Higher National Unit Specification. General information. Unit title: Organisational Management (SCQF level 9) Unit code: J1C2 36.

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1 Higher National Unit Specification General information Unit code: J1C2 36 Superclass: AA Publication date: August 2018 Source: Scottish Qualifications Authority Version: 01 Unit purpose This unit is designed to enable learners to operate effectively in managerial posts in the private, public or voluntary sector. It introduces the nature of organisations and explores themes of organisational context, culture and structure; how these have changed; and the implications they have for managers performing tasks to achieve organisational success in a range of industry settings. It provides a basis for the development of practical tools for the analysis and management of organisational situations. It is aimed at learners who have current experience of working in a position with management responsibilities or who are returning to management after a break. It is also suitable for those who do not presently have current management experience but have aspirations of taking up a management role in the future. Successful completion of this unit will provide a foundation for further management units at SCQF level 10 and above. Outcomes On completion of the unit the learner should be able to: 1 Critically analyse the nature of organisations. 2 Critically analyse the impact of organisational structure on the work of managers. 3 Critically analyse the impact of organisational culture on the work of managers. 4 Critically evaluate managerial actions to improve organisational performance. 5 Critically analyse the role of the manager in developing and implementing organisational change. Credit points and level 3 Higher National Unit credits at SCQF level 9: (24 SCQF credit points at SCQF level 8) J1C2 36, Organisational Management (SCQF level 9) 1

2 Higher National Unit Specification: General information (cont) Recommended entry to the unit Access to this unit is at the discretion of the centre. However, it is anticipated that learners are working in a managerial position. It is recommended that learners undertaking this unit possess communication skills to at least SCQF level 6. It would also be beneficial if learners are able to work with numerical data and have some knowledge of management and business principles particularly of how organisations are controlled. Additionally, it would be beneficial if learners had achieved or were working towards the HN Unit Management: Developing Self Management Skills and/or the HN Unit Managing and Working with People. Core Skills Opportunities to develop aspects of Core Skills are highlighted in the support notes for this unit specification. There is no automatic certification of Core Skills or Core Skill components in this unit. Context for delivery If this unit is delivered as part of a group award, it is recommended that it should be taught and assessed within the subject area of the group award to which it contributes. Equality and inclusion This unit specification has been designed to ensure that there are no unnecessary barriers to learning or assessment. The individual needs of learners should be taken into account when planning learning experiences, selecting assessment methods or considering alternative evidence. Further advice can be found on our website J1C2 36, Organisational Management (SCQF level 9) 2

3 Higher National Unit Specification: Statement of standards Acceptable performance in this unit will be the satisfactory achievement of the standards set out in this part of the unit specification. All sections of the statement of standards are mandatory and cannot be altered without reference to SQA. Outcome 1 Critically analyse the nature of organisations. Knowledge and/or skills Theoretical perspectives on organisations Stakeholders Evolution of the role of the manager External factors affecting organisations Values, ethics and responsibility of organisations Outcome 2 Critically analyse the impact of organisational structure on the work of managers. Knowledge and/or skills Structural relationships Division and grouping of organisational activities Forms of structure Strategy and structure Outcome 3 Critically analyse the impact of organisational culture on the work of managers. Knowledge and/or skills Organisational culture Types of organisational culture Power Micro-politics Culture and organisational success Outcome 4 Critically evaluate managerial actions to improve organisational performance. Knowledge and/or skills Performance indicators and targets Organisational control Financial control Communication and Information Communication Technology (ICT) Methods to measure organisational effectiveness J1C2 36, Organisational Management (SCQF level 9) 3

4 Higher National Unit Specification: Statement of standards (cont) Outcome 5 Critically analyse the role of the manager in developing and implementing organisational change. Knowledge and/or skills Strategic choice Environmental analysis Resource audit Stages of strategy formulation Implementing strategy change Evidence requirements for this unit Learners will need to provide evidence to demonstrate their knowledge and/or skills by showing that, with reference to their own or a selected organisation, they can: Critically analyse the changing role of the manager in response to the changing nature of organisations and measures of organisational success. Critical analyse the ways in which organisational structure may impact upon the work of managers in achieving organisational success. Critically analyse the effects of and importance of culture, power and micro-politics on the work of managers in achieving organisational success. Critically evaluate managerial actions implemented or proposed to improve organisational performance including organisational control, financial control and ICT, draw and justify conclusions on the effectiveness of these actions and make recommendations for future action. Critically analyse an implemented or proposed plan for organisational change, including any managerial actions. This must cover an environmental analysis and resource audit. Draw and justify conclusions on the effectiveness of the plan and managerial actions and role taken and make recommendations for future steps in relation to the plan, future management role and associated managerial actions. J1C2 36, Organisational Management (SCQF level 9) 4

5 Higher National Unit Support Notes Unit support notes are offered as guidance and are not mandatory. While the exact time allocated to this unit is at the discretion of the centre, the notional design length is 120 hours. Guidance on the content and context for this unit This is a stand-alone unit at SCQF level 9 and can also be part of HN Group Awards such as the Diploma in Management and Leadership. It is designed to provide learners with knowledge and a critical understanding of management and work organisation. It is aimed at learners who have current experience of working in a position with management responsibilities or who are returning to management post after a break. It is also suitable for those who do not presently have current management experience but have aspirations of taking up a management role in the future. Successful completion of this unit will provide a foundation for further management units at more advanced SCQF levels. Where learners are employed, they will be able to apply their analysis to real work situations. However, they may not yet be in occupational roles which include permanent management responsibilities. If this is the case, they may well expect to assume such responsibilities in the near future. It is designed to enable learners to become conversant with current approaches and techniques of management and be able to apply them to the work of managers in a range of organisations. It emphasises that any managerial action takes place within an organisational context which affects both what actions managers can take; how they can be taken; and who will be affected by them. It encourages managers to consider the impact that the organisational frameworks of the organisation in which they work can have on their role as managers. It also enables them to apply relevant approaches, models and techniques to an organisation and to use them to reflect on the success of their own managerial intervention. There is a considerable amount of material on organisational behaviour and organisational management. The crucial requirement is that learners recognise that theories, approaches and techniques can be a guide to managerial action in a range of organisations and can help to ensure that any intervention is effective. It is also critical that managers understand the evolving world in which they work and the effect of outside changes and cultural shifts eg, managing diversity, pay equality and gender on their role as managers. The following notes give some guidance on approaches and theories which could be covered as part of each outcome. They are not exhaustive and in many cases, there are alternative approaches which could also be used. J1C2 36, Organisational Management (SCQF level 9) 5

6 Higher National Unit Support Notes (cont) Outcome 1 The organisation can be treated as an open system for this outcome. This can help to identify the basic components of an organisation and thus provide a suitable framework within which to consider the nature of organisations. Organisational goals and objectives: mission statement; functions of organisational goals; classification of organisational goals; relationship between goals and objectives. Formal and informal organisations: definition of formal organisation; functions of informal organisation. Categories of organisations: 1st, 2nd 3rd, 4th Sector. Stakeholders: employees; providers of finance; consumers; community; government; other groups and organisations. Stakeholder analysis may prove useful here. SWOT and/or PESTLE analysis. Importance of ethics, values and corporate responsibility in management roles. Measures of success: financial measures, stakeholder satisfaction eg, customer and employee, social responsibility/contribution to society. Outcome 2 Structural relationships: authority; responsibility; accountability; delegation; line; staff; functional; lateral, etc. Division and grouping of organisational activities: function; product or service; location; nature work performed; common processes; employee characteristics; customers/service users. Forms of structure: Hierarchical and flat structures; functional; product and geographic structures; matrix structure and project teams; hybrid structures; virtual organisations; holocracies (ie, flat leadership). Coordination of organisational activities: rules; regulations; procedures; and orders. Contingency approach: effects of size; technology; and the environment. Effectiveness of structure: criteria for structural effectiveness economic and efficient performance; level of resource utilisation; monitoring of activities; accountability; coordination; flexibility; member satisfaction; and Drucker s three requirements (business performance, least number of levels, development of future managers). Structure and Strategy: Miles and Snow (1978) may provide a useful starting point for discussion. Impact of structure on the work of a manager: opportunities; constraints; responsibility; autonomy; accountability. Outcome 3 Concept of organisational culture: what organisational culture is (eg, the way we do things around here ) distinction between culture as values promoted by senior management (what the organisation is formal culture ) and general norms of organisational behaviour (what the organisation has informal culture) how culture is manifested eg, Schein s levels of culture; high profile symbols (eg logo, dress code, house style) and low profile symbols (eg, Trice & Beyer s practices, communications, physical forms and language) Types of organisational culture: Deal and Kennedy; Handy; Trompenaars; Martin and Meyerson. Raven s sources of power provide a useful basis for discussion. Impact of culture, power and micro-politics on the work of a manager: opportunities; constraints; autonomy; diversity. J1C2 36, Organisational Management (SCQF level 9) 6

7 Higher National Unit Support Notes (cont) Outcome 4 Performance indicators and targets: economy; efficiency; effectiveness; equity. Organisational control: strategies of control personal centralised; bureaucratic; output; cultural coordination of activities rules; programmes; procedures; remits and referrals; targets and goals; slack resources; self-contained tasks; management information systems; lateral relations Financial control: budgetary control types of budgets; planning budgets; monitoring budgets; use of variances; corrective action; cost-benefit analysis. Information literacy: ie, the ability to use relevant technology and software to search for, find and critically evaluate information relevant to the completion of managerial tasks. Methods of measuring organisational performance: balanced scorecard; 7 S framework. Outcome 5 This is about the role of the manager in the development and implementation of strategic change. Managers at all levels should recognise that strategic choices relate to decisions made by an organisation on what strategy to pursue and that they may have a part to play in the process by which these choices are made. This is especially where there are specified stages for the development of strategic plans. All managers can conduct analyses of their own environment using techniques like SWOT and carry out an audit of the resources available to them. On the basis of these, they may be able to contribute to the process of planning for the future. Learners should recognise that strategy can be approached in a number of ways including: a contrast between external and internal approaches (the external approach involves finding and defending a particular market position while the internal approach centres on developing and maintaining internal capabilities which evolve with the organisation different types of strategy such as, rational, flexible, incremental, creative, behavioural, evolutionary Mintzberg s deliberate and emergent strategy The role that managers can play may depend on the approach to strategy. They may, for example have a key role in building organisational capability and in communicating a vision for the future of the organisation. It is essential therefore that the role of the manager as expressed through managerial actions is thoroughly explored. Guidance on approaches to the delivery of this unit This unit can be delivered on a stand-alone basis or as part of a management development programme. Delivery will involve ensuring that learners become familiar with relevant organisational management concepts. However, the emphasis is on applying these ideas to the work of a manager in a range of organisations. Delivery should therefore encourage learners to relate the theories, techniques and approaches to their own experience and to consider the impact that organisational factors can have on their work as managers. J1C2 36, Organisational Management (SCQF level 9) 7

8 Higher National Unit Support Notes (cont) This approach can help learners to recognise that managerial work in all organisations, takes place in an organisational context and that aspects of this context, such as structure, are themselves the result of management decisions and interventions. The unit also considers how culture can influence the work of managers in organisations and examines the role of the manager in developing and implementing strategic change. Throughout, it is concerned with the effectiveness of managerial and organisational performance. Learners can be given short case studies or examples to help them recognise how the concepts in the unit relate to their own organisation or an organisation of their choice. It can be delivered through lecturer-mediated discussion. This may be in a traditional face-toface environment or using a virtual learning environment or by various combinations of the two such as classroom interaction augmented by an online forum. The choice of delivery methods is particularly important as the unit lends itself to learning and teaching approaches which make it possible for learners to produce suitable assessment evidence as they work through the unit. Learners could, for example, be encouraged to produce a blog or maintain a learning diary. They could, as an integral part of the learning and teaching process, be given guidance on how to structure and organise their material so that it is in a form which can easily be presented for assessment purposes. Hence, in devising suitable delivery methods, it may be helpful to bear in mind that evidence for assessment can be generated in many different ways, including: Presentations and other non-written assessments eg, group presentation; individual presentation; production of artefact eg, poster, video, audio; role play; debate and discussion; residential periods Assignments eg, e-portfolios; learning journals; project documentation; diaries; reading logs; blogs and reflexive notebooks Collaborative work eg, projects; posters; events; work experiences; residential exercises and field events Making use of technology eg, blogs; wikis; social media tools; VLE, e-portfolios Methods such as those above link learning and teaching methods directly with the generation of assessment evidence so that they become part and parcel of the same thing. The categories are not mutually exclusive eg, a VLE may be used as a vehicle for debate and discussion. Delivery should enable learners to become familiar with the work of key writers on organisational management and encouraged to read widely. Discussions can make use of examples and case studies from UK and international organisations. Learner input can help to develop analytical skills and should be encouraged. Discussion can be based on learners own workplace. Learners may also develop insights by sharing information, eg perhaps by responding to a stimulus posted on an on-line forum or making short presentations to their class group. Throughout delivery can aim to merge theory and practice with the focus being on the practical aspects of managing within a modern organisation to achieve sustained competitive advantage. This should be backed up with a broad understanding of the management theory in these areas. J1C2 36, Organisational Management (SCQF level 9) 8

9 Higher National Unit Support Notes (cont) Guidance on approaches to assessment of this unit Evidence can be generated using different types of assessment. The following are suggestions only. There may be other methods that would be more suitable to learners. Centres are reminded that prior verification of centre-devised assessments would help to ensure that the national standard is being met. Where learners experience a range of assessment methods, this helps them to develop different skills that should be transferable to work or further and higher education. It is possible to combine the outcomes into a single assessment, eg a project using a case study. They could also be combined by using a common instrument of assessment such as a portfolio in which learners can present evidence for all outcomes. However, although they are closely connected, the outcomes are sufficiently different so that, if desired, separate assessments could be devised for each of the outcomes. Should the unit be delivered as part of wider award eg, PDA Diploma in Management and Leadership at SCQF level 8, there may be opportunities to combine/integrate the assessment for this unit with other related units, such as H1F3 35 Plan, Lead and Implement Change (H1F3 35) and H1S6 35 Strategic Change: H1F3 35 Plan, Lead and Implement Change requires learners to produce a plan for change. The structure of most change plans are broadly the same and this can be seen in the overlap between the knowledge and skills elements in Outcome 5 of this unit. It should therefore be possible for the learner to produce a wider project document that combines both units by producing an overview of the chosen organisation; the nature of that organisation; the structure and culture of that organisation; managerial actions to improve performance; and a change plan that emanates from that discussion. The plan for change produced would require an overlay of specific managerial actions and the management role. This plan could be provided as an appendix allowing separate assessment/verification if required. It is anticipated that this could be a significant piece of work (c. 5,000 words) and could allow the achievement of 5 credits. The requirements of H1S6 35 Strategic Change can also be used to provide the introduction to H1F3 35 Plan, Lead and Implement Change but in addition, it can be used to support the early outcomes of this unit eg, in Outcome 1: internal and external environment analysis can be matched. The analysis and options for change required in H1S6 35 Strategic Change unit should provide a consideration of the nature, structure and culture of the organisation and again with clear direction and assessment frames this too can be integrated. With careful planning, a single project with a change plan as an appendix could be set that covers all three units allowing the achievement of 7 credits. Again, it is anticipated that this would be a significant piece of work (c.4,500 5,500) words plus the generated change plan. However, where using holistic or integrated assessment, tutors/assessors must ensure that all relevant evidence requirements are covered. Whatever assessment approach is adopted, there are a number of different ways by which learners may generate evidence for this unit. If at all possible, learners should be encouraged to provide evidence in a format which suits their particular situation. J1C2 36, Organisational Management (SCQF level 9) 9

10 Higher National Unit Support Notes (cont) As outlined earlier, learners could generate evidence during the delivery of the unit and gather it together in a portfolio which, providing they have access to suitable systems, they could manage electronically. Sources of suitable evidence for portfolios could include: Personal statements by learners in response to learning and teaching exercises. Contributions by learners to discussion forums and/or to social networking sites. Wikis developed by learners. Extracts from a blog or blogs produced by learners. However, evidence may also be available from a learner s place of work or from other sources. Alternatively learners could work with case study material. This could refer to one or more organisations which may be real or hypothetical. It might be possible also to generate evidence through residential periods or away days. A viva or mini-viva could be used to supplement and/or augment portfolio evidence which could also incorporate peer assessment and evidence generated through collaborative work. A portfolio based approach can make it easier for learners to make use of the same item of evidence in different contexts. Opportunities for e-assessment E-assessment may be particularly appropriate for some assessments in this unit. By e-assessment we mean assessment which is supported by Information and Communication Technology (ICT), such as e-testing or the use of e-portfolios or social software. Centres which wish to use e-assessment must ensure that the national standard is applied to all learner evidence and that conditions of assessment as specified in the evidence requirements are met, regardless of the mode of gathering evidence. The most up-to-date guidance on the use of e-assessment to support SQA s qualifications is available at Opportunities for developing Core and other essential skills Depending on the teaching, learning and assessment approaches adopted there are opportunities to develop Core Skills as follows: Communication: Oral Communication at SCQF level 6 Learners could give presentation(s) on a range of relevant complex topics and issues, such as an analysis of the changing role of the manager in response to both internal and external pressures on organisations; the importance of culture, power and micro politics to organisational success; a critical analysis of a proposed plan for strategic change, etc. Learners may also respond to questions or queries from their tutor and/or their peers and could also contribute to debates and discussions on eg, the nature of organisations; how organisational context, culture and structure have changed; tools they can use for to analyse and manage organisational situations; performance indicators and targets, including financial and budgetary control, etc, for organisational success. All these will require learners to use vocabulary, register and sentence structure appropriate to the audience involved. J1C2 36, Organisational Management (SCQF level 9) 10

11 Higher National Unit Support Notes (cont) Communication: Written Communication (Reading) at SCQF level 6 Learners will have to become familiar with current thinking on the impact of organisational structure and culture on the work of managers and the role of managers in achieving organisational success and organisational change, etc. This will require them to read complex written text which explores a wide range of aspects about the role of managers in organisations including goals and objectives; different forms of organisational structures and cultures; efficiency and effectiveness; implementing change, etc. Communication: Written Communication (Writing) at SCQF level 6 Learners could provide evidence in the form of a management report or a portfolio where they would be expected to present their analysis, selected solutions and justifications in a suitable manner using a recognised format. There are alternative ways to present written evidence such as by personal reports, an article for a business magazine or by contributions to an online forum. Whatever approach is adopted, learners will be required to organise a substantial body of material and make use of complex language and specialist vocabulary about the role of managers in achieving organisational success and implementing organisational change. Learners could also summarise their understanding or analysis by posting messages to others through a VLE or in a blog or in a report produced for assessment purposes. Problem Solving: Critical Thinking at SCQF level 6 Learners will have to analyse the complex strategic aspects/issues facing managers in achieving organisational goals and success, for example analysing the impact of organisational structure and culture on the work of managers; critically analysing the role of the manager in developing and implementing organisational change, etc. They will be required to refer to appropriate theoretical ideas in order to analyse, select and justify their conclusions. Problem Solving: Reviewing and Evaluating at SCQF level 6 Learners are to critically evaluate managerial actions to improve organisational performance which will include performance indicators and targets; organisational control; financial control and methods to measure organisational effectiveness, etc. J1C2 36, Organisational Management (SCQF level 9) 11

12 History of changes to unit Version Description of change Date Scottish Qualifications Authority 2018 This publication may be reproduced in whole or in part for educational purposes provided that no profit is derived from reproduction and that, if reproduced in part, the source is acknowledged. Additional copies of this unit specification can be purchased from the Scottish Qualifications Authority. Please contact the Business Development and Customer Support team, telephone J1C2 36, Organisational Management (SCQF level 9) 12

13 General information for learners This section will help you decide whether this is the unit for you by explaining what the unit is about, what you should know or be able to do before you start, what you will need to do during the unit and opportunities for further learning and employment. This unit at SCQF level 9 is designed to enable you to analyse the role of management in an organisation and to operate effectively in a managerial posts. It covers a wide range of management topics in particular the role of the manager and how it has evolved over the years. The role of the manager is influenced by internal factors (such as structure and culture); external factors (such as the effect of technology) and wider societal issues (such as diversity and equality). The role of an effective manager is arguably achieving organisational success, the unit therefore considers the range of actions managers may take in achieving this in a range of organisational settings. The range of actions can often be seen at their best in the management of strategic change so you will explore how strategic change, and the implementation of that change, is a key part of a manager s role. On completion of the unit you will be to critically: 1 Analyse the nature of organisations. 2 Analyse the impact of organisational structure on the work of managers. 3 Analyse the impact of organisational culture on the work of managers. 4 Evaluate managerial actions to improve organisational performance. 5 Analyse the role of the manager in developing and implementing organisational change. Ideally you should have current experience of working in a position with management responsibilities or are returning to management post after a break. The unit may also be suitable for you if you do not presently have current management experience but have aspirations of taking up a management role in the future. While it is not a mandatory requirement, it is anticipated that you will have studied some aspects of management at SCQF level 7 eg, HN units or equivalent. Achievement of this unit will provide a foundation for further management units at SCQF level 10 and above. You will be required to provide evidence that you can analyse the role of managers in achieving organisational success and you will be expected to apply the concepts you have learned during the unit in your assessment evidence. This is most likely to take the form of a single case study or a series of mini case studies or from your own organisation etc. You may be asked to present your evidence in a number of ways such as a management report, in a portfolio or e-portfolio, personal blog or a poster presentation. You might be able to generate suitable evidence from your learning as you work through the unit however, your tutor will explain exactly what is expected of you. You will have opportunities to acquire skills and knowledge necessary for effectively analyse the role of managers in achieving organisational success which could be used to enhance your employability prospects. And depending on how the unit is delivered, there may be opportunities to develop Core Skills in Communication and Problem Solving. J1C2 36, Organisational Management (SCQF level 9) 13