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BA (Hons) in Applied Management - Chartered Manager Degree Apprenticeship (Level 6)

At a glance

  • Developed by employers across a range of industry sectors in partnership with the Chartered Management Institute (CMI)
  • Suitable for new and existing managers
  • Enhance your employees' management skills
  • Develop employees' critical awareness of your organisation and the environment in which it operates
Subject area(s)
Business & Management
Attendance
Part-time
Fee
£22,000 (can be fully funded by your organisation's apprenticeship service account)
Course length
3 years
Suitable for
Employees who already have, or who are about to take on, management responsibilities. No prior degree is required

Overview

The BA (Hons) in Applied Management - Chartered Manager Degree Apprenticeship (Level 6) develops your employees' management capabilities through work-based projects.

Apprentices will investigate real-life organisational and managerial challenges; analyse their findings; and evaluate options to address these challenges. This enables them to develop a creative and effective mindset to aid future decision-making.

The programme encourages your managers to reflect on their personal effectiveness and understand the context in which your organisation operates.

Key benefits

Learners on this programme typically have a minimum of three years' work experience and are currently in, or are ready to move into, a management role.

Before they can apply to join any of our apprenticeship degree programmes, learners need to be formally nominated by you, their employer. A three-way agreement also needs to be put in place between Henley Business School and the University of Reading; you, the employer; and the apprentice.

The contractual process

Employer framework agreement (EFA)

This is the contract between the University of Reading and your organisation. Please note that the organisation that you work for may be different to that which signed the contract with the Education Skills Funding Agency (ESFA) where the employer is a Group of companies.

Cohort form

Once the EFA is signed, you are able to submit your cohort form. This is where you, the employer, formally nominate the individuals you wish to send onto the Chartered Manager Degree Apprenticeship (and other programmes). At this stage we will check that these individuals are eligible for the apprenticeship and to be funded by the Levy.

Once the cohort is reviewed, the eligible nominated learners will be sent a baseline assessment to establish their knowledge, skills and behaviours. They will then receive their online application link. Typically there is a two-week timeframe for their application to be completed.

Entry requirements for the individual

Nominated learners should:

  • Be at a level where the organisation considers them ready for a management role, i.e. on a management track. During the programme, apprentices will require access to current management challenges within your organisation
  • Have at least three years' professional work experience. We do not require that all three years are at management level
  • Be employed as designated apprentices working towards the Chartered Manager Degree Apprenticeship

English and maths requirements

Nominated learners MUST have obtained Level 2 qualifications in English and maths (i.e. GCSEs at Grades 9-4 or A*-C, or equivalent) before commencing their Henley apprenticeship programme.

Employers will be asked to ensure that applicants can provide evidence of these qualifications before including them on a cohort form.

For more information, view our FAQ page

Other qualifications

Students must have at least three A-levels at grades AAB or higher (or equivalent);

OR

Students must have at least two years' management experience and be able to demonstrate, through their CV and application statement, a proven track record showing quantitative skills, sound judgement, critical reasoning and decision-making skills.

Students may have an Honours degree in a subject other than business and management.

If an employee fails to meet any of the above criteria, they must successfully complete an assessment. We will follow University policy on recognition of prior learning and prior experiential learning.

Dates for the Autumn 2021 intake are still to be confirmed. Please contact our business manager for further information.

How we support learners

Apprenticeship tutors

Each learner is assigned an apprenticeship tutor who will support them and their line manager through the apprenticeship journey. Tutors meet regularly with the apprentice, either within their workplace or virtually, to provide learning support and review and assess the evidence gathered for their evidence portfolios.

Personal development

We take a whole-person approach which acknowledges the complexity of balancing work, home, study and career. In addition to the high level of individual support apprentices receive while studying at Henley, they can also benefit from coaching, networking, mentoring, and access to recruitment resources.

How the employer supports learners

As the employer, you will also need to provide support to your apprentices as they progress through the programme.

Organisations are contracted by the Education Skills Funding Agency (ESFA) to give apprentices a minimum of 20% off-the-job training time. Off-the-job training is defined by the ESFA as: “training received by the apprentice, during the apprentice’s paid hours, for the purpose of achieving their apprenticeship”. This 20% off-the-job training is not exclusive to class sessions, although they do count. Other examples of off-the-job training may include:

  • Practical training: shadowing, mentoring and industry visits
  • Chairing or attending meetings (outside the learner’s normal job function)
  • Learning support and time spent writing assignments
  • Meeting with the Apprenticeship Tutor
  • Working on the evidence portfolio

How is the programme assessed?

Assessment takes place throughout the programme and is based on coursework.

Once the final module of the BA (Hons) in Applied Management is completed, learners enter ‘Gateway’ and will need to prepare for their End Point Assessment (EPA).

Gateway and End Point Assessment (EPA)

EPA is the final assessment for an apprentice to ensure that they have met all Chartered Manager Degree Apprenticeship (CMDA) standards. EPA is separate from any qualifications or other assessments that the learner will have undertaken so far.

EPA takes place via a one-to-one meeting with an Independent Apprenticeship Assessor and includes:

  • A Portfolio of Evidence, which is reviewed against the criteria for the CMDA standards
  • Submission of a Work Based Project
  • A presentation and Q&A session focusing on the outcomes of the Work Based Project
  • A Competency Based Interview

At least two hours are allowed for the apprentice’s showcase and interview, professional discussion and grading.

In order to complete their EPA, the apprentice needs to meet the following requirements at Gateway:

  • The apprentice holds a Level 2 qualification in English and a Level 2 qualification in Maths (or an accepted equivalent)
  • The employer and provider are jointly in agreement that the Apprentice is competent in the role and ready for End Point Assessment
  • The apprentice has been registered for a minimum of 12 months
  • The apprentice has evidenced that they have successfully completed their BA (Hons) in Applied Management Degree
  • The Portfolio of Evidence and Work Based Project are complete. The Portfolio of Evidence should demonstrate how learning has been applied in the workplace, and how knowledge, skills and behaviour have been developed, in line with meeting the CMDA standards

Apprenticeship programmes are taught using a blended learning method that combines face-to-face workshops* with online and on-the-job learning. Classes are delivered in boardroom-style seminar rooms to facilitate group work and discussion.

Through the Henley Business School Library and the virtual learning environment, learners can access a multitude of resources including books, journals, market research reports, dissertations, working papers and company information. The Library also provides a 24-hour Quiet Study Space.

* Due to COVID-19, face-to-face workshops are currently delivered live-online. Find out about our remote education offer for apprentices

Stage 1: Understanding the managerial context

During Stage 1, apprentices will develop their understanding of management concepts and principles. They will evaluate and interpret these within the context in which their organisation operates, enabling them to practise making informed decisions based on what they have learned.

Those joining open cohorts will have a one night residential as part of the starter workshop, which is included in the programme fees.

16 days plus blended learning component:

In this module learners will explore the organisation's environmental context. They will consider the influences on organisations including:

  • Consumers and competitors
  • The role and function of marketing
  • Stakeholders
  • Local, national and international context

They will also consider key approaches to formulating strategy.

By the end of the module learners will be able to:

  • Use tools to analyse the organisation's environment
  • Assess the effectiveness of its approach to marketing
  • Appraise their organisation's strategy and the methods by which strategy is formed.
Academic authors
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Dr Andrew Hull
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This module introduces the theory and practice of financial and management accounting.

Learners will explore how organisations deploy financial resources to achieve objectives and create value.

By the end of the module learners will be able to:

  • Understand and interpret financial data and information
  • Understand and support the key management accounting tasks of planning, controlling and decision making
  • Develop confidence in their ability to communicate financial issues.

They should also be able to:

  • Analyse and evaluate financial statements and other financial data and information
  • Explain the nature and importance of budgeting
  • Describe how their organisation deploys, reports, monitors and controls financial resources
  • Outline and evaluate the main capital investment appraisal techniques.
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This module explores the people resources that are available to organisations as they seek to achieve their objectives.

It recognises and explores, from a critical management perspective, the specific nature of individuals’ differences and their complex interactions with the organisation. It will also question issues of organisational effectiveness and performance.

By the end of the module learners will be able to:

  • Reflect on themselves and others as individuals and understand how differences can impact engagement and performance
  • Reflect on key issues in the modern workplace and understand their impact on individuals
  • Engage with the complex processes by which individuals can contribute to organisational outcomes
  • Identify and act on learning and development needs.

Learners should also be able to demonstrate how they have:

  • Analysed their own performance and identified learning and development needs
  • Developed the capacity to apply a broad range of techniques for managing people
  • Analysed their interpersonal skills and taken responsibility to develop these, through engagement with all relevant stakeholders, in a professional and inclusive manner
  • Applied their thinking with adaptability and agility to changing organisational needs.
Academic authors
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Dr Adeyinka Adewale
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Informed heavily by coaching practice and theory, this module enables learners to gain a better understanding of themselves and their interactions with others. This helps them develop their professional presence and management skills and explore ways of developing more effective working relationships.

It explores the themes of:

  • Managing difficult conversations
  • Self-motivation and management
  • Active listening and open questioning (coaching conversations)
  • Managing up

Learners will engage with concepts around wellbeing and stress to increase resilience in the context of their studies. They will also develop time management skills to support better planning and scheduling.

By the end of the module learners will be able to:

  • Communicate clearly, effectively and regularly using oral, written and digital channels and platforms; and, where appropriate, manage and chair meetings and apply influencing and persuasion skills
  • Use active listening and open questioning to structure conversations and discussions, and be able to challenge when appropriate
  • Know how to maintain personal presence and present to large groups
  • Develop an awareness of interpersonal skills including effective listening, influencing techniques, negotiating and persuasion
  • Work effectively in teams and contribute to the creation of effective teams.
Academic authors
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Dr Dorota Bourne
40

As part of their apprenticeship programme, learners will need to appraise and understand the effectiveness of their workplace.

Through this work-based assignment they will apply their learning to gain a better understanding of their organisation's project management capability, its context, and its ability to perform effectively within this context.

This module prepares learners to:

  • Develop knowledge and awareness of how a project moves through key stages of planning, design, development, deployment and evaluation
  • Undertake an evidence-based assessment of organisational context and effectiveness
  • Develop the skills that are needed when conducting and reporting on enquiries.

By the end of the module they will:

  • Have an awareness of academic theory and current techniques relating to project management practice
  • Be able to identify and select sources of data and information about their organisation and its context
  • Be able to collect, analyse and present information to support decision making and conclusions
  • Be able to create a robust argument supporting conclusions
  • Be able to communicate information developed through a workplace investigation.
Academic authors
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Dr Stephen Simister
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Stage 2: How do organisations operate?

During Stage 2, students will further develop their knowledge and critical understanding of management and are encouraged to apply this understanding by examining the way their organisations operate. Topics include strategy, marketing, financial management and reporting, and the management of human resources, operations and processes, projects, and infrastructure.

14 days plus blended learning component:

This module builds on the Organisations and Environment module in Stage 1.

Learners will develop a deeper knowledge and critical understanding of strategy and marketing. The learner should be supported to apply these skills as they scrutinise the way the organisation operates.

Topics covered by this module include:

  • Stakeholder analysis
  • Strategic resources and competencies
  • Opportunities and competition (external market evaluation)
  • Markets and marketing research
  • Market segmentation
  • Marketing mix and planning
  • Sales strategy
  • Innovation and product development
Academic authors
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Dr Maggie Cooper
20

Building on the Organisations and Resources module in Stage 1, this module aims to develop a deeper knowledge and critical understanding of the strategic management of human resources. Learners are encouraged to apply these skills as they scrutinise the way their organisations operate.

Topics studied in this module include:

  • Recruitment and selection
  • Training and development
  • Performance management
  • Compensation and benefits
  • Talent and diversity management
  • Workforce planning and employee voice and participation

HR practices and their impact on employee behaviour are examined in the context of organisational strategy.

Academic authors
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Dr Rita Fontinha
20

This module introduces core concepts in the design, management and improvement of operations and supply chains in today’s organisational context.

The module aims to develop deeper knowledge and critical understanding of the management of operations and supply chains. Students are supported to apply these skills as they scrutinise the way their organisations operate and develop evidence-based recommendations for improvement.

By the end of the module learners will be able to:

  • Analyse the contribution of operations and supply chain management to organisational performance
  • Select and apply appropriate theories, concepts and tools to design appropriate delivery systems and processes aligned to organisational requirements
  • Select and apply appropriate theories, concepts and tools to support the ongoing management of operations and supply chains, including capacity management, inventory management and resource planning and control
  • Evaluate and improve quality and performance of delivery systems and processes
  • Analyse and manage operational risk and sustainability.
Academic authors
Phil Davies
Dr Phil Davies
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Collaborative relationships are crucial in business, particularly when problems are hard to define, unpredictable, changing, and where experience and knowledge of particular problems may not lead to the solution.

This module explores the attitudes and skills required to take leadership responsibilities in the workplace through reflection, co-coaching and dialogue.

By the end of the module learners will be able to:

  • Demonstrate awareness of the application of coaching, mentoring and conflict resolution principles
  • Show critical engagement with models for examining collaborative relationships
  • Work collaboratively with colleagues on a complex task
  • Demonstrate an awareness of current leadership debates in a world of complexity
  • Determine how effective leadership skills contribute to personal development planning.
Academic authors
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Dr Dorota Bourne
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The Stage 2 capstone module requires learners to plan, develop, and apply their learning to a work-based project.

As individuals or groups, learners will apply methods of enquiry to help address an extant challenge in their organisation. They will be supported to reflect on the sufficiency of evidence for decision making.

Learners are expected to apply their project management skills and use their knowledge and awareness of how a project moves through key stages.

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Stage 3: Achieving sustainable value

During Stage 3, students use their systematic knowledge of management to consider how their organisation can deliver sustainable value for its stakeholders. Students will be expected to develop and support arguments that lead to the achievement of organisational goals. They will explore how an organisation grows as well as contemporary issues such as the digital challenge and the growth of responsible businesses.

In this module, learners will explore the areas of strategy, finance, culture and change and how these impact one another.

They will determine how an organisation's vision and mission can be informed by strategic options, organisational culture and financial decision making.

Students will then consider how their organisation can change to deliver sustainable value for its stakeholders.

They will explore how organisational growth and development occurs and the complexity, ambiguity and uncertainty that underpin change.

Academic authors
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Dr Irina Surdu
20

Today's management context presents new challenges for organisational effectiveness.

In this module students will explore sustainability; reputation management; values, ethics and governance; and the impact of digital challenges on process and people.

The role and impact of information and technology in the workplace will be explored, with consideration of the organisation’s digital platform and its use of IT in monitoring (KPIs) and planning.

Students will use their systematic knowledge of management to consider how their organisation can meet some of the challenges facing 21st century organisations. They will be expected to develop and support arguments relating to the achievement of organisational goals.

The module aims to prepare students to:

  • Understand approaches to innovation and digital technologies and their impact on organisations
  • Consider how their application can be used for organisational improvement and development
  • Apply principles of sustainability and understand their impact on the workplace
  • Manage within an ethical, value-driven context.
Academic authors
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Dr Anastasiya Saraeva
20

Working as a group, students will identify a topic of concern to their organisation for further independent study. They will then investigate the academic thinking around this topic.

By working in a planned, flexible and collaborative way - and engaging in a professional inquiry in a rigorous and critical manner - students will further their engagement with their employer, their development as reflective practitioners, and their ability to apply academic thinking to organisational concerns.

Academic authors
Dorota Bourne005 Cropped 75im3cbgb
Dr Dorota Bourne
20

This module explores how to achieve personal and professional growth in a complex, ambiguous and uncertain work context.

Students will evaluate themselves in relation to stakeholder, customer and supplier management. By understanding approaches to engagement, facilitating cross-functional working and negotiation, students will explore how they themselves can change as they deliver organisational growth.

The module also considers challenges associated with the leadership of change as well as personal wellbeing and resilience.

Academic authors
Dorota Bourne005 Cropped 75im3cbgb
Dr Dorota Bourne
20

This final year capstone module requires students to prepare and/or undertake a change intervention that can make a difference within their organisation.

Students will apply their learning from throughout the programme to gain a better understanding of their organisation. Working in groups, they will then assess an element of organisational effectiveness that requires change, considering the complexity, ambiguity and uncertainty that underpin many management challenges.

Academic authors
Dr stephen simister 75edwqchg
Dr Stephen Simister
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The module or course content descriptions set out on this page are correct for those being taught in the current academic year. Modules or course content marked as optional are indicative and may be subject to change.

“I found the course content extremely relevant and enjoyable, with modules well-structured and easy to follow. For me as an Apprentice it was important to see whether the learning was applicable in the workplace. Henley’s outstanding teaching and learning resources help translate the theory into practice.”
Daniel Croft, Royal Berkshire NHS Foundation Trust

COVID-19: Current teaching arrangements

Due to government guidelines and the size of our apprenticeship cohorts, face-to-face workshops are currently being taught live-online through interactive sessions with academics. Our Greenlands campus provides a great learning environment that we know our students are keen to return to, however, the welfare of our students, staff and the wider community remains our top priority.

The apprenticeship team are here to answer any queries you may have.

Find out about our remote education offer for apprentices

Closed cohorts

For clients wishing to run a closed cohort, we have the flexibility to deliver the programme at locations nationwide. If you do not wish to use your organisation's facilities, we are happy to arrange an alternative teaching venue that may be more convenient for your staff.

Open cohorts

Open cohorts are currently taught at our Greenlands campus near Henley-on-Thames. Set in sweeping parkland on the banks of the River Thames, this beautiful campus provides an inspiring and reflective environment for focused work and study.

Find out more about our facilities and how to find us

Why choose Henley?

For 75 years, Henley Business School has developed confident and resilient business leaders.

Our apprenticeship programmes deliver:

  • A high-quality education rooted in the latest business thinking. We are triple-accredited for the quality of our provision
  • A direct contribution to business value through learning which focuses on live strategic issues. We work with you to identify the people who will benefit most from the programme and whose participation will have the greatest impact on the organisation
  • A blended learning experience - all our apprenticeship programmes feature face-to-face learning*, enhanced and supported by our mobile digital platform. This gives participants access to learning wherever they are and allows the cohort to collaborate outside the classroom
  • A flexible approach - in addition to our open cohorts, we offer closed cohorts that can be delivered at locations nationwide* and contextualised to your organisation
  • Individual membership of our alumni network, which includes over 80,000 alumni across 150 countries

* Due to COVID-19, face-to-face workshops are currently delivered live-online. Find out about our remote education offer for apprentices

Contact us

If you have any questions or would like to learn more about our apprenticeship programmes, please contact:

Email: apprenticeships@henley.ac.uk
Telephone: 0118 378 4030