ILM Level 5 Qualifications in Leadership. Candidate Handbook

Transcription

1 ILM Level 5 Qualifications in Leadership Candidate Handbook

2 This publication is available in alternative formats. Please telephone +44 (0) Learning and Development www2.mmu.ac.uk/humanresources/current-staff/development/institute-of-leadership-and-management-qualifications

3 Background to ILM ILM is the UK s leading provider of leadership,management and coaching qualifications, and a City and Guilds Group Business. It works in partnership with around 2,000 centres in the UK, Ireland and across the world to provide high quality development opportunities for leaders and managers at all levels in public, private and voluntary organisations from every employment sector. ILM has rapidly established itself as a leading source of high quality qualifications in team leading and management practice, to support career development and improve individual performance. ILM is also a leading professional membership body with a growing membership of practising managers. As you re studying on an ILM programme, you are entitled to membership of the Institute for the duration of your studies, free of charge, giving you access to a wide range of services such as bite sized online learning sessions to support the areas you are covering on your course or to explore new areas of interest to you. Help with CV and Interview preparation is also available as is access to an online journal with current articles on Management and Leadership, Coaching and Mentoring, Equalities and Diversity and a wide range of other areas. To register for your free membership go to i-l-m.com/activate Structure of Qualifications ILM qualifications are made up of a prescribed number of units, each of which focuses on a specific aspect of the leadership and management role for which the qualification is designed. Each Unit has a credit value. Credit means that once you have completed a Unit successfully, even if you find you can no longer complete the full qualification, you can still have your achievement recorded you will get credit for what you have completed successfully. The qualification isn t just made up of time spent in the classroom or workshop, it also includes time spent reading and practising skills in the workplace, researching at work or on the Internet, discussing what you are learning with managers and work colleagues and anything you do in preparation for and completion of an assignment. Each unit also has a level. The level determines the complexity of the ideas you are learning about and applying. Learning and improving your performance One of the most important features of ILM units is that they are designed to enable you to learn how to perform more effectively in your role and also help you to demonstrate this improved performance. It s not enough just to know how to be a better manager or leader; you need to show that you are using what you have learnt with your teams and adding value to the organisation. One way of understanding how this works is the Experiential Learning Cycle, developed by US psychologist David Kolb. He suggests that the most effective learning occurs if people work their way through a cycle from learning about the theory (which Kolb called Abstract Conceptualisation), through planning how to apply what you have learnt (Active Experimentation), trying it out (Experience) and then thinking about the experience and what you have learnt from it (Critical Reflection). Active Experimentation (planning/trying out what you have learned) Concrete Experience (doing/having an experience) Abstract Conceptualisation (concluding/learning from the experience)) Reflective Observation (reviewing/reflecting on the experience) Your ILM programme is designed to ensure this happens. You will learn about various elements of leadership and management on your course, and then have the chance to plan how you can use these. Your job is where you will apply what you have learnt and the assignments require you to think about what you do and develop your learning and management practice further. It s important to understand that the assignment tasks that you are required to do as part of your programme are not there just to test what you have learnt. They are actually designed to help you to learn. Use the assignment to think and reflect about what you have learnt and on what you have done in practice. ILM Level 3 Qualifications in Leadership & Management 3

4 Level 5 Qualifications in Leadership The ILM Level 5 Award in Leadership aims to develop within the individual an understanding of their own leadership capability. The ILM Level 5 Certificate in Leadership aims to develop both understanding and application of leadership skills using action learning. Entry Requirements There are no formal entry requirements, but participants will: Normally be either practicing or aspiring managers with the opportunity to meet the assignment demands Have a background that will enable them to benefit from the programme which is likely to be level 2 in both literacy and numeracy. Progression Successful candidates may benefit from career enhancement and/or progress to the Level 5 Diploma in Leadership & Management or another qualification in either management or leadership Delivery of programmes The delivery of the programmes will be by using a blended method of learning which will involve workshops, tutorials and distance learning which will be mainly reading and reflection. Content of programmes For the award candidates will complete the following units: Induction session Unit M5.29 assessing your own leadership capability & performance For the certificate candidates will complete an addition unit: Unit M5.30 Improving own leadership potential through action learning Assessment Strategy All assessment methodologies are work related and designed to provide individual development and/or direct organisational benefits. Achievement of a qualification is dependent on the completion of the required number of credits for that qualification set by ILM. For all unit assessments candidates must achieve the minimum number of marks outlined for each section which is 50% of the marks available. All work should be done electronically as ILM is moving toward the process of external verification via electronic format. It is anticipated that only MS word (.doc) or rich text format (.rtf) file formats will be accepted, with a maximum file size of 1 Mb. Assessment activities are divided into parts. You must use the headings (in bold) of each part to structure your assignment, because marks are allocated according to how well you deal with each of them if the assessor doesn t know which part you are answering, you won t get the marks. Remember, the assessment is not trying to trick you what it asks for is what it expects. If you have a problem or are worried about the assignment, ask your tutor for help. You are advised to present your work as simply and clearly as possible. Word-processing of assessments is required. Please do not present your work in elaborate folders simple stapled pages are all that is required. This is especially important if your work is to be sent for external assessment by ILM s assessors instead of being marked within your centre. As a leader or manager, your communication skills are very important. So, it is important that you write clearly when your present your work for assessment. You may not lose marks for poor grammar and spelling, but it will give a poor impression of your standard of work. ILM is keen to ensure fair and equal assessment for all candidates. If you have any special difficulties which you think might put you at a disadvantage do not hesitate to let your tutor know. MIAP Managing Information Across Partners and LARS Learner Achievement Records In accordance with the new Qualifications and Credit framework (QCF) regulatory requirements candidates can achieve a national credit on the QCF. MIAP is a major initiative to enable the education and training sector to transform the use and exchange of information between learning providers, learners and employers and employees. It is managed by the Learning and skills council (LSC) and each candidate on an ILM programme will be provided with a unique learner number (ULN) this 10 digit number is kept for life and can be used by the learner to record any unit of learning they undertake. The Learner Achievement record (LAR) is a web based record of achievement showing units gained and associated credit accumulated. This new IT infrastructure will enable candidates to: Track their completed units and chart their path to completing a full qualification Identify progression routes to further achievements in a simple, user friendly environment Provide definitive proof of their educational achievements to employers and other third parties Transfer credits across qualifications and avoid having to repeat learning unnecessarily Build up and combine credits specific to their needs and interests Each assignment includes the Assessment Criteria, showing you exactly how you will be assessed, and a Mark Sheet to show how the marks are allocated. Read the assignments carefully and study the Assessment Criteria with even more care. It is a good idea to go through the assignments after you have completed them and mark them yourself, using those same criteria. Ask yourself Have I done what it asks me to do? What mark would I give it? 4 ILM Level 3 Qualifications in Leadership & Management

5 FAQ s Your Unique Learner Number (ULN) The ULN is a personal 10 digit number which will remain with you throughout your life, like your National Insurance (NI) number. So why can t we use your NI number, or one of the other numbers you already have? Well the law protects you by insisting that numbers like National Insurance can only be used for the purposes it was intended for. Your ULN will be the same. It will only be used to pull together your educational experiences and outcomes, enable you to view your learner record online and be used by government agencies who have responsibilities for education. What information will we need from you? We are not asking you for anything new, or anything that you don t already let us have. The core bits of information we use to get your ULN are your first name, family name, date of birth and gender. We want to make sure that information about you is accurate and does not get mixed up with other peoples information. We may use additional information sometimes to increase your security and protect your identity. These might include your post code or the first school you attended again, nothing you don t already have to provide. Do you have to give consent? You cannot refuse to have a ULN, but you can opt out of sharing your data with others if you choose. If you do opt out of sharing, you may find that you end up filling in longer forms again each time you move on to something new. You can opt out of sharing your data through the Fair Processing Notice your organisation will show you as part of the enrolment/ examination process, or at any time after that by calling the LRS Helpdesk or requesting your organisation opts out on your behalf. What about my data can other people access my information? The law already guarantees that your personal details are handled securely and sensitively. Your information will only be passed on to people with a legitimate reason, such as exam boards, schools or colleges that you want to move to and the government agencies who have responsibilities for education. How do I find out more? To find out more information including how to opt out of data sharing, visit gov.uk/education/learning-records-service-lrs or speak to Student Services. ILM Level 3 Qualifications in Leadership & Management 5

6 Assignment Task for Unit: Assessing your own leadership capability and performance Centre Number R24900 Centre Name Manchester Metropolitan University Learner Registration No. Learner Name Task The purpose of this unit is to develop understanding and ability to lead teams to achieve organisational values and goals as required by a practising or potential middle manager. Note: An ILM Assessment Task provides an opportunity to relate your learning directly to your current organisation. It is recommended that you discuss the assignment with your line manager to explore and agree how the task could be used to support the needs of your employer (as well as evidencing your learning as part of completing your ILM qualification). Check your assignment carefully prior to submission using the assessment criteria. Please use the sub-headings shown below when structuring your Assignment Understand leadership styles within an organisation Review the prevailing leadership styles in the organisation and to make a judgement about the leadership styles using a combination of evidence and an appropriate and correct theoretical model(s). Assessment criteria Review the prevailing leadership styles in the organisation (16 marks) Assess the impact of the prevailing leadership styles on the organisation s values and performance (16 marks) You are then required to use appropriate criteria to assess and make a judgement about the impact of the prevailing leadership styles on the organisation s values and performance. Be able to review effectiveness of own leadership capability and performance in meeting organisational values and goals Present a rationale to justify the most effective leadership style to motivate staff in own area to achieve the organisation s goals, and to implement the most effective leadership style. Justify the most effective leadership style to motivate staff in own area, to achieve the organisation s values and goals (20 marks) Implement the most effective leadership style in order to motivate staff in own area to achieve the organisation s values and goals (12 marks) 6 ILM Level 3 Qualifications in Leadership & Management

7 Action Learning in Theory and Practice Action Learning is a technique used primarily in leadership and management development. It was developed by Professor Reg Revans and he himself emphasised that it was a very simple idea that leaders and managers learn best by working together in a group (called an Action Learning Set) to help each other to find solutions to real work problems by discussion. They go off to attempt to make progress on their problems (by taking action, hence the name) and then meet again to discuss and review the outcomes of their actions. This not intended to be like a committee tackling each problem, but to help each individual to acquire a wider range of skills, understanding and models for action that can then be used and refined when dealing with future problems. The way Revans expressed his model was through an equation: L=P+Q where: L = Learning P = Programmed (or expert-provided) knowledge Q = Questioning In other words, we learn best when our learning is driven by the power of inquiry (questioning) supported by access to the knowledge and experience of those who have come before us accessed through learning resources and expert tutors. Underpinning this approach is the principle that learning should be focussed on finding solutions to real world problems, with the impetus for learning coming from the learner and the development of the learner being as important as finding a solution to the problem. For the purposes of the ILM s leadership qualifications, the problem to be solved is the need to develop leadership skills, but this problem may present itself in the form of more specific problems to do with the particular weaknesses a candidate has identified as part of the programme or specific problems with people at work for which effective leadership is seen as being necessary (eg: motivating people towards achieving the organisation s vision). Action Learning takes time, usually several months to a year and ideally is supported by the employing organisation. For the purposes of the ILM Leadership qualifications, a minimum period of six months is set, and a maximum of one year, to emphasise the time needed to develop leadership skills and also the need to have a limit to the time devoted to the programme. To learn more about Action Learning, you should read Reg Revans own descriptions of the methodology in: Revans, R. W (1966) The Theory of Practice in Management London: Macdonald Revans, R.W. (1980) Action Learning London: Blond & Briggs Action Learning Sets The Set is the group within which an individual engages with other learners to ask questions and explore solutions to problems. An AL Set should usually consist of between four and six people the lower figure is an absolute minimum, the upper figure may be stretched to seven or an absolute maximum of eight if this is unavoidable. Outside this range an AL Set will not work effectively and therefore will not meet the requirements for using Action Learning on an ILM Leadership programme. The first stage in forming a set is to explain its nature and purpose and to help the members get to know each other (ice-breaking activities focussed on individuals and their work roles can help here). Once formed, Sets should be allowed to develop their own working style. However, a few basic rules are important: Each individual should be allowed around 30 minutes at each meeting to have their problems addressed by the Set The Set is run by its members The Set Advisor (Tutor/Trainer) is not part of the Set and has no active role in the running of the Set. The Advisor is a source of Programme Knowledge (information and advice) if requested. (Alan Mumford quotes favourably the comment that the purpose is always for participants to learn. So you often bite your lip. ) One important outcome of all Set meetings is the date of the next meeting, by which time members should have implemented the ideas agreed at the current meeting this is one reason for an Advisor to intervene, if no meeting is agreed. The only other reasons are to prevent harm or other serious damage as a result of ill-informed decisions, or if there is such serious disagreement that the Set is failing. Simply making a bad or ill-informed decision that would have negative, but not threatening, outcomes is not a reason. Mistakes are part of learning. Reflect on and record learning, draw conclusions, define learning from experience. INTEGRATE LEARNING INTO YOUR PRACTICE! Start by presenting your challenge, problem, question or issue to the AL Set. Action Learning Process AL Set memebers use constructive questioning to challenge views, understanding, perceptions, assumptions. Others share knowledge invited by presenter of issue. AL Set may request knowledge input from facilitator. Revans, R.W. (1982) The Origins and Growth of Action Learning Bromley: Chartwell Bratt Revans, R. W (1997) Action Learning: Its Origins And Nature in Action Learning in Practice, 3rd ed., edited by M.Pedler Brookfield: Gower There is also an excellent review of the literature on Action Learning by Alan Mumford, published on the University of Sydney website at: Mumford(1995).htm LINK DOESN T WORK Bring results back to AL set. Discuss what worked or what did not, and WHY! Test out the ideas, taking action in the workplace. Insights developed? New understanding? New ideas for taking action? ILM Level 3 Qualifications in Leadership & Management 7

8 Assignment Task Developing own leadership capability using action learning Centre Number R24900 Centre Name Manchester Metropolitan University Learner Registration No. Learner Name Task The purpose of this unit is to enable you to understand the principles of action learning and to participate actively in an action learning set to help develop your leadership capability. The task requires you to prepare an action plan to develop your leadership performance, attend action learning sets for a minimum of 20 hours, identify and complete development objectives and maintain a learning log that tracks the leadership journey undertaken. The learning log must be presented as part of the assignment. Note: You should plan to spend approximately 60 hours researching your workplace context, preparing for and writing or presenting the outcomes of this assignment for assessment. Check your assignment carefully prior to submission using the assessment criteria. Please use the sub-headings shown below when structuring your Assignment Understand the role of action learning in developing own leadership capability Explain how you can benefit from being part of an action learning set to help you achieve your goals, outline what an action learning set is, how it operates and why it is particularly useful in developing leadership performance. Assessment criteria Explain the nature and benefits of action learning (8 marks) Explain the responsibilities of an individual within an action learning set or group including confidentiality and respect for others (4 marks) Place particular emphasis on explaining your own responsibilities in ensuring the effectiveness of the action learning process including confidentiality and respect for others values and beliefs and avoidance of behaviours that can be damaging to the effectiveness of the action learning set. Note: This could be submitted as the introduction to your learning log. 8 ILM Level 3 Qualifications in Leadership & Management

9 Please use the sub-headings shown below when structuring your Assignment Be able to use action learning to plan and monitor the leadership journey Using the outcomes from your Leadership Reflective Review or other sources, summarise your strengths and limitations as a leader, and set yourself goals to improve your performance. These should be included in your learning log. Plan for and participate in action learning sets. Over the period in which you are a member of the action learning set you should complete a learning log that includes a record of action learning set meetings attended including: Assessment criteria Identify own leadership strengths and limitations based on an assessment of own leadership behaviours and potential (12 marks) Set personal goals for an extended action learning intervention (8 marks) Prepare individual action learning plans for involvement in action learning sessions for a minimum of twenty hours (12 marks) Those problems that you brought to the set The actions that you agreed to take with the rest of the set How you put those agreed actions into effect; and How effective they were in helping you to improve your leadership performance. Note: This log must be presented as part of the assignment. Be able to review effectiveness of action learning in the development of own leadership capability At the end of the period during which the action learning set has been planned to operate, review the goals you set for yourself to improve your performance. Assess how well they have been achieved and in what ways your performance as a leader has improved. Use this information to identify follow up actions required. Note: This log could be submitted as the conclusion to your learning log. Complete planned actions to improve leadership (16 marks) Monitor and record own participation in action learning sessions (16 marks) Use feedback from others and own personal reflections to review the effectiveness of action learning undertaken (16 marks) Identify follow up actions required to continue the leadership journey (8 marks) ILM Level 3 Qualifications in Leadership & Management 9

10 Appeals procedure for candidates If you are unhappy with the course tutor s decision regarding any part of the assessment then you can appeal following the guidelines below: 1. Firstly speak to your course tutor and register your disagreement with the decision that has been made. The tutor will then explain to you why they made that decision and what criteria, if any, you failed to meet. You should speak to the tutor within 15 days of getting your assessment. 2. If at this point you still disagree with the course tutors decision you can appeal to the internal verifier. You will need to provide a copy of your work and the internal verifier will then assess the work independently. The internal verifier will notify the candidate of their decision within 30 days. If the internal verifier support the course tutor s decision but you still wish to appeal you can take your case to the Human Resources Director, who will also notify the candidate of their decision within 30 days. 3. If after completing the internal appeals process you are still unhappy with the decision made you can appeal to ILM. The process for doing this is as follows: Candidates should submit their appeal in writing giving his/her name and address and that of the centre, full details of the action with which they are dissatisfied and copies of any relevant evidence The appeal should be addressed to the Head of Quality Services, ILM. It must be received by ILM within 30 working days of the date on which the candidate was formally notified of the result of the centre s internal appeals process On receipt of the appeal, ILM will: Within 5 working days, acknowledge receipt of it in writing to the person submitting the appeal, with a copy to the centre Check the candidate s registration details Check the centre s internal appeals process has been exhausted Obtain a copy of the appeals file from the centre Appoint a member of ILM staff to adjudicate the appeal The outcome of the appeal will be notified by the Head of Quality and Services in writing to the person submitting the appeal and to the centre. This will normally be within 30 working days of receipt of the appeals file from the centre. If the appeal is considered justified, the notification will set out any remedial action that is being undertaken Equal Opportunities Manchester Metropolitan University has a continuing commitment to a policy of equal opportunities. The University is committed to the continuous development and review of policies and practices designed to ensure equality of opportunity and treatment of those who are or who seek to be its students or its employees. In meeting this commitment the University will take due account of any duties or obligations imposed by the law, and will not discriminate on grounds of age, colour, disablement, marital status, race, religion, sex, sexual orientation or other unjustifiable cause. A full copy of the Equality and Diversity Policy is available on the website at mmu.ac.uk/humanresources/equalities ILM Membership All registered candidates can apply to become members of the ILM for six months free and can enjoy a range of member benefits accessible through the ILM website. Studying members are encouraged on completion to upgrade to the appropriate professional grade of membership to continue to enjoy the benefits of membership which will help to support their career and personal development. Full details from ILM Lichfield on or membership@i-l-m.com or visit the website: i-l-m.com Resources Staff will have access to all University facilities to support the achievement of their learning objectives, including the wide range of support available via the library such as books, journals and videos. Staff also have access to the internet and a range of online learning modules via the Learning and Development website at www2.mmu.ac.uk/ humanresources/current-staff/development Staff can also access a wide range of courses to support their development in IT skills which can be accessed via the Information Systems unit website. Whilst members of the ILM staff will also have access 7 to the resources on the ILM website. These resources are suggested to help you complete your studies and to supplement any sessions already provided, but are not intended as an exhaustive guide or to replace research and reading you may want to carry out yourself. When following any course of study you should always investigate additional sources of reading and information such as sector specific publications, library collections, news coverage and any relevant organisations. Contact the central library in your area as they will often have an Inter-Library Loan service allowing loans from other libraries. Use of these resources is not compulsory, and does not guarantee any specific grade at the end of the course. 10 ILM Level 3 Qualifications in Leadership & Management

11 Books to Support The University Library has a really wide selection of books on Leadership & Management. As books are a very personal choice I suggest that you take some time and wander around the appropriate section of the library and find books that appeal to you and your learning style. If you are interested in a book you will get a lot more from it that if you are reading something on a reading list that is not working for you. Further Information If you would like to discuss anything from this candidate guide in more detail then please speak to the ILM centre manager Alison Laithwaite on ext 6410 or you can a.laithwaite@mmu.ac.uk AT ILM Level 3 Qualifications in Leadership & Management 11