The Da Vinci Institute for Technology Management (Pty) Ltd. Diploma. Qualification Framework

Transcription

1 The Da Vinci Institute for Technology Management (Pty) Ltd Diploma The Management of Technology and Innovation (MOTI) Qualification Framework Approved: Mr Piet Swanepoel Registrar Approved: Ms Jean Grundling Academic Manager Approved: Client Details The Da Vinci Institute for Technology Management (Pty) Ltd Registered with the Department of Higher Education and Training as a private higher education institution under the Higher Education Act, Registration Certificate No. 2004/HE07/003

2 Table of Contents 1. Purpose Objectives Level Descriptors Access to the qualification Learning assumed to be in place Field and sub-field of the qualification Specific exit level outcomes and the associated assessment criteria Critical cross field outcomes Recognition of prior learning (RPL) Integrative Assessments Curriculum Learning outcomes Page 2 of 14

3 1. Purpose The Da Vinci Institute for Technology Management (Da Vinci) provides a Diploma in the Management of Technology and Innovation. The focus is on a business management approach. The Qualification provides for 240 credits at exit Level 6. The purpose of this qualification is to recognise those who have the required competence to serve in transformation management positions in organisations (public and private, including self-owned businesses) and the community at large, by enabling them to obtain a nationally registered and recognised qualification. A further purpose of this qualification is to produce lifelong students who are equipped to debate and address socio-economic transformation challenges within South Africa. This purpose seeks to transform individuals, organisations and the community at large, dealing with management development challenges such as the management of technology, the management of innovation, the management of people, systems thinking and project management, from a management development perspective. 2. Objectives At the Diploma Level, people who achieve this qualification will be able to: Describe and analyse management development theories within a systems thinking framework; Apply knowledge regarding the effective management of technology, the management of innovation and the management of people processes within a working environment; Align and communicate ideas, concepts and practical application of theories; and Compare and align technology, innovation, people and systems thinking concepts to transform individuals, organisations and/or communities. 3. Level Descriptors At the Diploma Level, Da Vinci provides a Mode 2 learning environment within which students develop the capacity to: Identify their own learning needs; Evaluate their learning programme; Initiate appropriate learning processes and actions; and Assist others to identify learning needs. Page 3 of 14

4 Within this environment, which includes application of learning, students are required to translate their theoretical understanding of the specific subject matter into demonstrated applications back at the workplace such that they show their ability to: Demonstrate a detailed knowledge of the main areas of one or more fields, disciplines or practices, including an understanding of and an ability to apply the key terms, concepts, facts, principles, rules and theories of that field, discipline or practice to unfamiliar but relevant contexts; and knowledge of an area or areas of specialisation and how that knowledge relates to other fields, disciplines or practices (Scope of knowledge); Demonstrate an understanding of different forms of knowledge, schools of thought and forms of explanation within an area of study, operation or practice, and an awareness of knowledge production processes (Knowledge literacy); Demonstrate an ability to evaluate, select and apply appropriate methods, procedures or techniques in processes of investigation or application within a defined context (Method and procedure); Demonstrate an ability to identify, analyse and solve problems in unfamiliar contexts, gathering evidence and applying solutions based on evidence and procedures appropriate to the field, discipline or practice (Problem solving); Demonstrate an understanding of the ethical implications of decisions and actions, within an organisational or professional context, based on an awareness of the complexity of ethical dilemmas (Ethics and professional practice); Demonstrate an ability to evaluate different sources of information, to select information appropriate to the task, and to apply well-developed processes of analysis, synthesis and evaluation to that information (Accessing, processing and managing information); Demonstrate an ability to present and communicate complex information reliably and coherently using appropriate academic and professional or occupational conventions, formats and technologies for a given context (Producing and communicating information); Demonstrate an ability to make decisions and act appropriately in familiar and new contexts, demonstrating an understanding of the relationships between systems, and of how actions, ideas or developments in one system impact on other systems (Context and systems); Demonstrate an ability to evaluate performance against given criteria, and accurately identify and address his or her task-specific learning needs in a given context, and to provide support to the learning needs of others where appropriate (Context and systems); and Demonstrate an ability to work effectively in a team or group, and to take responsibility for his or her decisions and actions and the decisions and actions of Page 4 of 14

5 others within well-defined contexts, including the responsibility for the use of resources where appropriate (Accountability). The qualification measures the application of the set of elements for full functions or disciplines. It is essential that these then be applied fully at the workplace with an understanding of the internal functional synthesis of parts; theories are relatively standardised and often standard processes are followed with newly internalised relationships leading to self-developed evaluation criteria. The student works under less supervision and also takes responsibility for helping others learn. Problem solving is linear and uses well defined theories but solution processes may well differ embracing limited change. Standard systems are critiqued and improved. The generic level descriptors attest to the fact that the student has attained the appropriate LEVEL required by the National Qualifications Framework (NQF). 4. Access to the qualification Option 1 The Certificate in Technology Management and Innovation (NQF level 5) or any of the following accredited NQF level 5 qualifications with 3 years working experience: Certificate: Management Leadership (NQF 5). Certificate: Business Management (NQF 5). Certificate: Business Administration (NQF 5). Option 2 None of the above but 5 years working experience and a detailed assessment (recognition of prior learning) by The Da Vinci Institute, resulting in conditional access pending successful completion of the first three modules. 5. Learning assumed to be in place The qualification assumes the student is competent in communication as required from a student at NQF level 5. Applicants should have a few years junior management experience and have demonstrated the potential to benefit from a management of technology and innovation development qualification. 6. Field and sub-field of the qualification Field : Business, Commerce and Management Studies Sub-field : Generic Management Page 5 of 14

6 7. Specific exit level outcomes and the associated assessment criteria Exit level outcome 1 Outcome Describe and analyse management development theories within a systems thinking framework. Associated assessment criteria Important business development principles and concepts are described and analysed within existing management development theories by the student; Key systems thinking concepts are analysed and incorporated within a proposed solution for a work based problem by the student; and Management development theories are analysed and a selection of relevant theories are applied within a working context by the student. 2 Apply knowledge regarding the effective management of technology, the management of innovation and the management of people processes within a working environment. Important terms, rules, concepts and principles are outlined and articulated in accordance with existing frameworks on the management of technology, the management of innovation and the management of people by the student; The required methods, procedures and enquiring techniques relevant to the management of technology, the management of innovation and the management of people domains are described with examples from the workplace by the student; and Technology, innovation and people are described within a management development context by the student. 3 Align and communicate ideas, concepts and practical application of theories. Key management development theories are explained in relation to the organisational environment; Key Management of Technology, Management of Innovation and Management of People principles are articulated with examples relevant to the workplace; An overview of technology, innovation and people management theories are presented in relation to different management development contexts; and An overview of technology, innovation and people management theories are presented to peer groups. 4 Compare and align technology, innovation, people and systems thinking concepts to transform individuals, communities and/or organisations. Students demonstrate their ability to define and record the development needs for individuals, organisations and/or communities; Students demonstrate their ability to create a solution towards socio-economic transformation at an individual, organisational and/or community level; and Possible responses towards a socio-economic transformation agenda are proposed and applied in relation to the working context of the learner. 8. Critical cross field outcomes This qualification addresses the critical cross-field outcomes listed below. A student who obtains this Qualification (NQF 6) will be able to: 1. Identify and solve problems in which responses display that responsible decisions using critical and creative thinking have been made, as demonstrated by exit level outcomes 1, 2, 3 and 4. Page 6 of 14

7 2. Work effectively with others as a member of a team, group, organisation or community, as demonstrated by exit level outcomes 2, 3 and Organise and manage oneself and one's activities responsibly and effectively as demonstrated by exit level outcomes 1 and Collect, analyse, organise and critically evaluate information as demonstrated by exit level outcomes 3 and Communicate effectively, using visual, mathematical and/or language skills in the modes of oral and/or written presentation as demonstrated by exit level outcomes 3 and Use science and technology effectively and critically, showing responsibility towards the environment and the health/well-being of others as demonstrated by exit level outcomes 1, 2, 3 and Demonstrate an understanding of the world as a set of related systems by recognising that problem-solving contexts do not exist in isolation as demonstrated by exit level outcomes 1 and Reflect on and explore a variety of strategies to learn more effectively as demonstrated by exit level outcomes 2, 3 and Participate as responsible citizens in the life of local, national and/or global communities as demonstrated by exit level outcome Develop entrepreneurial opportunities as demonstrated by exit level outcomes 1, 2, 3 and Recognition of prior learning (RPL) The structure of this qualification makes the Recognition of Prior Learning (RPL) possible. This qualification may therefore be achieved in part through the recognition of prior learning, which includes formal, informal and non-formal learning and work experience. The student is thoroughly briefed on the process to be used and support and guidance is provided. Care is taken to ensure that the process provides the student with an opportunity to demonstrate competence. If the student is able to demonstrate competence in the knowledge, skills and behaviours implicit in this qualification, the appropriate credits will be assigned to the student. RPL will be done by means of integrated assessment. RPL may allow: Accelerated access to further learning at this or higher levels on the NQF. Gaining of credits towards learning outcomes. Obtaining of this Qualification in part (50%). Page 7 of 14

8 10. Integrative Assessments Management and Leadership Development (MLD) During the programme, students will be able to design an integrated management leadership framework reflecting their individual understanding of those concepts which informs this domain. It is assumed that on completion of the MLD students will continuously review their proposed frame and add aspects related to the integration of the management of technology, innovation people and systems. Students are required to provide a narrative (1 to 2 pages) explaining why they constructed their framework in a particular way, including a critical perspective on current management and leadership practices within organisations across the world. Students need to present convincing arguments regarding their chosen framework. Exit Level Assignment (ELA) At the end of this programme Da Vinci will need to be satisfied that the student is able to meet the exit level outcomes with the related critical cross-field outcomes. This is done by requiring students to complete an integrated submission. The student will need to review all his/her assignments completed over the duration of the programme and write a single summary document of about ten to fifteen (10 15) pages. There is no additional application or content requirement, just a reflection on the post modular assignments completed during the programme and how these learning s relate to the four exit level outcomes listed in Section 7. Page 8 of 14

9 11. Curriculum This framework outlines the curriculum for the Diploma: Management of Technology and Innovation (MOTI) qualification. Systems and Foundational Competencies Credits DPCD - Problem Solving, Creative Thinking and Decision Making 8 DMLD - Management and Leadership Development 2 DMSW - Managing the Systems Way 12 Core Competencies DMOI - Management of Innovation 10 DMOT - Management of Technology 10 DMOP - Management of People 8 DPCD - Problem Solving, Creative Thinking and Decision Making 8 Business Management Competencies DFAC - Financial Analysis and Control 12 DIM - Implementation Management 12 DECBM- E-Commerce and E-Business Management 12 DREF - Reverse Engineering the Future 12 DCM - Change Management 12 DPRJ - Project 110 DELA - Exit Level Integration Assignment Note: The ELA is compulsory to pass the Project 10 Total Credits 240 Period of Registration Programme Duration of programme (years to complete) Diploma (MOTI) 4 Failing to finish the qualification/programme within the above specified time frame, students will have to re-register to complete such qualification/programme. Page 9 of 14

10 12. Learning outcomes Module Learning Outcomes Self, Other and Social Contexts Self, Other and Social Contexts is about viewing the self from an applied learning styles model that aids in the understanding of self and the discriminators of difference. This process is then used to aid in the understanding of others and to establish the broader social context. At the diploma level this is extended to cover comparative analyses of profiles and action-planning to work with others with different profiles. The communities (social contexts) extend beyond department to organisation-wide. Describe their own learning style and working with a recognised learning style framework; Compare learning style approaches; Understand, analysing and reframing behaviour to suit differing contexts; and Develop a checklist for interacting with other style sets. Problem-Solving, Creative Thinking and Decision-Making Problem Solving, Creative Thinking and Decision-Making enables the student to establish a personal problem solving approach that they can use operationally. This is then added to by means of creative processes. Together these then lead to making better operational decisions. Complexity is added by adding alternative approaches (beyond single stream) and the more positive orientation of solutionfinding is emphasised. Analyse and comparing at least two business problem solving approaches; Understand the creative thinking process and designing processes creatively; Describe their own approach to solution-finding; and Interact within a team setting to apply at least two creative thinking approaches to business problems. Managing the Systems Way Managing the Systems Way integrates years of experience and learning about holism and synergy into an applied process that leads to a deeper understanding of holistic approaches to working within organisations. Going beyond systems thinking, this approach guides the student to synergy when managing in an organisational context. At the diploma level, multiple systems also need to be integrated as well as applications in problem-solving. Describe the components and linkages of a system; Describe two systems in their organisation and analysing one of these in detail; Develop and explaining a method for improving a system; and Develop a check list for analysing problems systematically. Page 10 of 14

11 Module Learning Outcomes Management of Innovation Management of Innovation is about implementing innovation operationally. This focuses on the development and encouragement of an on-going innovation culture within the student s department or functions. At the diploma level this extends to an organisation-wide understanding of innovation culture and the various tactical aspects of managing innovation (how) are added. Outline and describe the tactics for managing innovation; Define and discuss two approaches to creativity and ideation capable of explaining the difference between creativity and innovation; and Analyse a process within the organisation suggesting innovative improvements. Management of Technology Management of Technology is founded on the idea that whatever the technology platform, students need to develop skills in managing that technology rather than assuming that the technology improves the working environment. The real issue is working smarter for business advantage. At the diploma level technology drivers add to the mix and the requirements and impacts for implementing new technologies are considered. Analyse and describing the key technology platforms driving your organisation; Develop a check list for managing these technologies effectively; Discuss the impact of new technology in your organisation; and Compile an action plan for implementing technological change. Management of People outlines the people issues at work and develops a sense of the dual needs of performance and balance in the student s working environment. At the diploma level high performance team concepts are introduced and diversity is explored before applications and recommendations for implementing and delivering on real people performance organisation-wide. Management of People Design a high performing work-team within your organisation; Design appropriate measurement criteria for your team; Implement a people performance project within your department; Explain diversity in an African context; and Suggest improvements for managing people in your operations. Page 11 of 14

12 Module Learning Outcomes Management and Leadership Development Management and Leadership Competence examines the world of management and leadership, unpacking various theories and practice examples before internalising the student s personal management and leadership needs and applications. Here, organisation-wide comparative analyses are added and a detailed personal analysis and improvement plan is added at diploma level. Describe leadership competence; and Design a personal leadership model. Financial Analysis and Control Financial analysis and control now moves into the realm of knowing what the really important numbers are that leverage your business and also how to track, evaluate and to control these so that the best possible informed decisions can be optimised. Interpret financial reports and understand the relationship between profit cash and resources; Understand performance accounting principles at an operational level; Contextualise departmental operational and capital budgets; and Develop controls for departmental budgets. Implementation Management Implementation Management develops the key elements behind the implementation of projects in a total systems way. This is enhanced by comparative analyses and multiple methods. Project Management tools are introduced and students are able to design resource allocation strategies. Analyse and comparing organisational projects in terms of the nine areas of the PMBOK; Evaluate projects in terms of their life cycle recommending appropriate risk controls; Establish project team roles and performance criteria; Use appropriate project management techniques on projects within their department or function; and Understand the concepts related to sustainability and enterprise programme management. Page 12 of 14

13 Module E-Commerce and E- Business Management Reverse Engineering the Future Learning Outcomes E-Commerce and E-Business Management getting to grips with the new economy, understanding the pervasive impact of the e-world. Gaining competitive advantage through e-commerce. Defensive strategies using the internet. On successful completion of this module, learners should be able to: Understand the internet as a platform for business; Define the internet and its likely future deployment; Describe what the new economy is and the drivers behind it, enabling students to make a distinction between e-commerce and e-business; Understand electronic value chains, converging technologies, customer pull versus supplier push approaches and a mass market of one; Understand the basic architecture of an e-commerce system and some of the legal issues pertinent to South Africa; and Understand the management framework model for an e-commerce system and the stages of web site development. Reverse Engineering the Future moves beyond competency-based views of strategy into competitive strategy, strategy formulation and strategy comparison. At the diploma level, strategic implementation variables and impacts become important. On successful completion of this module, learners should be able to: Define and distinguish between strategic formulation, strategic intent, strategic objectives and strategic implementation; Understand the impact and purpose of strategic initiatives; Develop implementations for required initiatives; Monitor strategy implementations; and Evaluate the effectiveness of implementations. Change Management Project Change Management takes organisational change management a step further by moving beyond departments or functions and examining organisation-wide change efforts. Students use analytical models, make comparisons and understand the whole range of change management impacts. Comparative analyses, assessments and remedies are suggested at the diploma level. Define and describe change management efforts within their organisation; Describe and explain at least two change management models; Analyse and report on the impact that change has on people within their departments; Develop a checklist for implementing change; and Analyse and explain why change efforts typically do not work. On successful completion of the project, students should be able to: Formalise a real problem; Understand and apply appropriate research methodology; Write a research report; and Track business implications and benefits. Exit Level Integration On successful completion of the programme, students should be able to: Integrate all assignments to reflect an understanding of the four specific exit level outcomes. Page 13 of 14

14 Module Industrial Visit Learning Outcomes On successful completion of this module, learners should be able to: Visit to one of the Technology Top 100 winning companies. Page 14 of 14