Course at a glance


This level 5 Diploma qualification has been developed with the particular aim of providing students with an understanding of the key aspects of management. Consequently, it can be studied by students seeking to develop essential skills with a view to progressing in their workplace or by those considering setting up their own business. The qualification can be used as a standalone award or for further study at degree level.

Level 4+5 Accredited Management Studies Diploma Entry Requirements

Students must hold a Level 3 Diploma (or higher) or A Level qualification. Basic English reading and writing skills, as full tutor support is given.

All students must be 16 years of age or above.

Study Hours

Approximately 800 hours.

Level 4+5 Accredited Management Studies Diploma Course Duration

2 Year.


You can enrol on the course at any time.

Awarding Body


Quality Licence Scheme

Assessment Method

Coursework only.

Level 4+5 Accredited Management Studies Diploma Course Content

Unit 1: Using information, communication and technology ICT in Management Studies

This first unit of the Level 5 Diploma in Management course aims to raise learner awareness of the different types of ICT skills, and provide the opportunity for them to develop these skills commensurate with H4 and H5 study. The course is delivered via distance learning with no face to face contact between tutors and students, therefore understanding appropriate research techniques, portfolio skills and self-reflection is important in terms of independent study at this level as well as facilitating a positive learning experience.

Students are encouraged to conduct independent research related to the study of Management Studies using ICT skills, so that they can begin to compile their own resource list and also prepare themselves for further and more complex activities later in the course.

1 Applications of ICT in the study of Management Studies

  • Information, communication and technology (ICT) comprises core skills for learning.
  • Utilisation of methods , tools and strategies of ICT to establish and maintain a sound working relationship with tutors and the college.
  • Development of ICT skills in order to communicate effectively and maximise study progression.

2 ePortfolio constructs

  • Setting up an ePortfolio for use during the lifetime of the course for storage of files including coursework, self-assessment activities, independent research notes and reflective journals.
  • The ePortfolio may be requested from time to time by tutors and moderators. Learners will be asked at various points in the course to upload files for this purpose.
  • A structured system of unique information but once completed can be used as a resource for continuing professional development (CPD), and a body of revision for future studies.

3 Independent web based research

  • Independent research to equip students with confidence to source and evaluate information relevant to the core course topics within Management.
  • Develop tools and strategies with which to begin to undertake independent research and integrate this into coursework activities, for example suggesting ways to read research articles and assimilate types of information from these.

4 Principles of self-assessment and reflective writing

  • The development of knowledge and understanding through writing skills for communicating ideas and arguments to tutors and other readers of written work.
  • Reviews of writing skills.
  • Reflective writing skills and practice.
  • Promotion of pro-active implementation of skills enhancement through tutor feedback and self-assessment.

Unit 2: Introduction to management studies

The aim of this unit on the Management course is to give learners an opportunity to study the main management principles and practices, and evaluate theories which underpin past and current management processes and applications.

1 Theories of management

  • Exploration and evaluation of the work of Fayol, Taylor and Mintzberg.
  • Exploration and evaluation of Leadership Theories – Hersey and Blanchard.
  • Exploration and evaluation of Tuckmans’ group theory and models.

2 Management leadership

  • Defining leadership.
  • Historical comparisons.
  • Leadership research.
  • Levels of leadership and leadership styles.
  • Aims and objectives of delegation.
  • Limitations and levels of delegation.
  • Measurement of outcomes.

3 Team building

  • Working in and with groups.
  • Cohesion strategies.
  • Diversity and compatibility.
  • Environments and organisations.
  • History of group development.
  • Setbacks and limitations.

4 Time management

  • Strategies.
  • Prioritising.
  • Timescales and goal setting.
  • SMART targets.
  • SWOT analysis.
  • Problem solving.
  • Force field analysis.
  • Mind mapping.

Unit 3: Practical management skills

The aim of this unit is to provide learners with the opportunity to study core management skills and the models from which they have developed historically. In additions learners will be given the opportunity to learn about different management applications related to skills and expand understanding in order to create transferable knowledge.

1 Principles of management meetings

  • Planning, preparation and information related to management meetings.
  • Structure and control strategies.
  • Summarising and record keeping.

2 Interview skills

  • Listening and clarification strategies.
  • Types of questions – aims and objectives.
  • Identifying resistance in non-verbal and verbal behaviour cues; handling resistance.
  • Feedback – giving and receiving.
  • The Johari Window.
  • Development of interview interaction.

3 Organisational structure

  • Classical hierarchical structure.
  • Functionality.
  • Recent trends and development.
  • Job design.
  • Mechanistic and organic organisations.
  • Size and technology.

4 Centralisation

  • Aims and objectives.
  • Pros and cons.
  • Workforce structure.
  • Organisational culture.
  • Outsourcing effects.
  • Environment and stakeholder influences.

Unit 4: Managing process

The aim of this unit is to provide learners with an opportunity to study the management of process which includes business planning and strategy development related to budgets and projects. Learners are also given the opportunity to develop understanding through independent research of current quality management process and expand knowledge into transferable skills.

1 Business planning

  • Strategy development and implementation.
  • Financial planning.
  • Costing and budgets.
  • Budget controls and reporting processes.
  • Management decision making processes.
  • Planning for decisions and decision making.

2 Process management

  • Input and output scenarios.
  • Efficiency and effectiveness.
  • Defining and clarifying business processes.
  • Stages of process management.
  • Process mapping, improvement and redesign.
  • Re-engineering and implementation.

3 Managing project processes

  • The role and responsibilities of the project manager.
  • The project life cycle.
  • Milestones and work tasks.
  • Dependencies and contingencies.
  • Controlling and monitoring.
  • Resourcing and accountability.

4 Quality management processes

  • Identifying risk.
  • Risk control.
  • Communication and reporting.
  • Resolving problems.
  • Costing and financing.

Unit 5: The manager’s role in training and development

The aim of this unit is to provide learners with an opportunity to explore a range of training and developmental strategies and programmes within business contexts, and also to develop knowledge and understanding of the manager’s role related to creation of a learning organisation.

1 The learning organisation

  • Evaluation of Senge’s work.
  • The 5 components model.
  • The basic model of a system.
  • Social capita: historical perspectives, creating a learning organisation.

2 Learning theories

  • Behaviourism, constructivism, Social Learning Theory, Cognitive Theory, Experiential Learning Theory, the VAK model, Honey and Mumford’s work, pragmatism and the Facilitation theory.

3 Action learning

  • Process and application.
  • The training cycle and training needs.
  • Hard and soft skills.
  • Needs strategies.
  • The Training Needs Analysis (TNA).
  • The skills gap.

4 Competency frameworks

  • Aims and objectives.
  • Methods and application.
  • Objective achievement.
  • Skills.
  • Examples and comparisons.

Unit 6: Training and development choice

The aim of this unit is to provide learners with the opportunity to explore how training choices are determined and consequent strategies developed for individuals, groups and corporate development. The unit also provides learners with an opportunity to develop understanding of professional and training standards and how these relate to government initiatives at both national and international levels.

1 Factors for consideration

  • Work orientated learning.
  • Induction and instruction.
  • e-learning.
  • Blended learning.
  • Practical applications.

2 Knowledge retention

  • Relevance of the skills gap.
  • Government initiatives and standards.
  • Training needs.
  • The Leitch Report.
  • Technological advancement.
  • Vocational training.
  • Expansion of HE, targets and aims and objectives.

3 Standardisation

  • Vision and mission.
  • Productivity issues.
  • Government training initiatives and funding.
  • Learning Skills Council.
  • Modern Apprenticeships.
  • Other agency involvement.
  • National occupation standards.

4 Evaluation

  • Best practice development.
  • Return on investment criteria.
  • Kirkpatrick model of training and evaluation.
  • CIRO model of training and evaluation.
  • CIPP system model.

Unit 7: Motivation in the workplace

The aim of this unit is to provide learners with an opportunity to evaluate theories and models of motivation and apply these principles to workplace contexts; in addition learners will also be encouraged to explore management roles in relation to motivation and implementation of strategies.

1 Theoretical principles of motivation

  • Motivation allied to performance.
  • Extrinsic and intrinsic motivation.
  • McGregor’s Theory.
  • Effects of personality on motivation.
  • The Big Five Model (Costa and McCrae).
  • Taylor and McGregor: Instrumentality Theory.
  • Content theories by Maslow, McLelland and Herzberg.

2 Historical perspectives

  • Historical perspectives of motivational relevance, importance and development.
  • Rewards and punishments linked to motivational force.
  • The behaviour connection.
  • Dynamicism versus static groth.

3 Individual need for achievement

  • Historical perspectives.
  • The need and drive for achievement in modern work life.
  • Self-realisation and self-actualisation.
  • Existence, relatedness, growth and fulfilment at work.
  • How to motivate the workforce.

4 Cognitive perspective

  • Process theories: Vroom, Porter, Lawler, Adams.
  • Cognitive relationships.
  • Expectancy scores and ratings.
  • Motivational forces.
  • Ability, role, perception and goals.
  • Equity and the effects of organisational culture.

Unit 8: Effective communication: understanding the communication process

The aim of this unit is to provide learners with the opportunity to explore communication strategies related to management contexts and applications. Learners will also be given the opportunity to evaluate a variety of theories related to effective communication in the workplace and ally these to historical perspectives and development within management processes.

1 Language of management

  • Historical perspectives.
  • Emergence of ‘speake’.
  • The culture of buzzwords.
  • Shift to paperless communication.

2 Comparative evaluations between theories

  • Historical theories – Hannon and Weaver model (channel medium and feedback).
  • The communication of meaning.
  • Semantic noise.
  • McLuhan – influence of low volume, intonation and modulation in effective communication.
  • Hall’s Theory of Territorial Zones and Mehrabian’s model on spoken communication.

3 Principles of best practice

  • Skills and knowledge bases.
  • Aims, objectives and limitations of management communication methods.
  • Preparation and logistics.
  • Feedback and reporting outcomes.

4 Email as a primary method

  • History of email emergence as a primary communication method.
  • Advantages and disadvantages.
  • Commercial cost.
  • Diversion and stress.
  • Effective use.
  • Information storage and legislation.
  • Information overload.

Unit 9: Team building

The aim of this unit is to provide learners with an opportunity to explore the principles and constructs of management delegation and to evaluate the effects on motivation and work force development. Learners will also be encouraged to conduct independent research into theoretical models and perspectives related to current management practice.

1 Team characteristics

  • The Japanese doctrine.
  • Quality management related to teams.
  • Team performances.
  • Pros and cons of teams.
  • Scholte’s model.
  • High performance teams.
  • Team leadership.
  • Independent development.

2 Team development processes

  • Tuckman’s model.
  • Conflict avoidance.
  • Mourning in teams.
  • Woodcock’s model.
  • Katzenback and Smith’s five stage model.
  • Belbin’s model.

3 Team development strategies

  • Creation of the effective team.
  • Monitoring processes.
  • Gap analysis.
  • Team relationships.
  • The culture of trust.
  • Emotional intelligence.

4 Team management approaches

  • The KISS approach.
  • Disunion and analysis.
  • Personal controls.
  • Openness and inclusion.
  • Confidentiality.
  • Guidelines for delegation.

Unit 10: Change management

The aim of this unit is to provide learners with the opportunity to study conflict management approaches and strategies within a range of contexts. Learners will also be provided with the opportunity to explore change management and continued professional development processes.

1 Causes of workplace conflict

  • Informal and formal conflict.
  • Culture as a form of conflict.
  • Harassment.
  • Blame cultures.
  • Symptoms of conflict.
  • Constructive conflict.
  • Effects and implications of conflict.

2 Change management

  • Potential sources and origins of conflicts.
  • Kotter and Schlesinger model.
  • Kotter and Schlesinger 6 point strategy.

3 Managing individuals

  • Consultation.
  • Constructive criticism.
  • Open and objective approaches.
  • Defensiveness.
  • Frameworks and procedures.
  • Time management.

4 Processes of personal development

  • CPD strategies, aims and objectives.
  • Personal development plans.
  • Adair’s 3 circles model.
  • Personal profiling.
  • Review and evaluation.

Unit 11: The principles of organisational psychology

The aim of this unit is to provide learners with the opportunity to study the theoretical perspectives, models and applications of organisations psychology. Learners will also be given an opportunity to study management perspectives and approaches related to organisational psychology.

1 Principles of organisational psychology

  • Historical origins of organisational psychology.
  • Emergence of current practice.
  • Working in organisations.
  • Aims and objectives of organisational psychology.
  • Explicit and implicit rules.

2 Current applications

  • Current practices.
  • Behavioural changes in the workplace.
  • Management role in organisational psychology applications.

3 Personality types

  • Influences of personality on behaviour in the workplace.
  • Outline of personality types.

4 Stress in the workplace

  • Working hours, working patterns, physical effects if stress, psychological effects of stress.
  • Employer and manager role in stress management.
  • Interpersonal skills.
  • Mentoring and current stress management.

Unit 12: Co-operation in the workplace

The aim of this unit is to provide learners with an opportunity to explore the collaborative nature of cooperation in the workplace and examine strategies related to organisational structure and management approaches.

1 Principles of cooperative working

  • Competition.
  • Conflict management.
  • Handling criticism.
  • Competitive working processes and practices.
  • Negative communication.

2 Impacts of globalisation

  • Information technology advances.
  • Consumer demand.
  • Workforce changes.

3 Impacts of organisational structure

  • Organisational structure.
  • Formalisation.
  • Bureaucracy.
  • Departmentalism.

4 Contributing external factors

  • Authoritarian and organisational hierarchy.
  • Professionalism.
  • Complexity and size of organisation.
  • Adaptability and changing workforce.
  • Consequences and reactions to globalisation and change.

Unit 13: Resources and research

The aim of this unit is to provide learners with the opportunity to study research methods and resources related to management approaches, the future of work and current changes in workforces.

1 Change in customer bases

  • Global markets.
  • Evolutionary patterns.
  • Changes in technology and demands.

2 Research methods and ethics

  • Implications of research.
  • Methodology and research resources.
  • Aims and objectives of research.
  • Strengths and weaknesses of methods.
  • Ethical implications.

3 Future of work

  • Socio-economic.
  • Demographic.
  • Quality of working life.
  • Work and education.
  • Living in a consumer led society.

4 Psychological changes

  • Stress and life factors.
  • Work satisfaction.
  • Demography.
  • Breaks in working life.
  • Women and work.
  • Employment and structure of work.
  • Evaluation processes.

Unit 14: Psychometric

The aim of this unit is to provide learners with the opportunity to study the principles and processes of psychometric testing in the workplace, the managerial role and responsibility in applications and evaluations, the aims and objectives of testing and the relevance to modern organisational structure.

1 Psychometric processes

  • Aims and objectives.
  • Formats.
  • Scientific basis and argument.
  • Qualitative qualification.
  • Attitudes to psychometrics.
  • Types of tests and analytical procedures.

2 Intelligence and ability

  • The Spearmen Theory.
  • 5 factor model of general intelligence.
  • Growth of interest in emotional intelligence linked to work practice.
  • Measuring performance.
  • Influence of personality of performance.

3 Physical theories of personality

  • Biological and neurological approaches.
  • The four temperaments and historical perspectives.
  • Sheldon’s Theory.
  • Psychodynamic Theories.
  • Social Learning Theories.
  • Locus of control.
  • Situationalism.
  • Observational learning.

4 Phenomenological model

  • Roger’s Self Theory.
  • Maslow’s self-actualisation.
  • Kelly’s Personal construct Theory.
  • Murray’s Learned Needs theory.
  • The factor analysis approach.

Unit 15: Project management

The aim of this unit is to provide learners with the opportunity to study the principles and practices of project management and to explore contexts of application.

1 Project management

  • Historical development of project management.
  • Types of project management approaches and the project lifecycle.
  • Customers and clients.
  • Project definitions and fulfilment.
  • Aims and objectives of project assignments.
  • Risk analysis.
  • Stakeholders and procurement.
  • Business plans and financial appraisal.
  • Communication, teams and task forces.

2 Project organisation

  • Feasibility studies.
  • Enquiries and checklists.
  • Scope of projects.
  • Design specifications.
  • Documentation.
  • Estimating techniques.
  • Key personnel.
  • Managing project progress and project completion.

3 Critical pathway processes

  • Aims and objectives.
  • Notation systems.
  • Critical pathway analysis.
  • Work breakdown and costings.
  • Network systems.
  • Milestones, logistics and timescales.

4 Resource organisation

  • Resource scheduling.
  • People and reusable resources.
  • Materials.
  • Cash flow management.
  • Purchasing.
  • Commercial management.
  • Value analysis.

Unit 16: Management development

The aim of this unit is to provide learners with the opportunity to study the principles of management development and apply knowledge and understanding to a range of contexts including personal development, performance and appraisal.

1 Management development

  • Skills and applications.
  • Direction and continuum in business.
  • Self-directed learning.
  • Feedback and reflection.
  • Models and approaches.
  • Self awareness, the manager as mentor, coach and counsellor.
  • Decision making.
  • Self-limiting benefits.
  • Role in organisational structure.
  • Case study reviews.

2 Performance management

  • Aims and objectives.
  • The knowledge economy.
  • Systems and processes.
  • Motivation and rewards.
  • Approaches and models.
  • PRP and IPRP.
  • Case study review.
  • SMART.
  • PM cycle.

3 Feedback processes

  • Aims and objectives.
  • Relevance.
  • Processes.
  • Skills and effective communication.
  • Self-reflective feedback.
  • Applications and outcome.

4 Personal development plans

  • Identifying needs and competencies.
  • Aims and objectives of PDPs.
  • Relevance to individuals and teams.
  • Work-life balance.
  • Establishing goals.
  • Characteristics and formats.
  • Methods of learning, action plans, developmental activities, recording results and outcomes.
  • Review stage.

Progression from the Level 4+5 Accredited Management Studies Diploma

This Level 4+5 Accredited Management Studies Diploma can be used to gain entry to a Level 6 Diploma or Degree course in a related field.

You can view our other Level 4/5 Diplomas here: