Our Chartered Manager Degree Apprenticeship (CMDA) blends online learning, face-to-face workshops and on-the-job experience to transform learners from Accidental Managers to Professional Managers.

What do we mean by Accidental Managers? Managers across the UK have typically received little or no management training. Research conducted by QA found that 82% of UK Managers have no formal qualifications.

Our apprenticeship programme develops best-practice skills Managers can apply in any context to improve their performance – whether experienced or unexperienced.

We have designed our programme from scratch to deliver a unique experience and practical approach to management development. The goal? Learners will become more agile, resilient and mobile across organisations. Apprentices will learn to add more value to tough challenges and new opportunities whilst on the programme and beyond.

What is included?

On successful completion of the programme, apprentices gain the following qualifications:

  • BSc (Hons) Professional Management

Entry requirements for this programme are as follows:

  • Must be in a job role with management responsibility
  • A Levels or Level 3 Apprenticeship or International Baccalaureate Level 3 in a similar subject
  • GCSE Maths and English
  • Existing staff must not hold an existing qualification at the same or higher level in a similar subject

Learners need apprenticeship programmes that resonate with their day-to-day life. In keeping with this - we have innovated through technology and digital content creation to deliver a ‘high tech, high touch’ approach to blended learning.

High-quality learning content on the go. We deliver “mobile-first” education – this means learning can be accessed anytime, anywhere, on any device.

How our CMDA delivers value to your business:

  • Our practical approach ensures key knowledge is absorbed by learners and can be built upon and used in ways that suit each student and their employer.
  • Our unique coaching model maximises progression and performance improvement through deep personalisation.
  • We provide an emphasis on managing and leading new technology and digitalisation. This theme enhances productivity and competitive advantage.
  • We’ve designed our assessments to involve real work – learners must demonstrate where they’ve added value in their own organisation beyond their current role.
  • Our approach focuses on enabling learners to work at higher levels as the degree progresses, across key functional areas.

During the programme learners are required to spend 20% of time at work on off-the-job learning.

The units in our degree apprenticeship develop an understanding of how to manage professionally. Each unit develops the core set of knowledge, skills and behaviours they must be able to do well to be competent in their role.

Throughout this programme apprentices will complete:

  1. Fourteen online learning knowledge modules and exercises teaching advanced management theory and its practical applications. (five in year one, five in year two and four in year three)
  2. Two, 2-day workshops with our expert lecturers per module. Across the 48 months, we deliver a total of 56 days in our face-to-face immersive workshops, based at one of our local training centres.
  3. Work-based projects, assignments and exercises will be set to give the programme immediate definition in learners’ workplace.
  4. Skills coaches will support apprentices in the workplace and online throughout the programme.

To ensure your Managers can be consistently competent, we’ve designed our programme with the following learning units:

Level 4:

Module 1: Managing and Leading

  • Identify and classify knowledge about management and leadership.
  • Explore differences between managing and leading.
  • Use the concepts of leadership and management to be flexible to the changing needs of the organisation.
  • Practise self-awareness leading to the professional management of self and others.
  • Adopt management behaviours (agile, professional, inclusive and responsible).
  • Consider the professional practice implications of how these concepts are contested.

Module 2: Decision Making: Data Analytics and Conceptual Thinking

  • Use data analytics and conceptual thinking to make better decisions, with an enhanced self-awareness of the assumptions that underpin them.
  • Understand and embrace digital technology to analyse and present data, and use it to make decisions.
  • Develop behaviours that show the importance of being both analytical and conceptual during problem solving and decision-making.
  • Understand the psychology of decision-making, including decision-making bias, and the influence of power and politics.
  • Understanding how values and ethics go beyond analytical and conceptual approaches is also included to ensure a rounded approach.
  • Develop self-awareness of how technology, processes, assumptions and the structures of communication underlying decisions matter.

Module 3: Finance and Accounting for Non-Specialists

  • Differentiate between accounting and finance concepts and how they are used in practice.
  • Analyse the differences between accounting and financial management calculations, in terms of their impact on roles, sectors, action and performance.
  • Appreciate the importance of finance and accounting as the foundation of ethical professional management through practise and observation.
  • Appreciate the need to make interpersonal excellence possible between non-finance and finance specialists.
  • Understand and observe how budgets are managed and how expenditure is controlled.
  • Be commercially aware in their organisational role.
  • Understand different managerial perspectives, situations and sectors (e.g. how might someone in marketing react differently to financial experts, or compared to an operations manager? Or how does an NHS accountant view financial risk differently from a venture capitalist?).

Module 4: Managing Projects

Understand how different project management concepts, tools and techniques can be used in different stages and types of project, in different organisational contexts.

Assess project planning and delivery to maximise project performance (including management of risk, the development of collaborative relationships, budgeting and cost control and the transfer of learning).

Develop and adopt behaviours that are conducive to managing complexity and change within different types of compliant and professional projects.

Develop and adopt behaviours likely to increase project success in the future including agile working.

Module 5: Professional Practice 1

  • This module is part of a series of three, one at each level of the programme. At this level, the emphasis is on managing people at a relatively simple level.
  • Select basic concepts that can help manage self and people in their own context.
  • Develop behaviours towards managing immediate colleagues that are professional and ethical.
  • Develop an analytical understanding of their context compared with other sectors, and use concepts to understand how managing people is linked to this broader context.
  • Inquire into their own work context to begin to conduct reflective work based learning.
  • Adopt agile, inclusive, collaborative and professional approaches to their work for which they accept responsibility.

Level 5:

Module 1: Managing People

  • Explain how Human Resources (HR) processes and practices support organisational performance and personal well-being.
  • Understand the wide-ranging ethical dimension of HR, such as discrimination, redundancies, performance appraisal and health and safety.
  • Examine whether corporate social responsibility (CSR) is part of HR Management (HRM), HRM is part of CSR, or the two are treated independently.
  • Exhibit behaviours that role model inclusive, sustainable and ethical management, and use of diversity in the work place to create collaboration, rather than conflict and disputes.
  • Work with HR to develop a high performance culture.
  • Understand new challenges, such as how artificial intelligence will create changes in job roles and how technology, such as gamification can engage employees. This also includes the role of people in sustainability

Module 2: Leadership in the Digital Age

  • Analyse what their sector’s digital and new technology future is likely to look like and how many small steps, by leaders across all functional areas, will be needed to arrive there.
  • Know and understand how to use leadership concepts to develop a leadership approach and identity aligned to the digital age.
  • Analyse how the digital age provides opportunities that can be furthered using personal leadership.
  • Practise acting as a leader to seize opportunities for innovation, disruption and growth.
  • Work on their own leadership using the challenging context of the disruptive potential of digital business and new technologies.

Module 3: Operations Management

  • Examine how pervasive operations management is within an organisation and how it is driven by operational strategy.
  • Understand how it is linked to technology, and the digital age. Sustainability and links to pervasive marketing are also explored.
  • Analyse the relationships between operations concepts and organisational performance, practices and individual behaviour, in a variety of roles and at a variety of organisational levels.
  • Apply operations concepts in an organisational context, to develop collaborative relationships with customers and suppliers.
  • Understand how operations strategy is linked to organisational strategy, and is affected by the context of the organisation. Examine what both imply about operations management.
  • Understand the importance of technology in automating operations and, in involving the customer in new ways. This is key to future proofing students’ engagement with operations management.

Module 4: Managing Creativity, Innovation and Change

  • Know and understand how tools and concepts can help people manage creativity, innovation and change to deliver long-term purpose and performance.
  • Analyse how social exchanges, interpersonal excellence and personal effectiveness lead to creativity, innovation and change.
  • Practise becoming more creative, innovative and open to new ways of thinking and working to shape common purpose, generate customer insights, inspire others and generally deliver organisational performance.
  • Use change tools and creativity techniques and embrace the complexity of making creativity, innovation and change happen in proactive and reactive ways.
  • Link change to both technological potential and to psychological dynamics.

Module 5: Professional Practice 2

  • This module is the second in the series of three, one at each level of the programme. At this level, the emphasis is on the practices that take place at a departmental or functional level.
  • Select concepts that can help access the complexity of managing practices at a departmental or functional level.
  • Inquire into sources of complexity in how power, communication, culture, knowledge, learning and decision-making interact within functions and/or departments.
  • Develop the skill of relating varying concepts to processes and their dynamics to generate actions that are reflected upon at a departmental or functional level.
  • Show greater independence in selecting an area of their work to focus on.
  • Choose an area of work that involves greater organisational complexity.
  • Show greater independence in selecting which concepts to use and relate them to each other in more sophisticated ways.
  • Use more concepts from different modules and more complex concepts.

Level 6:

Module 1: Selling and Marketing

  • Know and understand how marketing and selling take on different definitions with different implications for professional practise.
  • Understand its relationship with organisational performance and future research.
  • Analyse marketing practices and its impact from a variety of perspectives.
  • Practise using analytical and creative thinking within marketing practises, at different levels of analysis and in association with customers or clients to build collaborative relationships.
  • Explore how marketing has moved towards relationship marketing, away from transactional marketing, and what this shift means for selling.
  • Take a futuristic view of marketing, critically engaging with how marketing theory embraces new challenges and the integration of digital technology.

Module 2: Organisational Foresight: Digital Business and New Technologies

Know and understand methods and tools of organisational foresight related to digital business and new technologies, and how they relate to organisational performance.

Analyse how trends related to digital business and new technology will affect your sector and organisation.

Use organisational foresight methods and tools to embrace digital business and new technology given advances in robotics, virtual reality, artificial intelligence and other technologies.

Embrace digital business and technological disruption through foresight, scenario planning and behavioural challenges.

Consider what ethical challenges lie ahead as technology becomes more integrated.

Module 3: Practicing Strategy

  • Know and understand strategy concepts well enough to critically integrate them in context.
  • Analyse strategizing at different organisational levels to reveal complexity, to surface tensions and to promote ambi-dexterity.
  • Practise embracing organisational complexity through integrating strategy concepts into professional practice.
  • Generate insights that have both breadth and depth, are innovative and inclusive, and are impactful.
  • Take into consideration how strategic complexity affects how they interact with others, are accountable about what they do and achieve, and how they role model professional strategic practice.

Module 4: Professional Practice 3

  • This module is the final in the series of three. At this level, the emphasis is on the impact of organisational structure, design and processes and how that work is done.
  • Select concepts to access the complexity of organisation-wide issues e.g. organisational structure and processes, and their effect on organisational performance.
  • Use concepts related to an organisational analysis to adopt agile and other professional behaviours.
  • Choose an area of work that involves greater complexity at an organisation-wide level.
  • Show greater independence in selecting which concepts to use and relate them to each other in ways that are more sophisticated.
  • Use more concepts from different modules across the whole degree programme.
  • Move up and down levels of analysis e.g. from organisational to departmental to individual motivation and vice-versa.
  • Critically engage in their progress using theory in practice.
  • Seek to select concepts from more recent research.

For more information download the handout

NOTE: this programme is only available in England.

To contact us for more information fill in the form below.

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