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Chartered Manager Degree Apprenticeship

Chartered Manager Degree Apprenticeship | BA (Hons) Applied Management

At a glance

  • This apprenticeship standard was designed by employers across industry sectors in partnership with the Chartered Management Institute
  • Suited to new and existing managers
  • Advance your employees' management skills
  • Develop employees' critical awareness of their organisation and its environment
Subject area(s)
Business and administration
Attendance
Part-time
Fee
£22,000 (can be funded by your organisation's apprenticeship service account)
Course length
3 years including end-point assessment (EPA)
Suitable for
Employees who have, or are about to take on, management responsibilities. No prior degree is required.

Overview

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

Apprentices will investigate real-life organisational and managerial challenges, then evaluate options to address these challenges. This enables them to develop a creative and effective mindset to aid future decision-making. It also develops their understanding of the context in which your organisation operates.

Throughout this Level 6 programme, your managers will reflect on their personal effectiveness.

Key benefits

Apprenticeship programmes are taught using a blended learning method that combines face-to-face workshops with online and on-the-job learning.

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 of their organisations. This enables them to practise making informed decisions based on their learning.

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.
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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
Andrea t
Dr Andrea Tresidder
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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
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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.
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Nigel Spinks
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Stage 2: How do organisations operate?

In Stage 2, learners advance their knowledge and critical understanding of management. They can apply this knowledge by examining how their organisations work. Stage 2's topics include:

  • strategy
  • marketing
  • financial management and reporting
  • human resources
  • operations and processes
  • projects
  • 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
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Dr Maggie Cooper
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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.

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Dr. Filipe Morais
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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.
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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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Andrea t
Dr Andrea Tresidder
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Stage 3: Achieving sustainable value

In Stage 3, apprentices apply their management knowledge to delivering sustainable value for stakeholders. Learners build and justify arguments to achieve their organisation's goals. This stage informs their approach to contemporary issues such as digital strategies and responsible growth.

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
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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.
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Dr Vaughan Michell
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This module prepares students for the final stages of the programme and the End-point assessment (EPA). By reviewing the learning from previous years against the apprenticeship standard and EPA portfolio requirements, students will be guided through the completion of their portfolio and prepared for its submission at the end of the programme.

This module builds on knowledge related to communication and decision-making skills introduced in previous years of the programme, most notably in Personal Effectiveness modules in years 1, 2 and 3. The context of this module is the innovation, improvement and organisational impact explored in the final project (submitted in the Work-Based Module 3). Students will be exercising and finessing their communication skills in order to present their project and ideas to a wider audience including peers, employers and external stakeholders. Throughout, they will be expected to address the complexity, ambiguity and uncertainty that underpins their work and chosen topic. They will also be expected to demonstrate a systematic knowledge of their chosen topic and present it in a clear and convincing manner.

The module aims to prepare students to:

1. Communicate clearly, effectively and regularly using oral, written and digital channels and platforms.

2. Use active listening and open questioning to structure conversations and discussions, and be able to challenge when appropriate.

3. Manage and chair meetings and clearly present actions and outcomes.

4. Apply influencing and persuading skills in organisational politics and personal interactions.

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
Andrea t
Dr Andrea Tresidder
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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. Please note, constraints in timetable scheduling may mean you are unable to take some optional modules at the same time as others.

The combination of on-the-job learning in the workplace and both formal and informal off-the-job training is vital for the success of an apprenticeship. As part of the Henley community, apprentices follow a learning plan that includes taught sessions, workshops, one-to-one meetings and self-study. During this time, apprentices also continue in their day job and are encouraged to apply their learning in the workplace.

Off-the-job training is a requirement of the apprenticeship and must account for a minimum of 20% of the apprentice’s working hours. Delivered through a mix of activities, by Henley and in the workplace, this training must provide new learning relevant to the apprenticeship and not be part of their normal duties. The off-the-job workplace training could include, attending meetings or conferences, stepping up and taking on new responsibilities or shadowing colleagues.

An apprentice's line manager has a key role to play in the apprentice's progress, as well as enabling them to make a difference in the workplace. Line managers are encouraged to engage with the learner’s apprenticeship tutor to explore how they can facilitate opportunities for the relevant off-the-job training and work-based projects.

Read more on how to support an apprentice with the Henley Essential Apprenticeship Guides

Dr Dorota Bourne is an Associate Professor in Coaching and Change Management at Henley. Her expertise lies in change management, organisational development and executive coaching. Dorota's past clients range from multinational corporations, such as General Motors, to public sector institutions like the Chinese aerospace industry.

Read more about Dorota

Assessment takes place throughout the programme and is based on coursework. To complete the apprenticeship there are two further points of assessment needed.

Gateway

Learners enter Gateway after completing the final module of the Chartered Manager Degree Apprenticeship | BA (Hons) in Applied Management.

To pass through this they need to:

  • hold a Level 2 qualification in English and a Level 2 qualification in maths (or an accepted equivalent)
  • receive joint agreement from the employer and provider that they are competent in the role and ready for EPA
  • be registered for a minimum of 12 months
  • evidence that they have successfully completed their BA (Hons) in Applied Management degree
  • show that the Portfolio of Evidence and work-based project are complete.

End-point assessment (EPA)

EPA is the final assessment to ensure that the apprentice has met all Chartered Manager Degree Apprenticeship (CMDA) standards. EPA is separate from any qualifications or assessments that the learner will have completed 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.

On successful completion of the programme, apprentices will be awarded:

  • a BA (Hons) in Applied Management
  • the Level 6 Chartered Management Degree Apprenticeship

For employers that choose the CMI as the end-point assessment organisation, apprentices may also achieve:

  • a CMI Certificate in Strategic Management
  • Chartered Manager status (on successful EPA)
  • CMI student membership (programme duration plus three months, with the option for individuals to pay full membership thereafter).

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

As the employer, you need to formally nominate learners before they can apply to our apprenticeship programmes. You must also enter a three-way agreement with the apprentice and Henley Business School / the University of Reading. Find out more about the application process

Entry requirements for the individual

Nominated learners should:

  • be at a level where you consider them ready for a management role, i.e. on a management track
  • have access to current management challenges within your organisation
  • hold at least three years' professional work experience (Each year does not need to be at management level.)
  • be employed as a designated apprentice working towards the Chartered Manager Degree Apprenticeship.

English and maths requirements

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

We ask you, the employer, to ensure applicants can provide evidence of these qualifications. You must do this before including them on your cohort form.

For more information, view our FAQ page

Other qualifications

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

OR

Learners must have at least two years’ management experience. In their CV and application statement, they must demonstrate:

  • quantitative skills
  • sound judgement
  • critical reasoning
  • decision-making skills.

Learners can have an Honours degree in a subject other than Business and Management.

If an employee does not 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.

The Chartered Manager Degree Apprenticeship’s fee is £22,000. You can fund this with your organisation’s apprenticeship service account. All employers must have an account to access the apprenticeship service.

Dates for the next intake are yet to be confirmed. Please contact our apprenticeships team for further information.

Location

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 are also delivered at venues across the country. The first and last workshops are typically 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.

Facilities

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.

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. Find out more about our approach to working with you

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

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