ANNEX C: LCLM 103: Certificate in Leadership and Management (Strategic Level)

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1 ANNEX C: : Certificate in Leadership and Management (Strategic Level) 1. Introduction The Certificate in Leadership and Management (Strategic Level) is designed for senior level police officers who are responsible for the performance of others or who aspire to further their career in the police force. The modules in the Certificate programme are packed with practical tools and techniques that are designed to develop the police officers knowledge and skills of both management and leadership. The programme focuses on performance management and explores core management issues such as managing resources, managing projects and leadership practice. 2. Objective Strategic management is about providing the overall direction to the organisation. In this level, officers are involved in scanning the current situation, analysing where the organisation wants to go and determining what is needed to achieve the objectives. Self, external and internal evaluation are carried out and hence, objectives are set, both for the short and long terms. Officers operating at this level need to be able to have a holistic and long term approach. Thus, the programme aims to help police officers at strategic level in building capacity in terms of management, law and leadership skills, and communication. The programme targets Deputy Assistant Superintendents of Police (DASP), Assistant Superintendents of Police (ASP), Superintendents of Police (SP) and Assistant Commissioners of Police (ACP). 3. General Entry Requirements In accordance with General Entry Requirements for admission to the University for undergraduate certificates. 4. Programme Requirements Certificate in Leadership and Management (Strategic) Admission/Entry Requirements Cambridg School Certificate or equivalent Rank Age limit for different categories DASP, ASP,SP, and ACP Not more than 60 yrs 1

2 5. Programme Duration Normal (Semesters) Maximum (Semesters) Certificate: Credits per Semester: Credits Semester I: 12 Semester II: Minimum Credits Required for the Award of Certificates : Certificate in Leadership and Management (Strategic Level): 30 credits 8. Assessment The mode of assessment for modules at the Strategic Level will be solely by Continuous Assessment:- Strategic Level Continuous Assessment 100 Marks Details Individual Assignment 40 Group Assignment 25 Oral Presentation 25 Student Assessment Termination of Registration If the CPA of the student is <40 for two consecutive semesters, then the registration will be terminated. 2

3 10. List of Modules Module Code Module Name Hrs/WK Credits POL 1311Y Strategic Management of People, DE* 6 Resources and Information POL 1312Y Organisational Development and Human DE 6 Resource Development POL 1313Y Managing Change in Police Organisations DE 6 POL 1314 The Constitution and Crime Prevention DE 3 POL 1315 Strategic Management in Action DE 3 POL 1316Y Portfolio Assessment DE 6 *DE: 3- credit modules: 1-hour contact per week over 15 weeks : 6- credit modules: 2- hour contact per week over 15 weeks 11. Programme Plan Level 1 Semester 1 Module Code Module Name Hrs/WK Credits POL 1311Y POL 1312Y Semester 2 POL 1313Y Strategic Management of People, Resources and Information Organisational Development and Human Resource Development DE 6 DE 6 Managing Change in Police DE 6 Organisations POL 1314 The Constitution and Crime Prevention DE 3 POL 1315 Strategic Management in Action DE 3 POL 1316Y Portfolio Assessment DE OUTLINE SYLLABUS POL 1311Y Strategic Management of People, Resources and Information Leadership and Management Theories and Challenges for Police Leaders ; Objective Setting and Action Plan; Managing Meeting and Conferences; Coaching and Delegation; Managing Conflicts; Feedback; Team Development; Performance Management Policy Implementation; Best Value Approach to Performance Management; Financial Management; Programme-Based Budgeting and Strategic Management of Police Resources; Total Quality Management; Managing Information for Police Organisations; Managing Crisis; Corporate Governance; Problem Solving and Decision- 3

4 Making; Comparative Approach to Managing People and Resources in Police Organisations; Case Studies and Discussion. POL 1312Y- Organisational Development and Human Resource Development History and Models of Organisation Development (OD); Organisation Change and Transformation; Diagnosing Problems; Intervention Theory and Method; Implementing Interventions; Organisation-wide Interventions; Team Interventions; Individual Level Intervention; Assumptions and Philosophies of Strategic Human Resource Development; Relationship between Policing Plans, HR Plans and HRD; The Strategic Nature of HRD and its relationship with the Organisation; HRD Models; Learning Organisations; Organisational Learning; Workplace Learning; Management Development; Leadership Development and Succession Planning; HRD and Change; Comparative Organisational Development in Organisations; Case Studies such as Diagnosing Problems and Intervention at Organisational, Divisional and Branch Levels in MPF; Class Discussion. POL 1313Y - Managing Change in Police Organisations Globalisation and its Impact on the Police Force; Forces Calling for Change; Strategies for Effective Change; Planned Change; Resistance to Change; Managing Change; Successful Self- Directed Teams and Planned Change; Creating Readiness for Organisational Change; Rule of Thumb for Change Agents; Facilitating Transformational Change; Creating Opportunities and Excellence out of crisis; Challenges and Opportunities for Change; Challenges and Opportunities for Change-Empowerment, Ethics and Organisational Change; Cross-Cultural Management; Project Management; Case Studies (existing projects initiated in MPF and other police forces); Class Discussion. POL 1314 The Constitution and Crime Prevention The Constitution as a Tool to Prevent Crimes; Constitutionalism Principles; Historical Background to the Constitution of Mauritius; The Constitution as the Supreme Law of Mauritius; The Supreme Law as compared to Ordinary Laws; General Provisions of the Constitution relevant to Crime Prevention; The Doctrine of Separation of Powers; The Law Making Power of Parliament; The Doctrine of the Rule of Law; The Concept of Democracy; Specific provisions of the Constitution relevant to Crime Prevention; Protection of Fundamental Human Rights: The relevance of the Bill of Rights; Freedom of Movement; Powers of Arrest; Right to Bail; Right to a Fair Trial; Protection against Inhuman and Degrading Treatment and Torture; The Electoral System of Mauritius; The Government System of Mauritius; Other Principles related to Crime 4

5 Prevention: Community Policing; Sanctions as a tool to Discourage Crimes; Imprisonment; Rehabilitation; Case Studies. POL Strategic Management in Action The Nature and Purpose of Strategies and Policies; The Strategic Planning Process and Role of Officers at Strategic Level; Major kinds of Strategies and Policies; Generic Competitive Strategies by Porter; Strategic Management Techniques Strategic Analysis; Strategic Management Tools: The TOWS MATRIX a modern tool for analysis of the situation; PESTEL; Mc Kinsey 7S, SWOT Analysis; The Learning Cycle; The PORTFOLIO MATRIX: A Tool for Allocating Resources; Strategy, Structure and Culture of the MPF; Stakeholder Mapping; Developing Policing Plans at Force and Divisional Branch Levels; Formulating Strategies/Policing Plans; Effective Implementation of Strategies; Comparative Study of Policing Plans of Police organisations at Regional and International Level; Case Studies and Group Discussion. POL 1316Y Portfolio Assessment Portfolio Assessment A portfolio is a purposeful collection of student work that exhibits the student's efforts, progress, and achievements in one or more areas of the curriculum. The collection must include the following: Student participation in selecting contents. Criteria for selection. Criteria for judging merits. Evidence of a student's self-reflection. It should represent a collection of the student s best work or best efforts, student-selected samples of work experiences related to outcomes being assessed, and documents according growth and development toward mastering identified outcomes. Why Use a Portfolio? In this new era of performance assessment related to the monitoring of students' mastery of a core curriculum, portfolios can enhance the assessment process by revealing a range of skills and support instructional goals; reflect change and growth over a period of time; encourage student and teacher reflection; and provide for continuity in education from one year to the next. Instructors can use them for a variety of specific purposes, including: 5

6 Encouraging self-directed learning. Enlarging the view of what is learned. Fostering learning about learning. Demonstrating progress toward identified outcomes. Creating an intersection for instruction and assessment. Providing a way for students to value themselves as learners. Offering opportunities for peer-supported growth. Phases of a PORTFOLIO Phase One: Organisation and Planning - This initial phase of portfolio development entails decision-making on the part of students and teachers. By exploring essential questions at the beginning of the process, students can fully understand the purpose of the portfolio and its status as a means of monitoring and evaluating their own progress. Key questions for the teacher and the student must include: How do I select materials. To reflect what I am learning in this class? How do I organise and present the items, materials, etc. that I have collected? How will portfolios be maintained and stored? Phase Two: Collection - This process involves the collection of meaningful artifacts and products reflecting students' educational experiences and goals. Decisions must be made at this phase about the context and contents of the portfolio, based upon the intent and purposes identified for it. The selection and collection of artifacts and products should be based upon a variety of factors that can include: Particular subject matter; A learning process; or Special projects, themes, and/or unites. All selections included in the collection should clearly reflect the criteria and standards identified for evaluation. 6

7 Phase Three: Reflection - Wherever possible, there should be evidence of students' metacognitive reflections upon the learning process and their monitoring of their evolving comprehension of key knowledge and skills. These reflections can take the form of learning logs, reflective journals, and other forms of reflections upon their experiences, the thinking processes they have used, and the habits of mind they employed at given points in time and across time periods. In addition, teacher reflections upon the products, processes, and thinking articulated in the portfolio should also be included wherever appropriate. Evaluation of the portfolio In order for thoughtful evaluation to take place, multiple scoring strategies will be used to evaluate students' progress. Criteria for a finished portfolio might include several of the following: Thoughtfulness (including evidence of students' monitoring of their own comprehension, meta-cognitive reflection, and productive habits of mind). Growth and development in relationship to key curriculum expectancies and indicators. Understanding and application of key processes. Completeness, correctness, and appropriateness of products and processes presented in the portfolio. Diversity of entries (e.g., use of multiple formats to demonstrate achievement of designated performance standards). 7