Postgraduate Diploma in Management Practice

Purpose

The purpose of the Postgraduate Diploma in Management Practice is to enable learners to develop the managerial capabilities required to establish and maintain the conditions for viability and sustainability within a changing context. In this regard, the qualification is specifically focused on equipping middle managers with the required skills to 'jump the curve' to the next managerial level. This requires a shift in thinking through cognitive development, as well as behavioural change, thereby enabling managers to function at higher levels of complexity and being able to deal with complex problems in their work environment. The qualification supports transformational learning - through a process of changing perspectives and mindsets.

The qualification builds on the value of the individual's work and life experience and develops managers and leaders who have the ability and understanding to manage competently and creatively within the context of an increasingly complex business environment.

Successful managers graduate from the qualification and are able immediately to utilise the lessons and models learnt and integrate these learnings into practice to better equip themselves, their teams and their companies to handle management complexity in our challenging emerging economy.

Rationale

South Africa is faced with a situation where managerial skills are placed within the category of scarce skills. While the institution currently offers a suite of pre-experience management education there is a gap in offerings aimed at currently employed, experienced working people who require practical, theoretically grounded management skills to move into management or leadership positions. There is a definite and dire need for management training, particularly in the interface between operations and strategic management.

The resultant management framework is subsequently put into action in the learner's context and practised in the workplace. Skills and competencies can be reviewed and honed on an ongoing basis and in real-time. Corporate clients have indicated a definite need for this qualification, particularly tailored to their specific industry needs, as well as a need for qualifications delivered in a blended mode so that the qualification is more accessible to staff who either cannot take the time off to study in contact mode or whose work schedules and travel do not permit long periods on campus. Often it is precisely these driven, capable individuals who are being targeted for management roles.

Potential Corporate clients began approaching the institution to address this shortfall with a relevant, modular qualification that would facilitate work-based, action learning in the management domain with thematic incorporation of requisite skills spanning the corporate value chain. This focused the institution on the need to engage with the real management issues confronting corporations and to devise appropriate solutions that are practised and fine-tuned in the workplace. In the case of customised qualifications that have been co-designed with corporate clients specifically for their training needs, within the parameters of the qualification, this process aims at increasing a network of current and future leaders in the organisation who will have the capacity to innovate, think differently and systemically, and locate their organisations in market and industry leadership positions.

The qualification was developed to meet the changing needs in the complex and rapidly-changing South African marketplace, equipping individuals with the right skills and knowledge to manage and lead effectively.

The typical learner is moving into or through middle management and is required to move from the operational level to the strategic level of the management pipeline. The qualification will enable learners to develop an appreciation of the managerial capabilities required to establish and maintain the conditions for viability and sustainability within a changing context, to provide learning opportunities designed to develop the ability to manage future learning and self-development and, in the process, develop a range of the managerial competencies.

This qualification is targeted especially at post-experience, working professionals throughout Southern Africa, many of whom are in senior professional or junior management roles. By offering the qualification in a distance mode learning version, the institution will also widen access to the qualification and provide more opportunities.

Recognition of Prior Learning (RPL)

Learners not meeting the NQF 7 qualification requirement can apply through the Recognised Prior Learning (RPL) route. RPL practices for specific qualifications are context-sensitive and framed to suit those different contexts where RPL is deemed appropriate. The institution's RPL is based on a developmental model, not a deficit model of adult learning, it builds on knowledge and skills that adults have already acquired.

Increasing numbers of RPL learners are enrolling on Postgraduate qualifications and managing most successfully. Learners are required to furnish a comprehensive portfolio of evidence documenting their achievements and associated learnings to date - encompassing work, home and community-based activities. This is an ideal opportunity for high-level managers (in particular) to access an academic qualification and make their mark.

RPL can be used to access the qualification in cases where the learner can demonstrate a high level of business/professional acumen and suitable personal qualities (such as determination, commitment, good time and workload management). The RPL application will be reviewed by an RPL Assessor and an Academic Faculty member of the Business School following the institution's RPL policy. Potentially suitable RPL learners will be interviewed and will be required to complete an assessment based on their specific prior experience and knowledge.

RPL Process

The institution engages in a process of evaluation for learners who apply based on RPL. The evaluation of prior learning is an academic task and, like other forms of assessment, is done by academic experts in the given field, drawing on other experts as needed. The academic will decide on the most appropriate methods and approaches for the assessment of prior learning in their field. The assessment of the RPL candidate and the decisions concerning their admission are the ultimate responsibility of the Deans in consultation with the heads of department to which they are applying, facilitated and supported by the expertise of staff within the Centre for Higher Education Development (CHED).

Entry Requirements

The minimum entry requirement for this qualification is

• An appropriate NQF Level 7 qualification.

This qualification consists of the following compulsory modules at NQF Level 8 totalling 120 Credits.

Compulsory Modules, Level 8, 120 Credits

• Values-Based Leadership and Sustainability, 25 Credits.
• Business Acumen I, 25 Credits.
• Business Acumen II, 25 Credits.
• Emerging Markets in Context, 25 Credits.
• Action Learning Report, 20 Credits.

1. Identify and evaluate core constructs of leadership and their application to the local and global context.
2. Identify and articulate personal leadership competencies and personal value systems.
3. Use a range of systems thinking tools to identify and mediate the underlying causes contributing to a managerial problem.
4. Apply business acumen skills and problem-solving techniques to strengthen managerial effectiveness.
5. Analyse and present solutions for challenges that businesses and leaders face when they operate in an emerging market context.
6. Make ethical decisions and function effectively in diverse and uncertain environments which are typical of emerging markets.
7. Assess the impact and sustainability of interventions made in their workplace.
8. Select and apply suitable data analysis tools to define and present solutions for complex managerial situations.

Associated Assessment Criteria for Exit Level Outcome 1

• Demonstrate knowledge of different perspectives and worldviews of business management.
• Analyse and apply different leadership theories and constructs to the local and global context.

Associated Assessment Criteria for Exit Level Outcome 2

• Identify and apply the relevance of personal concerns on leadership enhancement.
• Identify and articulate personal value systems.

Associated Assessment Criteria for Exit Level Outcome 3

• Demonstrate a clear understanding of the concepts and theories in a specific field of management.
• Evaluate, synthesize and integrate relevant theories of management.

Associated Assessment Criteria for Exit Level Outcome 4

• Apply, evaluate and integrate relevant theories, tools and techniques, relating to core business functions.

Associated Assessment Criteria for Exit Level Outcome 5

• Use a range of specialist business acumen skills to identify, analyse and address managerial problems and decisions in a confident manner.

Associated Assessment Criteria for Exit Level Outcome 6

• Conceptualise learning into the organisational environment and how this translates in the approach to Business Strategy.
• Adapt to diverse cultures and institutional environments and operate in conditions of uncertainty.
• Analyse different challenges that businesses and leaders face when they operate in diverse national and international environments.
• Make decisions that show ethical conduct and professional practice.

Associated Assessment Criteria for Exit Level Outcome 7

• Discuss sustainable development issues and the role of business in promoting this.

Associated Assessment Criteria for Exit Level Outcome 8

• Show the pedagogical skills of critical thinking, problem-solving, collection and analysis of data and effective written communication.
• Integrate the key themes of the qualification learning journey during the application of their knowledge to a real-world challenge in their organisation.

Integrated Assessment

The assessment strategy has been designed to ensure that it meets the outcomes of the qualification and ensures that each learner has mastered the coursework. Due to the nature of the material, assessments consist of both individual and group assignments (formative).

Each module will have a series of assessments, to ensure that learning is monitored continuously.

The various results of the assignments/assessments held during the year will constitute the mark for the qualifications. The assignments will seek to test learners' understanding and application of the concepts and theories with practical questions.

A summative assessment should assess all key learning outcomes of the course (not just one or two of them).

The qualification assessments will be moderated by external examiners appointed by the institution, following the standard institution's external moderation process, and with administrative support from lecturers and qualification coordinators.