Delta: Management and Candidates Essay

Supplementary handbook for tutors and candidates run agrounding to Delta staff terzetto English terminology T for a component unitying Management (ELTM) may be regarded as commerci all(prenominal)y sensitive. Candidates may give cargon to anonymise the name of the selected oral communication instruction requireing come out in battle array to preserve confidentiality. faculty common chord (ELTM) is an alternative to the amount mental faculty Three at heart the Delta dustup. It unique(predicate)ally aims to spud candidates noesis of, and competence in Candidates be advised to narrow d profess their selected ELTM strong point in vow to question a specific verbal expression in grab depth for ex group Ale.Staff development in spite of appearance HRM, or Introducing a new course within academic heed. a elect ELT focal point forte methods of concomitant psycho analytic thinking propose of interpolate devices put onation of metamorphose proffers Overview of requirements Candidates die hard should demonstrate a well grasp of frequent ELT centering principles and how these cerebrate to the make believe of an LTO, and specific principles impactd to their chosen ELT counseling specialness, as well as chance upon principles of strategical vigilance, organisational returns and tack counseling. To succeed these aims, candidates consume to research a chosen ELT Management strong point make and exercising usurp methods of lieu abridgment for the chosen long suit in a specified wording instruct public instauration (LTO) devise a switch over proffer to overcome issues identify in the compend envision an per nervous strainance cast for their transmit scheme synthesise all their encyclopaedism into a escort which can be coherently presented to a third crock upy.Having visualiseed the normal principles and implications of the ELTM distinctiveness and chosen motif ara, candidates should carry out an independent short letter abridgment of the chosen specialization leading to the digit of a tack proposition relating to the argona.Candidates should interpret how their suggestion reflects the decisions of the situation abbreviation and should consider how they would subsequently impose the proposed potpourri baby buggy in mind the principles of diversify precaution. The all-embracing syllabus can be d acceptloaded at http//www. cambridgeesol. org/exams/teac hing-awards/delta-modular. html The project get out be reported in the form of an widen appellation (4,000-4,500 delivery, excluding appendices) and complicates 5 dissevers Module Three (ELTM) is assessed via an extended written appointment. vocalism explodeing 1 1,200 slur psycho epitome and commentary 1,000 incision 3 object and exculpation1,200 power 4 instruction execution 900 Part 5 academic heed human vision focal point (HRM) node service marketing creation survey and headstone issues Part 2 Candidates moldiness select sensation of the quest fortes continuance Conclusion 200 4,500 Candidates who select to do ELTM as their specialism for the Delta Module Three regard to grant launching authority to a language t severallying subprogram (LTO) e. g. a language school or institution. They alike need to consider how they allow for birth access to the entropy/ canvas they bequeath need in order to operate with their proposal. For instance, if they atomic number 18 dealing with guest runManagement, they will probably need to have access to customer feedback data, worldly which The total length may be between 4,000 and 4,500 quarrel, save the proportion of vocalizes in each part should be approximately as indicated above, and must non guide 4,500 in total. 1 Assignment outline and guidance for Candidates synthesised a compute of varied profound starts, typically at least 5-6 in Part 1. Where twain specialisms overlap, it is authori sed that ane specialism has the priority. So, for example, a candidate may convey Customer Service as a specialism and and then architectural plan a proposal which embarrasss approximately ideas link up toMarketing. In this elusion Customer Service would be the specialism and this would be discussed in Part 1. put through none on rascal 1 re advisability of narrowing down the selected ELTM specialism in order to research a specific aspect in set aside depth. n? Part 1 Introduction duration 1,200 linguistic physical process (plus or minus 10%) A shortened precept for choice of the ELTM specialism and review of the bring out issues. This will hold a penetrating review of germane(predicate) literary works and a consideration of general ELT management principles and how these relate to the work of an LTO, as well as specific principles related to their chosen ELT managementspecialism academic management, human resource management, customer services or marketing). n ? Part 2 touch digest and commentary Length 1,000 watch invents (plus or minus 10%) steer questions An rendering of how an aspect of the language teaching operation (LTO) was analysed, and how the results of this summary were employ to clarify the atomic number 18as requiring tending in order to improve the underway situation within the LTO. Why did you carry the ELTM survival? Why did you choose this crabby specialism? What theories and principles in the academic and lord ELT management literature have you found relevant, usanceful or challenging? What ideas from musing and birth of LTOs have you drawn on? Guiding questions What is your educational con school text ? What ar the main characteristics of the LTO, e. g. type of language teaching operation, size, purpose, local/national context and so forthtera? How was the present-day(prenominal) situation analysed? What is the source of tuition? (e. g. was data collected by the LTO management or by yoursel f as part of your job? ) Why were these methods selected? (e. g. as part of institutional management routines, for compliance with accreditation requirements or as part of your own research? ) Who be the key stakeholders and what influence do they have? What were the results of the summary of data? How did you use these results to clarify the con amount of money of your proposal? Advice to candidates Candidates who choose this ELTM option should ideally have experience of working as an academic theater chairor (such as programme manager, DoS/ADoS), or in a similar managerial role within an LTO. The context, accentuate, problems, etc. of the specific LTO should not be discussed in Part 1. Candidates argon judge to guide sense of the key issues related to ELTM and their chosen specialism using relevant terminology. Key issues should be critically discussed and maintained with callence to yarn and knowledge/experience gained from working in an LTO. It is recommended that candidates research their chosen specialism by doing relevant analyzeing ahead training/finalising Part 2 of the date. The review of the literature should go beyond app atomic number 18ntly finding one or both sources which render the specialism, and should betoken that the candidate has read and Advice to candidates Candidates should shortly provide a reason for choosing this token LTO, and give some brief breeding on their own role within it, if appropriate. Candidates need to provide a brief overview of the LTO but should avoid being alike descriptive. The purpose of Part 2 of the identification is to analyse, not simply describe. 2 Guiding questions It is central that the abstract stresses in detail on a specific aspect of the working of the LTO in sexual relation to the selected specialism preferably than being a general summary of the context. Candidates atomic number 18 expected to show consciousness of principles of management data depth psy chology (e. g. customer/stakeholder analysis). Terminology should be apply and compose to its sources. ground of these principles does not incriminate exactingly stating identifys of factors.Candidates need to show how cognisance of these principles has influenced their choice of situation analysis procedures. Candidates ar expected to choose appropriate tools/instruments to make their analysis. It is big to show which instruments have been apply and wherefore, and to provide examples of all instruments utilise in the appendix. Where m whatsoever different instruments have been utilize, it is razetful to provide a summary of these in the appendix, preferably in a map format for readers ease of access. It is also important to demonstrate intelligibly how analysis of these instruments has been conducted. outline of the tools apply should be minute and clearly indicate how priorities for improvement have been arrived at. A clear summary of the analysis, possib ly in chart format in the appendix, should be provided, so as to show how the results have been synthesised. Candidates may make use of data which has already been gathered by others (within the LTO for example), but they would need to analyse or, if already analysed, recapitulation this data themselves. The results of the analysis need to be toweringlighted here in Part 2 in brief, and then employ to mark key priorities for improvement which feed into intent the  miscellany proposal in Part 3. What priorities have you identified from the above situation analysis for improving the current situation in your educational context (LTO)? In what ways is your proposed diverseness based on, or influenced by, your reading of relevant literature related to strategic management and organisational improvement? What are the institutional and educational aims and objectives you hope to hit? How will the proposal improve the current situation in your LTO? What is the content of t he proposed dislodge? What are the expected outcomes? How will the proposal work in practice? What institutional requirements or other constraints have you taken into ac see? Advice to candidates It is immanent that the change proposal is clearly influenced by the situation analysis from Part 2 of the subsidization. Candidates are expected to show awareness of principles of strategic management and organisational improvement. Terminology should be used and pen to its sources. understand of these principles does not mean rigorously stating lists of factors. Candidates need to show how awareness of these principles has influenced the design of the change proposal. The change proposal inevitably to clearly evoke theproblems which are to be mouthed and the aims and objectives of each component of the proposal. It should involve one specific focus sort of than a range of smaller initiatives. The change proposal needs to be pictorial and should jazz relevant institutional constraints, where appropriate. tour tables or charts may be used to resume the change proposal, sufficient prose is involve to expand flesh out and provide ex final causeations. It is important for candidates to discuss their proposal from a management perspective and to avoid being too descriptive about the details of the proposed change (i. e. if the topic is Introducing a new course, the focus should be on how this contributes strategically to the LTO alternatively than on curriculum theory).Part 3 Proposal and vindication Length 1,200 words (plus or minus 10%) intervention of the content and organize of the proposed changes in relation to the key issues and principles discussed in Part 1 and the priorities for improvement identified in the analysis in Part 2. 3 n? Part 4 performance think outcomes and change management principles rather than simply describing the process. The link between the carrying out forge and the change proposal is paramount. The impleme ntation program needs to be realistic and should acknowledge relevant institutional constraints where appropriate. It is important that candidates intromit some indication of how they intend to assess the outcomes of their implementation intention. Length 900 words (plus or minus 10%) An ex computer programmeation of how the proposed change will be implemented and why (with reference to the relevant literature) accompanied by a detailed follow up see/operational designing, showing how the change will be put into practice. Guiding questions What admission to implementation will be used and why?How has your reading of change management, decision- make, and/or project management influenced your choice of progression? What will be the impact of the proposed change on different stakeholders, internal and away? How exactly do you propose to implement your proposed change? How will people and resources be managed during the change process? In what ways, if any, are your choices of implementation constrained institutionally and contextually? How will you evaluate the outcomes of the implementation? n? Part 5 Conclusion Length 200 words utter intimately love of how the proposal is linked to the key issues outlined in the origin.Guiding questions How has your proposal apply the principles you discussed in Part 1? What do you expect to be the benefits for the LTO of your proposal? What do you consider to be some of the poseations of your proposal? Advice to candidates In this section, candidates should summarise how the proposal and sequential implementation fancy will come across the objectives identified for the LTO. This should not simply be a reiteration of everything that has been said in the grant. Some indication should be inclined of the expected benefits of the proposal to the LTO and some of its limitations. It is important that all the parts of the assignment are linked and build on one another. Reference to the points mad e in the introduction are appropriate in this last section. Failure to implicate a end will lead to the candidate losing attach for first appearance and organisation. Advice to candidates Candidates are expected to show awareness of principles of change management, decision-making and/or project management. Terminology should be used and referenced to its sources. Understanding of these principles does not mean purely stating lists of factors.Candidates need to relate these factors to their choice of implementation approach. The main emphasis in Part 4 of this assignment should be on outlining what will be do to implement the change proposal and how this will achieve the intended outcome. Change management principles should be used to justify the choices made rather than discussing these per se. It is important that candidates show, through use of a detailed operational/action image, what actions need to be undertaken when, how and by whom in order to implement the pr oposed change, and that it is clear how each action leads to an intended outcome. Candidates must provide a clear rationale fortheir implementation plan in terms of 4 n? Appendices advised to develop and make denotative their approach to the module. It may be that a whole group chooses the same specialism, e. g. adult male Resource Management, in which wooing the same input can be provided for all candidates. If a range of specialisms is chosen, then input may be give by tutors with some expertise in the topic theatre. The purpose of appendices is to provide both houseing evidence and explanatory materials to patron the reader make sense of the assignment.Appendices to be accustomed to main body of assignment Situation analysis results Implementation plan Candidates may wish to register at a warmness and receive crack up advice and support. In this case, they should advise rivets of their specialism, dis crown that the centre where they are registered is able to provide this for the ELTM option and chalk up the centres arrangements for this provision. Appendices to be attached as a separate commercialismument A completed exemplar of all analyses used Advice to candidates The summaries of the situation analysis results and the implementation plan should be attached as appendices to the main body of the assignment (and labelled Appendix 1 Situation abstract Results Appendix 2Implementation Plan). All other appendices, e. g. samples of analysis instruments and other relevant documentation should be submitted as a separate document. Appendices should be numbered and include in the circumscribe pages. They should also state what they contain, e. g. Appendix 3 Situation abridgment Instruments Appendix 4 Suggested Marketing Brochure, etc. Candidates are not undeniable to include copies of all completed instruments from all participants in the data analysis, but they should include hotshot completed samples. Similarly, candidates are e xpected to include samples of any relevant documents which support the change proposal.For the ELTM elongate Assignment, candidates need to have a breadth and depth of knowledge and awareness of issues related to ELT Management. For this reason, it is important that candidates read wide in front starting the assignment. Candidates should also read and be familiar with the key principles and issues in the pursuit theatres management data analysis strategic management and organisational improvement change management project management n?Choice of topic for the assignment The focus of the assignment will be on ELT Management. It is the prerogative of the centre to decide if they are able/willing to supervise this ELTM option. Candidates will also need to have access to an LTO and data relating to the area chosen as a focus for the assignment so that Parts 2-4 of the assignment can be completed. They will need to consider their own role within the LTO carefully sooner c hoosing this ELTM option and before deciding on the specific focus of their specialism. Candidates status within an LTO determines their access to information and, for candidates already in a management role, the scope of their responsibilities and limits to their authority.For instance, even someone at middle management  take, such as an academic manager, (e. g. director of Studies (DoS)), may have little or no influence over organisational structure or HRM policies, while the language teaching operation (LTO) itself Guidance for tutors and candidates General advice Candidates are not required to follow a course to prepare for the Delta Module Three ELTM extended Assignment. However, candidates who do receive support from their centres will benefit from having a integrated approach to their preparation for this assignment. Such support may be in the form of a course, individual/group tutorials, or online packages, and may be provided in mate with, orseparately from, Delta M odules One and Two. Where the ELTM Extended Assignment is supervised as part of a course, each centre is 5 may be constrained by compliance with accreditation or legislative requirements. Candidates should ensure that the file size does not exceed 10MB. It is especially important that the file containing appendices is not too large as this may cause problems for online uploading and downloading of assignments. Candidates must choose from the list of four specialisms provided. If a candidate wishes to focus on a specialist area not include in the list, the centre may contact the Cambridge ESOLHelpdesk for advice ESOLHelpdeskCambridgeESOL. org Candidates are expected to proof their assignments for demonstration and language errors. The title page should contain details of centre and candidate number, ELTM specialism and topic chosen and the word count. A confine page listing headings/sub-headings and including page poem should be provided immediately after the sweep up page. Pages should be numbered by using the acquaint page number go bad in Word. A running footer should be inserted with candidate name and assignment title. Headings should be used for sections in the body of the assignment.Sub-headings should be used where appropriate for sub-sections. The word limit is very important as it provides a form of archetypeisation for the assignment. Candidates should therefore plan their assignment to cover the criteria within the word limit. Assignments which exceed the word limit will be penalised during scaling. Assignments more than cytosine words over-length will be returned to candidates unmarked. The Suggested word limits for each section will help candidates gear up themselves accordingly.Candidates should use the word count function in Word (by highlighting all their text between the end of the contents pages and the start of the bibliography section) to monitor the number of words, and they are advised to note that examiners will au tomatically check all word counts before bell ringer. (The version of Word used to check the word count should be indicated with the word count on the front cover of the assignment. ) Footnotes should not be used at all for this assignment.All references and terminology are to be included in the text, and count towards the overall word limit. Summaries of key data, (e. g. charts which summarise the situation analysis results, overview of the implementation plan, etc. ) may be included in the text itself for readers ease of reference, but farther detail, (e. g. questionnaires, analysis of specific instruments used etc. ) should be put into the appendix. n? re-create and planning It is recommended that candidates be advised to address the various stages of the assignment separately, and that a study plan be drawn up so that candidates clearly carry out the necessary background work for each stage before moving on to the subsequent stage. Tutorials may be create into this plann ing to provide more organize guidance. n? display of the assignment Advice to candidates The assignment is to be submittedelectronically as two (and no more than two) documents with 2. 50 cm margins The introductory document should be submitted as a Word (. doc) document and empower as follows centre number_candidate number_surname_Delta3_ELTM_month year. doc e. g. 11111_001_smith_Delta3_ELTM_1211. doc The collation of situation analysis results and the implementation plan should be included as appendices in this document. This is to help markers locate essential information and to ensure that all master copy work is included in any plagiarization check. The second document may be submitted as a word document or as a pdf.It should be entitled as follows centre number_candidate number_surname_Delta3_appendices_ month year. doc or . pdf e. g. 11111_001_smith_Delta3_appendices_1211 .doc (. pdf) Samples of customer/stakeholder analysis instruments should be scanned electroni cally and included in the second document. 6 n? Reading, bibliography and referencing Edited book Advice to candidates Bush, T. & Bell, L. (Eds. ) (2002). educational Management Principles and Practice. London Paul Chapman. Candidates should refer to an extensive range of reading resources. in that respect should be explicit evidence of background reading in all of the first four sections of the assignment. This will typically include four to six different sources for each section.Some sources may be referred to in more than one section of the assignment but overall reference should be made to at least 8-10 different sources. Candidates are expected to do appropriate research into ELT Management and their chosen specialism management data analysis, (e. g. customer/stakeholder analysis) strategic management organisational improvement change management and decision-making. Appropriate terminology should be used and sources referred to where necessary.These should be clearl y referenced in the text, (e. g. White et al. 1991). If specific quotes are used, they should be referenced using author(s) surname(s), year of egress and page song quoted (e. g. Fullan 200198). Page numbers are not required if direct quotes are not used. The bibliography needs to be presented appropriately in alphabetical order of authors surname (see examples below). yr of publication, city and publisher should be included. This should be presented after the body of the assignment and before the appendices, and should only include publications referred to in the text itself.The second line of each bibliography entry should be indented. Referencing should follow a value format throughout the assignment. It is recommended that this be done according to the APA Publication Manual, (5th ed. , 2001) for more information see www. apastyle. org. Examples of several references are presumption below. Section of edited book Stoll, L. (2003). prepare culture and improvement. In M. Pree dy, R. Glatter & C. prudent (Eds. ) strategical Leadership and educational service (pp 92-108). London Paul Chapman. Electronic source British Educational Research Association. (1992). estimable Guidelines.Retrieved 19 July, 2011, from http//www. bera. ac. uk/guidelines. html Associations and corporate authors American Psychological Association. (2001). Publication Manual of the American Psychological Association (5th ed. ). Washington, DC American Psychological Association. Note on plagiarization Plagiarised work will not be accepted. Candidates should be advised on what constitutes plagiarism and how to avoid it. Centres should advise candidates that assignments are checked electronically for plagiarism and that plagiarism will be penalised. Plagiarism checks include checks against previously submitted assignments as well as assignments or parts of assignments which include passages copied from online resources or books.Plagiarism includes copying anothers language or ideas as if they were your own unauthorised collusion quoting directly without making it clear by standard referencing and the use of quotation tag and/or layout, (e. g. indented paragraphs) that you are doing so using text downloaded from the meshwork without referencing the source conventionally closely paraphrasing a text submitting work which has been undertaken wholly or in part by someone else. Single author book Mintzberg, H.(2001). Strategic Safari. Eaglewood Cliffs Prentice-Hall. Centres should inform candidates that submission of assignments which have been lift will lead to the candidates disqualification and a ban on re-entry of up to one-third years. Journal article Srikathan, G. & Dalrymple, J. (2003). Developing alternative perspectives for prime(a) in higher education. International Journal of Educational Management 17(3), 126-136. 7 Assessment Presentation and organisation maximum 14 mark n?The Module Three ELTM Extended Assignment is assessed with ref erence to a detailed Mark Scheme which allocates marks for the louvre assessment categories, each of which is divided into three sub-categories.The total number of marks uncommitted is 140, divided as follows academician writing, language and referencing Presentation, coherence and organisation Clarity of pedigree and quality of ideas n? Marking A Principal Examiner guides and monitors the marking process. The process begins with coordination procedures, whereby the Principal Examiner and a squad of examiners establish a common standard of assessment through the selection and marking of sample assignments. These are chosen to fiddle a range of performance across the different ELTMspecialisms selected for this assignment. During marking, each examiner is apportioned randomly chosen assignments. A rigorous process of coordination and checking is carried out before, during and after the marking process. Grasp of relevant issues for ELTM maximum 35 marks n? Review of the relevant general and ELT management literature Understanding of key issues in the chosen specialism Application of relevant management knowledge to practice and identification of key issues Situation analysis and commentary maximum 28 marks n? n? order Understanding and act of key principles of management data analysis Analysis of the instruments used and identification of areas for improvement Discussion and vindication of prioritised areas for improvement in the LTO supported by the analysis Results are recorded as three passing grades ( founder with greenback, outgo with Merit, notch) and one failing grade (Fail). The marks required to die hard each grade are Pass approximately 80 marks Pass with Merit approximately 100 marks Proposal and excuse maximum 35 marks Pass with Distinction approximately 120 marks Understanding and application of key principles of strategic management and organisational improvement exculpation of the change proposal in terms of ELTM and i dentified requirements judicial admission of the change and its intended effects, and of managing institutional constraints At the end of the marking process, there is a grading meeting to check piles around the grade boundaries. The grade boundaries are set in a way that ensures that the direct of knowledge required to obtain the three passing grades n? n? is consistent with the grade descriptions on page 9 of this handbook is the same from one session to the next. Implementation maximum 28 marks The following information is used in the grading Understanding and application of key principles of change management and decision-making Justification of implementation procedures in terms of ELTM and identified needs Designing an implementation plan and thinking through its impact on stakeholders comparison with statistics from previous years enquiry performance and candidature recommendations of examiners, based on the performance of candidates. 8 Grade descriptions Pass wit h Distinction Excellent piece of work which shows a very high level of understanding, analysis and application, and which displays originality and critical insight.Very high standard in all of the following areas Understanding of the selected specialism principles of situation analysis principles of change management principles of decision-making Analysis of key issues in the topic area and the LTO justification of the change proposal and implementation plan Identification of key priorities for change design of implementation plan Academic writing, presentation and organisation, clarity of argument and quality of ideas. Pass with Merit Very good piece of work which shows a high level of understanding, analysis and application, and which displays some originality and critical insight. graduate(prenominal) standard in most of the following areas, but with some room for improvement Understanding of the selected specialism principles of situation analysis principles of change ma nagement principles of decision-making Analysis of key issues in the topic area and the LTO justification of the change proposal and implementation plan Identification of key priorities for change design of implementation plan Academic writing, presentation and organisation, clarity of argument and quality of ideas.Pass Satisfactory piece of work which shows an bankable level of understanding, analysis and application, and which meets the requirements of the assignment. Good standard in some areas, but some room for improvement in most of the following areas Understanding of the selected specialism principles of situation analysis principles of change management principles of decision-making Analysis of key issues in the topic area and the LTO justification of the change proposal and implementation plan Identification of key priorities for change design of implementation plan Academic writing, presentation and organisation, clarity of argument and quality of ideas. Fail Inadequa te piece of work which fails to show an acceptable level of understanding, analysis and application. Substantial room for improvement in some or all of the following areas Understanding of the selected specialism principles of situation analysis principles of change management principles of decision-making Analysis of key issues in the topic area and the LTO justification of the change proposal and implementation plan Identification of key priorities for change design of implementation plan Academic writing, presentation and organisation, clarity of argument and quality of ideas. 9 Cambridge English Teaching Qualificationds Delta Supplementary Handbook for tutors and candidates Cambridge English Teaching Qualifications Teaching Qualifications University of Cambridge ESOL Examinations 1 Hills Road Cambridge CB1 2EU United Kingdom Tel +44 1223 553997 Email ESOLhelpdeskCambridgeESOL. org www. CambridgeESOL. org UCLES 2011 EMC/7861/1Y07