


Personal skills: time management eg using time effectively, analysing time

spent to improve productivity, setting SMART (specific, measurable, achievable,

realistic, time-based) objectives, prioritising work tasks, dealing with time

wasters, effective delegation; stress management; problem solving; decision

making; effective communication eg active listening, questioning, handling



Professional skills: counselling and mentoring to support staff with their own

learning and development requirements; coaching skills; leadership skills;

multi-tasking; using occupational standards to identify competencies;

continuing self-development to meet requirements for professional bodies eg

learning new skills and knowledge, developing in current and future job roles;

leading and chairing meetings; delivering effective presentations

Achieving strategic goals: importance eg to ensure that staff can perform their

job effectively, to provide opportunities to meet individual learning needs, to

improve flexibility and adaptability when responding to change, to ensure

business success, to create a learning culture; methods eg using conceptual

tools to identify own strengths and limitations, developing personal networks,


Skills audit: to assess skills and competencies against organisational and

personal objectives; personal profile using appropriate self-assessment tools,

psychometric testing, personal SWOT (strengths, weaknesses, opportunities,

threats) analysis – listing strengths, weaknesses, identifying opportunities for

improvement or career progression, identifying threats to progress; assessment

against relevant National Occupational Standards (NOS) and NVQ competence

standards; importance of feedback from others eg peers, line manager,

customers; methods of feedback eg appraisal, supervision, performance review,

mentoring; defining the gap, identifying learning and development needs to

meet strategic objectives


Identify preferred learning style: methods such as learning style inventories and

questionnaires, 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),

Myers-Briggs Type Indicator (MBTI); criticisms of learning style theories

Personal development plan: importance of having a plan – to provide a

systematic or structured approach to decisions about what is needed to learn

and how to plan to learn it; setting objectives for life and career planning,

identifying resources and support needed and available to meet objectives,

identifying obstacles to achieving objectives and how to overcome them,

reviewing and monitoring plan; the importance of self-review, providing a

reflective record of management experience; gaining support from others to

achieve goals and work objectives


Monitoring and evaluation: importance of keeping a working document; to help

manage learning; to evaluate progress of achievement towards goals; to

become a critical, self-directed learner; to develop a clear understanding of

strengths and areas for development of leadership skills; review on regular

basis; compare achievements against original objectives, reflect on learning,

record results, agree whether objectives were achieved or not, set date for next

review; set new objectives when others have been achieved

Unit 3: Strategic Change Management

Description of unit

This unit provides the learner with the understanding and skills to support active

engagement in the process of strategic change management.

Summary of outcomes

To achieve this unit a student must:

·         Understand the background to organisational strategic change

·         Understand issues relating to strategic change in an organisation

·         Be able to lead stakeholders in developing a strategy for change

·         Be able to plan to implement models for ensuring ongoing change


Models: John P Kotter's eight steps to successful change; Kübler-Ross five

stages transition (grief) cycle; Prosci’s five building blocks ADKAR (awareness,

desire, knowledge, ability, reinformcement) model; McKinsey’s 7S (strategy,

structure, systems, shared values, skills, style, staff) framework; Kurt Lewin’s

change management model - unfreeze, transition and refreeze; Burke-Litwin’s

causal change model; action research; gap analysis


Strategic interventions: teambuilding consensus and conflict, game play,

contingency theory, autocratic versus participative style, proactive and reactive,

creating synergy; human process interventions; techno-structural interventions;

human resources management interventions; organisational and external

environment interventions

Need for change: reasons for change eg changes in markets, economic

downturns, changes in global markets, customer expectations, competitive

edge, budget pressures, legislation, size, demographics, mergers, acquisitions,

change in mission, restructuring operations, new technologies, major

collaborations, rightsizing, new programmes such as Total Quality Management

(TQM), re-engineering


Factors driving the change: change drivers eg economics, political factors,

environmental, financial pressures, new markets, loss of markets, technological

advances, transition to a new chief executive, funding cuts, need to be



Resource implication: human resources eg restructuring, interviewing and

hiring, redundancies, training; physical resources eg equipment, vehicles,

buildings; financial resources eg costs of training, redundancy costs, relocation

costs; new building, refurbishment of existing buildings

Systems to involve stakeholders: stakeholder analysis, systems modelling,

systems and sub-systems, input transformation-output modelling, multiple

cause diagrams, ‘tropics’ factors, configuration, divergence and convergence,

functional and divisional structures, cultural web, images of organisations, team

development, influencing skills, awareness raising, commitment development


Involving stakeholders in the change management strategy: six steps

stakeholder circle (identify stakeholders, prioritise stakeholders, map their

profiles, develop an engagement strategy, optimise their support, monitor

changes); methods of involvement eg dialogue with individuals and groups,

meetings, presentations, group facilitation, team building, coaching, delegating,

developing and sharing a change plan


Resistance to change: types of resistance eg individual versus collective,

passive versus active, direct versus indirect, behavioural versus verbal or

attitudinal, minor versus major, resistance to the content of change, resistance

to the process of change.


Strategies: eg open communications, education, involvement, forums, listening

to stakeholders, feedback, addressing needs, ownership of the change, change

champions, communicate the vision, getting the support of all key

Plan to develop appropriate models for change: choice of appropriate model eg

John P Kotter's eight steps to successful change; Kübler-Ross five stages

transition (grief) cycle; Prosci’s five building blocks ADKAR (awareness, desire,

knowledge, ability, reinforcement) model; McKinsey’s 7S (strategy, structure,

systems, shared values, skills, style, staff) framework; Kurt Lewin’s change

management model - unfreeze, transition and refreeze; Burke-Litwin’s causal

change model; action research; gap analysis


Plan to implement a model for change: organisational development, Business

Process Re-Engineering (BPR), learning organisation, Kaizen, delayering and

right-sizing, matrix organisations, network organisations, adhocracy, virtual

organisation, push and pull strategies, conflict handling, transformational

leadership, empowerment, consultation, contextual planning, contingency

planning, adjustments, flexibility


Develop appropriate measures to monitor progress: eg goal-based evaluation,

process-based evaluation, outcome-based evaluation, regular reports,

meetings, quality circles, progress reviews, milestones, deadlines


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