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Student Guide
Supplied under licence by the Chartered Management Institute Licence Number: 5061 / Expiry Date: students registered up to 19/02/2013
British Library Cataloguing-in-Publication Data. A CIP catalogue record for this publication is available from the British Library. ISBN 0-85946-342-7 All rights reserved, save as set out below. No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording or otherwise, without the written permission of the copyright holder except in accordance with the provisions of the Copyright, Designs and Patents Act 1988 or under the terms of a licence issued by the Copyright Licensing Agency Ltd, 90 Tottenham Court Road, London, England WIT 4LP. Applications for the copyright holders written permission to reproduce any part of this publication should be addressed to the publisher. Permissions may be sought directly from the Chartered Management Institute in Corby, UK. Phone Publications on (+44) (0) 1536 207379, or email publications@managers.org.uk. This publication is sold subject to the condition that it shall not, by way of trade or otherwise, be lent, re-sold, hired out, or otherwise circulated without the publishers prior consent in any form of binding or cover other than that in which it is published and without a similar condition being imposed on the subsequent purchaser. Approved centres may purchase a licence from the publisher, enabling PDF files of the publication to be printed or otherwise distributed solely within the centre for teacher and student use only according to the terms and conditions of the licence. Further information on the licence is available from the Chartered Management Institute. Phone (+44) (0) 1536 207379, or email publications@managers.org.uk.
Supplied under licence by the Chartered Management Institute Licence Number: 5061 / Expiry Date: students registered up to 19/02/2013
Contents
Introduction ............................................................. 5
About the Level 5 in Management and Leadership ................................ 5 The qualifications structure .......................................................... 6 Benefits of the qualification .......................................................... 7
Supplied under licence by the Chartered Management Institute Licence Number: 5061 / Expiry Date: students registered up to 19/02/2013
Supplied under licence by the Chartered Management Institute Licence Number: 5061 / Expiry Date: students registered up to 19/02/2013
Introduction
Welcome to Pathways to Management and Leadership, a series of workbooks created by the Chartered Management Institute to support our range of management qualifications. The aim of this Student Guide is to provide you with information and advice to help you to plan for the successful completion of your studies using the Pathways workbooks. You are advised to read through this guide thoroughly before you make a start on your Level 5 in Management and Leadership programme.
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With the new qualifications structure, you can achieve a Level 5 Award, a Level 5 Certificate and/or a Level 5 Diploma in Management and Leadership. In most cases, your approved centre will have selected the units it will offer for each qualification, so not all units will be available to all learners at all centres.
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CMI Level 5 Award in Management and Leadership Learners need to complete any single unit successfully to achieve the Award. Unit 5020 is particularly valuable in giving a sound introduction to management and leadership. CMI Level 5 Certificate in Management and Leadership Learners need to complete any combination of units to a minimum of 13 credits to achieve the qualification. CMI Level 5 Diploma in Management and Leadership Learners need to complete: Units 5001, 5002, 5004, 5005 and 5006, plus either Unit 5003 or 5012, plus any other three units to a total of at least 62 credits to achieve the qualification.
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help you contribute to your organisations success in achieving business objectives provide you with a stepping stone to further management qualifications or progression to university.
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Series overview
The Pathways series comprises a set of workbooks, each one designed to support your study in specific units of the Level 5 in Management and Leadership qualification. The workbooks have been written by experienced management authors and reviewed by external verifiers from CMI. Each workbook includes the following: About this workbook: This sets out the aims of the unit covered in the workbook and what it means to you as a manager. Learning outcomes: These are drawn from the syllabus to indicate what you will be assessed on. Sections: These break the workbooks down into a number of discrete pieces of learning: Supporting text contains examples and summaries of management skills and theories which cover the relevant learning outcomes. Scenarios provide practical examples of the key issues in a range of typical workplace contexts. Learning activities and feedback help to consolidate your learning. Self-assessment questions help to check your knowledge and understanding at the end of each section. Section summaries help to review progress and provide a reminder of the key learning points. Before you move on: This provides an opportunity for you to recap on your learning and to see how the unit relates to the National Occupational Standards. Bibliography: This provides details of books referred to in the unit workbooks. Each section will usually take between one and two hours to complete and is designed to encourage you to apply what you have learned back in your workplace. The workbooks prepare you for assessment using practical and relevant workplace examples appropriate to your own experience and skill development. Pathways workbooks can also be used in the following ways: for self-study to consolidate training opportunities arising in your own workplace to provide additional explanations of key theories and models to supplement your classroom-based learning in a distance or online learning programme to provide you with the opportunity to learn at your own pace, with
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guidance from a personal tutor and in a way that fits in with your work-life balance.
Planning to study
When planning your study it can be useful to consider how you learn as well as what you want to learn. Knowing and understanding the learning styles that work best for you can help you to learn more effectively. There is no single method of learning that guarantees success and the Pathways workbooks have been designed to create learning opportunities through activities that help you learn effectively in either classroombased or distance learning courses and to apply that learning in your workplace. This section aims to help you think about your preferred learning styles and illustrates how the workbook design will support and develop your approach to learning. Lets start by thinking about your learning history.
Activity
Activity 1
(about 10 minutes)
Think about one good (enjoyable and effective) learning experience that you have had as an adult and then another experience that was less effective and enjoyable. Ask yourself why the first was more effective and the second was not. Note your thoughts below
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Feedback
We all have a learning history that has both positive and negative experiences. It is likely that you will have some emotional feelings about the experiences you noted. All learning has an affective component (to do with feelings) as well as a cognitive one (to do with thinking). Reflecting on this and resolving any tensions in our feelings about learning is an important part of finding out how you learn. A lot of research has been done on how adults learn best and there are many different theories to examine different learning styles. One of the best known models was developed by Peter Honey and Alan Mumford for middle and senior managers in the 1980s. They stated that we all have preferred ways of learning, which means that some learning experiences are more enjoyable or useful for us than others. However, these preferred learning styles are acquired preferences that are adaptable, either at will or through changed circumstances, rather than being fixed personality characteristics. Honey and Mumford encourage managers to focus on strengthening under-utilised styles in order to become better equipped to learn from a wide range of everyday experiences.
Activity
Activity 2
(about 10 minutes)
Think about the following personal development activities, some of which you may have experienced. Based on how successfully you have learned (or how successfully you think you would learn) in these situations, rate each one by putting a in the appropriate box. Your rating Development activity Formal training courses in a classroom Conferences or seminars where you listen to presentations Computer based training or e-learning Group working Team building events Shadowing by observing and following a colleague in their duties Open or distance learning Business games and simulations Reading list or personal research Project work Very good OK Not so good
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Feedback
Have a look at the responses you rated Very good and compare them with those you rated Not so good. What conclusions can you draw from the types of responses that youve made? There are no correct answers here, but you will probably find that you have tended to group together activities based on the level of interaction, amount of reflection, level of theory, ability to experiment, etc. Honey and Mumford identified four distinct learning styles as follows: Activists involve themselves fully and without bias in new learning experiences. They are open-minded, not sceptical, and tend to act first and consider the consequences afterwards. Reflectors like to stand back and think about their experiences, observing them from several different perspectives. They collect data and prefer to consider it thoroughly before coming to any conclusions. Theorists adapt and integrate observations into complex but logically sound theories. They think problems through in a vertical, step by step, logical way. Pragmatists are keen to try out ideas, theories and techniques to see if they work in practice. They positively search out new ideas and take the first opportunity to experiment with applications. They tend to be impatient with ruminating and open-ended discussions. Which of these descriptions best summarises your preferred learning style? You may have a strong preference for one style, with a low preference in all of the others, or there may be more balance across each area.
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Activity
Activity 3
(about 10 minutes)
What do you think are the advantages and disadvantages of your preferred style(s) of learning? I think my preferred learning style(s) are:
Feedback
To examine your learning styles in more detail, you could try keeping a learning diary over a short period of time (such as a week) or while you study a topic in a Pathways workbook. For each study session or activity make a note of: practical details such as what, when, where and how you studied anyone else involved, such as a tutor or your peers the study methods and the skills you used your feelings about how it went and the effectiveness of each study session a comment on how you might change your practice to be more effective next time. As part of their work on learning styles, Honey and Mumford also established that learning is an iterative process. Their four-stage diagram to illustrate this is shown below.
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1. Having an experience
This four-stage process can be used to explain the approach to learning that you will experience on this Level 5 programme. The workbooks in the Pathways series have been written in a way that follows the learning cycle. To make your learning successful, you will be encouraged to undertake each of the stages in the cycle, as described below. 1. Having an experience: You receive information and perspectives from the workbooks in the form of scenarios, examples, tools, theories and models. Reviewing the experience: You are encouraged to undertake the activities in the workbooks to help you compare the new approaches with what you know already. Concluding from the experience: Action plans and selfassessment questions encourage you to form theories that help you think about how these can help you to manage better in the workplace. Planning the next steps: Applying what you have learned by implementing actions, improvements or changes to what you currently do.
2.
3.
4.
You need to consider the process as a continuous one, starting at stage 1 and working through the four stages again. However, you can make the learning process even more meaningful by applying the concept of double loop learning, which was developed by Argyris and Schon. Most people learn by feedback or single loop learning. We attempt to learn using existing strategies, get a result and if it isnt what we want, we adjust the learning or the strategy in the hope that we get a better result next time. Double loop learning challenges us to change underlying values and assumptions by asking questions such as: What am I trying to achieve? What is stopping me from achieving it?
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What can I do about it? Who knows what I am trying to achieve? Who else can do anything to help? As you go through the Pathways workbooks, remember that: learning effectively involves you going through a series of stages the material in the workbooks will take you through each of these stages its important for you to complete all the stages reading the theory, undertaking the activities, action planning and answering the self-assessment questions your preferred learning style(s) will have an impact on your approach to the stages you should have a balanced approach to learning (try not to allow your preferred styles to dominate) your use of workbooks should support the other sources of information and skills development from the tutors or trainers leading your Level 5 programme if you experience difficulties reflect and apply some of the principles of double loop learning.
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Getting organised
Your approved centre is likely to provide you with all the help and advice you need. You can use the checklist below to help you plan the practical steps that you can take to make a success of your studies.
Activity
(about 10 minutes)
How much time can I spend studying each week? Have I got a study plan (and have I agreed it with my tutor)? Have I got commitment from others to enable me to study effectively (and who are they)? Have I found the best place to study (and where is this)? Have I organised myself to study? Anything else?
Feedback
How much time can I spend studying each week? Whether you are studying in a classroom-based programme at college, an in-company programme or by distance or online learning, you may well be working during the day and studying mostly in the early morning, evening or weekends. You will almost certainly be studying in your own time, which means that you will probably need to schedule around three to five hours of study per week. Determine how much time you need to study and can commit on a week-to-week basis, and then plan that time into your work and social diary. Dont forget to include time for any additional reading or study and preparing your assessments. Have I got a study plan? Its important to agree a study plan with your tutor or trainer and to try to stick to it. Your plan should contain clear tasks and objectives. Make sure you reach certain milestones in your plan at the right time. Reward yourself each time you hit one. Break your studying down into
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manageable chunks: the workbooks will help you considerably in this respect with sections being around two hours in duration. Plan to start and complete each section in one study session. When you set your objectives, it helps to create objectives that are SMART specific, measurable, achievable, realistic and timebound. A worked example would look like this: By the end of December, I will have completed my studies for the first unit, and have submitted the assignment. Check your progress regularly with your tutor and review your work/life/study balance with family and friends. Have I got commitment from others? If you are studying at home, make sure that your family and friends know that you are studying and tell them when you wont be available. At work, employ the same tactics: if possible, leave your desk and try to find a meeting room where you can work undisturbed. Make sure your line manager and colleagues know what you are doing and agree with them in what circumstances you can be interrupted. Have I found the best place to study? Whether you are studying at home or at work, find a space where you will be comfortable and have access to all of the resources you will need. At times you will need access to your workbooks, study material and a computer. If it helps, put up a Please do not disturb sign. Have I organised myself to study? Find a secure place to store your study materials, sample documents, notes, assignments, etc. Over the course of your studies, you will gather a lot of information, so start with an effective filing system (the most appropriate is to keep things together by unit title). A separate notebook for key activities, notes and records is recommended, particularly to help prepare for the assessment. Finally, have a good source of paper, pens, pencils, highlighter pens, etc. You should go through your checklist with your tutor and try to address any outstanding issues.
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Contact details
Chartered Management Institute Management House Cottingham Road Corby Northamptonshire NN17 1TT Tel 01536 204 222 Fax 01536 201 651 email: enquiries@managers.org.uk Your approved centre Enter the contact details you need here:
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Syllabus coverage
Each workbook provides underpinning knowledge and develops understanding to improve your skills as well as to prepare you for future assessment. If you are studying towards the Level 5 qualification, you will be assessed by your approved centre on your knowledge and understanding of the learning outcomes for that unit. The tables below show which sections of each workbook address each learning outcome and assessment criteria of the qualification syllabus.
Explain the importance of continual self-development in achieving organisational objectives Assess current skills and competencies against defined role requirements and organisational objectives Identify development opportunities to meet current and future defined needs Construct a personal development plan with achievable but challenging goals
Be able to plan for the resources required for personal professional development
Identify the resources required to support the personal development plan Develop a business case to secure the resources to support the personal development plan
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Learning outcomes The learner will: Be able to implement and evaluate the personal development plan
Discuss the processes required to implement the personal development plan Evaluate the impact of the personal development plan on the achievement of defined role requirements and organisational objectives Review and update the personal development plan
3 4
Discuss the relationship between staff welfare and organisational objectives Explain the process for assessing staff welfare Identify the actions to be taken by the manager in dealing with a staff welfare issue Describe how to communicate responsibilities for staff welfare to the team Discuss records that may be maintained to demonstrate that staff welfare is supported
4 4
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Discuss the nature of data and information Evaluate relevant sources of data and information Discuss the criteria for selection of data and information Identify the legal requirements relating to the collection, use and storage of data and information
Evaluate the decision-making models which are used to support decision making Identify those to be involved in analysing information and decision making Evaluate methods of presenting decisions made
2 4, 5 4, 5
Evaluate methods of communicating decisions made Discuss the processes for implementing a communications method Evaluate the implementation of a communications method
4, 5
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Explain the links between individual, team and organisational objectives Identify the selection of, and agree, individual and team objectives Identify and agree areas of individual and team responsibility in achieving objectives Identify the need to create an environment of trust and support with others
1, 2
Evaluate and assess individual and team performance against objectives Identify methods of providing feedback to individuals and teams on performance Identify the causes of conflict, and describe strategies to minimise or prevent conflict Explain recording systems for performance assessment for individuals or teams
2, 3
Explain a performance improvement cycle Discuss the indicators of poor performance Evaluate methods that support performance improvement
5 5 5
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Learning outcomes The learner will: Be able to understand and apply the organisations disciplinary and grievance procedures
Discuss the organisations disciplinary and grievance procedures Identify the role of the manager in both a disciplinary and a grievance procedure Summarise the key aspects of legislation that applies to an organisations disciplinary and grievance procedures
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3, 4, 5
3, 4, 5
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1, 4
2 2
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Determine a management area for investigation that has an implication for a work-related area Identify the aim, scope and objective of the project Justify the aim and objective of the project
1 1 2 2
Be able to conduct research using sources and analyse data and options
Identify sources of data and information for the project Analyse the data and information for options or alternatives that meet the project aim Determine an option or alternative that meets the project aim
Be able to make conclusions and recommendations that achieve the project aim Be able to show and review the results of the project
Evaluate the research to make conclusions Recommend a course of action to meet the project aim Assess the impact of the project recommendations Determine the medium to be used to show the results of the project Produce the results of the project Discuss the impact of the project on the work-related area
3 3 3 4
4 4
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Assess the relationship(s) between a financial system or function and other systems or functions in an organisation Describe the systems of accounts and financial statements used to control a financial system Analyse financial information contained in a set of accounts or financial statements
Construct a budget for an area of management responsibility Develop budgetary control systems and compare actuals with planned expenditure Discuss corrective actions to be taken in response to budgetary variations Identify conflicts that can occur with management control systems and how these could be resolved or minimised
2 2
Identify the current and potential sources of finance that support organisational activities Evaluate the distribution of finance in support of organisational activities Discuss the monitoring and control of finance employed in support of organisational activities
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Explain marketing as a management process Describe the role of marketing in identifying and predicting the needs of current and potential stakeholders Discuss the current position of the organisation within its chosen sector or market Determine a future market or sector position for the organisation in line with organisational objectives Identify other parts of the organisation which are impacted and involved in a future market or sector plan Construct a marketing plan that supports current market or sector and targets potential new markets or sectors Evaluate the support necessary to implement the plan Implement the marketing plan Assess the progress of the plan, through monitoring, reviewing and end evaluation, in the achievement of organisational objectives
Be able to devise and implement a marketing plan that contributes to achievement of organisational objectives
3 3 3
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Describe the component stages of a project Define a project lifecycle from conception to commissioning or hand over Assess where projects fit in operational management activities
Discuss standard approaches available to manage projects Describe the process of developing an effective project management environment Discuss identification of and communication with all project stakeholders Identify the fundamentals of a business case to support a project
2 1
Be able to develop a project plan, identify and mitigate risks and construct a monitor and review strategy
Design a project plan to achieve a specified objective Identify the financial components including risk appraisal, which need to be developed for effective project design and control Develop a monitoring and reviewing strategy for the project that assesses the impact and achievement of the project
2 3
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Evaluate criteria required to identify human resources for a work area Identify techniques to assess the capabilities of a team to meet objectives Construct a human resource plan for a work area
1 2
Be able to identify and plan for individual development to meet organisational objectives Be able to initiate a personal development plan for an individual and evaluate progress
Assess the abilities and capabilities of staff to meet current and future objectives Develop a personal development plan for an individual to meet current and future objectives Agree personal development plans with individuals Identify those with whom support is required to initiate the personal development plan Initiate the plan and review and monitor progress against agreed objectives Evaluate the plan on completion and its contribution to organisational objectives
2 3
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Describe, in summary, the legal instruments impacting on staff recruitment and selection Identify organisational procedures and processes that affect staff recruitment and selection Discuss fairness, objectivity and equality of opportunity as elements of recruitment and selections Analyse staffing resources to meet current and future objectives Develop a job description and a person specification Develop a case for additional staffing resources Discuss the stages of a selection process Describe methods to support a selection decision Identify the stages of a selection process, where records are kept, and the nature of those records Evaluate the selection process Identify the communications required during a selection process Develop an induction plan for an appointed candidate Review the impact of the recruitment and selection process and the appointed candidate on the objective of the case for the additional staffing resource
Be able to identify personnel requirements and present a reasoned case for changes in staffing resources Be able to organise and conduct a selection process, justify a decision and keep necessary records Be able to communicate the selection decisions and plan induction for the appointed candidate
2 2
4 3 3, 4
4 4
5 5
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Evaluate the impact of the organisations culture and values on leadership Discuss how organisational specific, legal, regulatory and ethical requirements impact on leadership demands Evaluate current and emerging social concerns and expectations impacting on leadership in the organisation
Evaluate the relationship between management and leadership Evaluate leadership styles Discuss why leadership styles need to be adapted in different situations
2 2
Develop a culture of professionalism, mutual trust, respect and support within the team Evaluate the impact of a leaders clear focus in leading the team in the achievement of these objectives Evaluate how the leader supports and develops understanding of the organisations direction Discuss how leadership styles are adapted to meet changing needs, and to enable team development and commitment
2, 3
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Discuss the concept of managers as effective leaders Discuss the concept of leaders as effective managers Evaluate the balance needed between the demands of management and the demands of leadership Evaluate the role of the leader in contributing to the creation of the organisations vision, and in its communication to others Evaluate how personal energy, self-belief and commitment impact on leadership styles Identify how empowerment and trust through ethical leadership impact on organisational practice
Distinguish between two different leadership styles Assess the practical value of a leadership style to a manager in achieving organisational objectives Discuss situational variables likely to influence the choice of a leadership style
3 3
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Explain the purpose of a personal development plan for both the middle manager and the organisation Discuss a management style and its impact on the middle managers need to work with others Construct a personal development plan that addresses the middle managers short and longer term needs
Be able to understand data and information, and their use in meeting stakeholders needs
Determine difference between data and information, and show quantitative and qualitative examples Identify organisational stakeholders, their needs from the organisation, and the data or information available on these stakeholders Develop a plan that meets a stakeholder need, including resources required
Discuss the general principles and processes of recruiting and selecting staff to meet an existing vacancy Determine a method that identifies poor performance and a process for supporting performance improvement Assess the impact of encouraging team welfare on the achievement of objectives
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Discuss the meaning of risk to an organisation Define the responsibilities for risk management at operational management level Explain a risk management model Develop and justify a risk management criteria against which risk can be assessed Identify, evaluate and select techniques to identify risk including risk interdependencies Analyse a risk management model to quantify risk
1, 2, 3 2
2 2 3
Evaluate the level of risk against pre-established criteria Identify, evaluate and select activities to eliminate, mitigate, deflect or accept risk Determine a process for implementing and managing a disaster recovery plan
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Explain the environmental, social and governance, principles of corporate social responsibility Discuss the links between an organisational corporate social responsibility strategy and the organisations internal stakeholders Discuss the links between an organisational corporate social responsibility strategy and the organisations external stakeholders Assess the impact of an organisational corporate social responsibility strategy on corporate governance
Be able to understand the results of an organisational corporate social responsibility strategy on organisational performance
Explain how a corporate social responsibility strategy for stakeholders can affect organisational performance Identify how a corporate social responsibility strategy for product/service safety and quality can affect organisational performance Review the regulatory standards that protect customers/consumers and other competitive organisations Devise a plan to deliver the corporate social responsibility strategy at an operational level Develop methods to communicate and implement the plan at an operational level Discuss methods to evaluate the impact of the plan at the operational level and to report the results
Be able to implement and evaluate an organisational corporate social responsibility strategy at the operational level
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