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CHARTERED MANAGER DEGREE APPRENTICESHIP

GUIDANCE FOR HIGHER EDUCATION PROVIDERS NOVEMBER 2015

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CONTENTS PAGE Introduction 3

SECTION ONE: GENERAL INFORMATION 1.1 About CMI 3 1.2 About apprenticeships 4 1.3 About the CMDA 5 1.4 What’s included in the CMDA 1.5 Who the CMDA is aimed at 5 1.6 Entry requirements 6 1.7 Duration 6 1.8 How Providers can get involved 6 1.9 Membership 8 1.10 Support for apprentices 9 1.11 Funding 10

SECTION TWO: ASSESSMENT OF THE APPRENTICESHIP 2.1 Summary of assessment 11 2.2 Assessment of the CMDA 12 2.3 Formative on-programme assessment 12 2.4 Work-based project 13 2.5 Gateway process to the end-point assessment 14 2.6 End-point assessment 14 2.7 Final assessment and grading 17 2.8 Appeals process 18 2.9 Certification process 19

SECTION THREE: CHARTERED MANAGER 3.1 About Chartered Manager 19 3.2 Registration and membership 20 3.3 Routes to Chartered Manager 21

SECTION FOUR: ROLES AND RESPONSIBILITIES 4.1 Provider role 22 4.2 Employer role 22 4.3 CMI’s role 23

APPENDICES 24 Appendix 1 Standard for the CMDA 24 Appendix 2 Sample form: 360 degree feedback 36 Appendix 3 Sample form: declaration of authenticity 37 Appendix 4 Gateway to end-point assessment form 38 Appendix 5 CMI fees list 2015 39 Appendix 6 Qualified route to Chartered Manager 40 Appendix 7 Exemption route to Chartered Manager 49

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INTRODUCTION

Following a review of apprenticeships commissioned by the UK Government, the Richard Review of Apprenticeships (published November 2012) recommended a more employer-focussed approach to the development, delivery and funding of apprenticeships in England. The apprenticeship system has therefore been undergoing a series of reforms in order to increase quality, simplify the system, and put employers in the driving seat so that apprenticeships reflect the skills required by employers. The apprenticeships being developed under these reforms are called ‘Trailblazers’. The reforms also seek to ensure that employers work with professional/ trade bodies so that apprentices are able to gain professional recognition where possible. The Chartered Manager Degree Apprenticeship (CMDA) is a Trailblazer Apprenticeship that has been developed by a group of employers led by Serco, in liaison with the Chartered Management Institute (CMI) and a number of Providers consisting of Higher Education Institutions (HEIs). The CMDA includes work-based learning, business education leading to a relevant degree, and professional recognition through the award of Chartered Manager status.

This document incorporates the published CMDA Standard and the published Assessment Plan as approved by the Department of Business, Innovation and Skills (BIS) (September 2015). It is intended to ensure that providers have the information needed in order to prepare apprentices for the CMDA end-point assessment as delivered by CMI as an approved body. Information about the incorporation and assessment of apprentices for Chartered Manager status - the ultimate management accolade – is also included. Note that this document is not intended to be a definitive source of information about apprenticeships – such information should be obtained from www.gov.uk

1 SECTION ONE GENERAL INFORMATION

This section includes general information about apprenticeships and the CMDA, what’s included and how Providers can get involved in the delivery.

1.1 About the Chartered Management Institute

CMI is the only chartered professional body in the UK that is dedicated to promoting the highest standards in management and leadership excellence. Over 100,000 managers use its services on a daily basis. It was over 60 years ago that, as the British Institute of Management back then, the organisation developed the UK’s very first diploma in management studies. In the years that followed CMI has constantly been at the forefront of all aspects of management training and thinking.

CMI’s practical qualifications are ideal for managers and leaders at any level, and CMI remain the only awarding

1 and independent body recognised by the Privy Council to award Chartered Manager status

(CMgr MCMI). In addition to assessing and awarding Chartered Manager, CMI is also listed on the Skills Funding Agency’s Register of Apprentice Assessment Organisations. This means that CMI is able to assess the CMDA using the end-point assessment method described in the Assessment Plan. This gives Providers

1 Regulated by Ofqual in England and Northern Ireland, Scottish Qualifications Authority Accreditation in

Scotland, and Qualifications Wales in Wales.

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with a one-stop shop for assessment of Chartered Manger status, and the end-point assessment, both of which are required in order for the apprentice to achieve the CMDA.

CMI provides an integrated package of support to maximise the apprentice’s learning and achievement. This consists of CMI membership benefits to underpin professional recognition and development, an option of dual accreditation to provide apprentices’ with an additional CMI qualification, and comprehensive end-point assessment – the final validation that the apprentice meets the Standard and can be awarded the apprenticeship.

1.2 About Apprenticeships

An apprenticeship is first and foremost a job with substantial training and the development of transferable skills. It is a way for people of all ages to earn while they learn, gaining a qualification and a real future. Apprentices must be in paid employment for the duration of their apprenticeship, and will combine working with studying for a qualification. Higher apprenticeships and the new degree apprenticeships are part of the apprenticeships family. Higher apprenticeships refer to all apprenticeships which includes the achievement of academic and vocational qualifications and learning from level 4 up to bachelor’s and master’s degrees at levels 6 and 7 respectively. Degree apprenticeships are the latest model to be developed as part of higher apprenticeship standards, seeing apprentices achieving a full bachelor’s or master’s degree as a core component of the apprenticeship. Degree apprenticeships combine both higher and vocational education and fully test both the wider occupational competence and academic learning, either using a fully-integrated degree co-designed by employers and Providers, or using a degree plus separate end-test of professional competence. The new degree apprenticeship model has a number of benefits for employers, prospective apprentices, and Providers.

Employers can attract new talent, particularly high-calibre school-leavers who are keen to

earn a full bachelor’s or master’s degree in a work-based environment. It will allow them to acquire the graduate level skills they need, where the training costs, including the degree, are co-funded by government

The apprentice, like any other apprentice, will be employed and paid a wage throughout, will gain a full degree, and gain a head-start into their chosen profession compared with many of their counterparts

Providers can strengthen links with local employers and offer more degree programmes that meet employer needs and are accredited by professional bodies, while also having a new product to offer to prospective applicants.

1.3 About the Chartered Manager Degree Apprenticeship

The Chartered Manager Degree Apprenticeship (CMDA) is a Trailblazer Apprenticeship that has been developed by a group of employers led by Serco, in liaison a number of Higher Education Institutions (Providers) and the Chartered Management Institute (CMI) as the only body that can award Chartered Manager status.

The CMDA is a higher level/ degree apprenticeship that is pitched at Level 6 and includes business education, work-based learning and professional development through to Chartered Manager status. It is based upon the published CMDA Standard and Assessment Plan as developed by employers, who will ensure that these remain relevant and current. The Standard is shown at Appendix 1.

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Apprentices that complete the CMDA will stand out from students following a standard degree route by achieving not only a degree but also gaining work-based management experience and achieving Chartered Manager Status.

1.4 What’s included in the CMDA

1.4.1. Relevant Degree As part of the CMDA, apprentices will study for a relevant degree. This can relate to management and business (either BA (Hons); BSc (Hons) or BBA (Hons). The degrees are developed (or may already be in existence) by Providers, who must ensure that any degree that they deliver as part of the CMDA maps 100% to the published CMDA Standard.

Degrees may be ‘Dual Accredited’ by CMI – this is an optional process whereby the content of the

degree is further aligned and mapped to a CMI qualification. This enables the apprentice to gain an additional qualification as part of their academic studies. Where the additional qualification is a Diploma at level 5 or above, dual accreditation offers access to the exemption (streamlined) route to Chartered Manager. Contact CMI for further information on dual accreditation.

1.4.2 Work-based learning

Apprentices must be employed in order to undertake the CMDA. Work-based learning allows apprentices to ‘learn while they earn’. Job roles must allow sufficient opportunities for apprentices to undertake activities and tasks and implement learning acquired through their studies for the degree. They must have access to real work which is productive and gives apprentices opportunities develop, practice, and evidence knowledge and skills to meet the Standard. Off-the-job training and assessment will take place as part of their paid working hours.

1.4.3 Chartered Manager

The Standard has been mapped to the requirements for Chartered Manager. This means that apprentices are able, through their degree and work-based learning activities, to acquire the knowledge and skills that a Chartered Manager should have. Apprentices will undergo an assessment for Chartered Manager following achievement of the degree. On completion of the Standard, including assessment for Chartered Manager, the apprentice will become a member of the Chartered Management Institute (MCMI) and will be granted the CMgr designation which will remain valid as long as they continue their professional registration and maintain CPD. Information on how to access the assessment for Chartered Manager is provided in Section Three of this document. Note that apprentices must be registered as an Affiliate Member with CMI within six weeks of the start of the apprenticeship programme. This ensures that apprentices are able to access the benefits of Affiliate Membership as soon as possible, including access to on-line resources through Management Direct.

1.5 Who the CMDA is aimed at

The CMDA is suitable for those who are, or wish to become, professional managers, i.e. people that take lead responsibility for projects, people, operations and/ or services to deliver long term organisational success. It is applicable to professional managers from all sectors - the private, public or third sector - and all sizes of organisation.

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The CMDA has been designed for as wide a range of individuals as possible. This includes individuals who are at the start of their career – including school leavers – that wish to become professional managers and achieve Chartered Manager status, as well as those aspiring or existing managers who may already have developed practical experience but who wish to develop their theoretical understanding of management skills further.

1.6 Entry requirements

Individual employers will set the selection criteria for their apprentices though most will be expected to

hold ‘A’ levels (or equivalent) or existing relevant Level 3 qualifications. Other relevant or prior

experience may also be considered as an alternative. Providers must liaise with employers to

determine their requirements, in line with any specific requirements of the Provider.

Potential apprentices should also have achieved qualifications in English and Mathematics and at a

minimum of level 2 or equivalent, and also demonstrate Information Communication Technology (ICT)

skills at this level. Evidence of this must be collated by the Provider. Where this is not the case,

apprentices must complete these by the end of the CMDA, and evidence provided to the end-point

assessment body (copies of certificates will suffice).

1.7 Duration

It will typically take four years to complete the CMDA, although the exact duration will be dependent on the previous experience of the individual. Experienced managers for example may be able to complete in around two years, particularly where they have access to evidence that demonstrates their achievements as a professional manager. School leavers and those with no or very little management experience will require longer. Providers should liaise with employers and potential apprentices to establish the duration of the programme required.

1.8 How Providers can get involved

The CMDA can be delivered though organisations with degree awarding powers that are listed on the Skills Funding Agency Register of Training Organisations (ROTO) and whose Degree(s) map to the published CMDA Standard. To deliver the CMDA a Provider must either be:

listed on ROTO and already receive funding for apprenticeship delivery from the SFA

a subcontractor to another Provider listed on the SFA’s Register of Training Organisations

who is in receipt of funding for apprenticeships from the SFA

successful applicants to an SFA Provider Expression of Interest for higher and degree

apprenticeship delivery as outlined below.

Any Provider who already holds an SFA funding agreement which contains an apprenticeships allocation can go ahead and deliver higher and degree apprenticeships.

For Providers who do not hold an existing contract to deliver apprenticeships with the SFA - but have a clear plan for higher/ degree apprenticeship delivery as part of their offer to employers - an Expression of Interest (EOI) must be submitted to the Skills Funding Agency (SFA). The submission must take place in accordance with the windows of opportunity and deadlines set by the SFA as shown on their website. To progress the EOI:

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Providers not already registered will need to register on the SFA procurement portal

(BRAVO) in order to access the documentation and submit an EOI. Select the ‘click here to

register’ in the login/register box. Note that registering on BRAVO gives access to submit an

EOI - registering on BRAVO is separate from submitting an application

Register for a provider briefing as soon as possible through the higher apprenticeship inbox

All queries regarding the EOI, or relating to the procurement exercise must be directed to the

SFA through the BRAVO query portal. Responses to queries will be shared with everyone

registered on BRAVO for this EOI

Submit an Expression of Interest through BRAVO

Any general queries on higher apprenticeships outside this procurement process should be directed to the SFA via the higher apprenticeship inbox Providers may wish to deliver the whole apprenticeship directly or, act as the lead apprenticeship provider, sharing the delivery by subcontracting with other providers. The current EOI invites Providers to take either option.

The process that Providers must follow is shown below.

Diagram 1: Provider process

Continued....

Register with the SFA to offer apprenticeship & complete ILR for each apprentice (SFA process)

Contact CMI when ready to register apprentices – Account Managers will provide advice and support

Register apprentices with CMI as Affiliate Members within 6 weeks of start of apprenticeship

Delivery & on-programme assessment takes place resulting in a Portfolio of evidence (to include 360 degree feedback) . Regular reviews of progress with employer & annual formal review

Apprentice completes work-based Project in final year & begins completion of application for CMgr.

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1.9 Membership

1.9.1 Registration and support package As part of the professional body alignment required within the standard apprentices are required to become CMI members from start of the start of the CMDA, registering for professional membership must be undertaken by the apprenticeship provider (i.e. the HEI) within 6 weeks of the apprenticeship commencing. CMI membership supports both the academic and professional development of

apprentices through a range of interventions.

Registration will result in the CMDA apprentices receiving a welcome email from CMI and access to the following:

Specifically tailored Affiliate Member status with CMI membership benefits for the duration of

the apprenticeship, and a complimentary year afterwards to support post-apprenticeship

development

Access to a CMDA-tailored version of CMI’s online content portal ManagementDirect

supporting learning and embedding the Chartered Manager application submission

Benefits, services and communications underpin individuals developing professional awareness

and capability and help them to identify learning needs, take ownership of their own learning

and development, and develop habits of CPD essential to achieving Chartered Manager status

Apprentices are part of a membership community of over 120,000 managers with the

opportunity to network through, for example, events, mentoring schemes and social media

When you are ready to register your first CMDA apprentices please contact your account manager who will arrange for the team at CMI to do this for you for your first group and they will also set up access to CMI’s Hub in order that you can conveniently upload further batches of apprentices in the future and complete the registration process smoothly. Training in how to use the CMI Hub can be provided and full guidance documentation and videos are also available.

Award degree classification & ensure that apprentices have met the requirements for mathematics, English (level 2 minimum) & ICT

Liaise with CMI re booking assessments for Chartered Manager (qualified or exempt routes) and the end-point assessment

Arrange Panel to include Provider, employer & CMI assessor

Send completed Portfolio & work-based project to CMI assessor 8 weeks prior to Panel taking place

Panel takes place with presentation from apprentice & questions from Panel - final results and grading by CMI assessor takes place

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1.9.2 Key benefits of membership Affiliate membership for apprentices gives access to:

ManagementDirect – CMI’s on-line management and leadership resource portal which has

been tailored to be specific to the CMDA

CMI Achieve on-line mentoring system to provide advices and support from mentors drawn

from CMI’s member community for both work based and degree experience

Local events and networks organised by CMI Regional Boards; national networks such as

Women in Management.

1.10 Support for apprentices

1.10.1 ManagementDirect Once registered with CMI (which all CMDA apprentices are required to be within 6 weeks of starting the CMDA) apprentices will, as Affiliate Members, be given access to ManagementDirect – CMI’s on-line resource tool that is packed with content to support apprentices, including:

E-learning modules - from developing a management style to the principles of project management

Leader videos - experts talk about overcoming real-life management issues

Thinkers - summaries of the ideas of major theorists to help problem solving

Interactive scenarios - what decisions would you make on these management challenges?

Published articles - a database of articles from Professional Manager

Checklists - hundreds of practical tick lists of activities to ensure a best practice approach

E-journals - thousands of journals, publications and research documents offering latest industry

insight

Document outlines and research summaries on key business initiatives such as devising a

marketing plan

ManagementDirect will provide valuable support to apprentices in the work place and as part of their academic studies and progression towards Chartered Manager. Upon registration as an Affiliate Member apprentices will receive a welcome email that will include a link to ManagementDirect so they can begin to access this valuable resource as soon as possible. Providers can view the landing page here: https://mde.managers.org.uk/cmda

1.10.2 Skills Funding Agency The SFA produces a number of documents that aim to support employers and providers. The Apprenticeship Staff Support Programme has produced resources to support providers in understanding and implementing the apprenticeship reforms. The resources include a ‘Resources for Planning and Action’ document, which includes a section on planning for the delivery of apprenticeship standards, also four free podcasts: i. An overview of the reforms. ii. Learning from providers.

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iii. Understanding the changes to assessment. iv. The changing employer-provider conversation. These resources can be found here http://www.apprenticeship-staff-support.co.uk/resources

1.11 Funding

As with all apprenticeships, apprentices must not pay the costs of training or assessment and should not be charged student fees within their apprenticeship. Note that degree apprenticeships are not eligible for student loans. To be eligible to receive funding from the Skills Funding Agency (SFA), providers must be entered on the Skills Funding Agency Register of Training Organisations (ROTO). Entry on the register does not automatically entitle a provider to funding, but it means that they will be eligible to be invited to compete for future funding opportunities.

Full information can be found on the following website: https://www.gov.uk/government/collections/sfa-register-of-training-organisations

Once the apprentice is employed, Providers will need to create an Individualised Learner Record (ILR) for each apprentice in order to register them with the SFA. The ILR is an important document that is critical to accessing funding. Detail of this is included in the Trailblazer Apprenticeship Funding Rules 2014 to 2015 which is available on the Skills Funding Agency 2015 accessi For higher and degree apprenticeship standards only, the cost of the further and higher education

learning programmes and any additional external training and assessment will depend on the price(s)

agreed between employers and universities/ training and assessment providers. In the funding model

under trial for apprenticeship standards during 2014 to 2015 and 2015 to 2016, the Government

contributes two-thirds of the total agreed price, up to a cap, with employers contributing the other third

in cash, all paid to the lead provider in a payment schedule agreed with the employer. In addition

there are three available employer incentive payments (for taking on a 16- to18-year-old, for small

businesses and for successful completion). All standards are allocated to one of the five funding caps

– for the highest cap, government will contribute up to £18,000 based on an employer cash

contribution of £9,000.

The Government will contribute towards the cost of external training and assessment of apprentices to meet the standard. It has been confirmed that, in the 2014 to 2015 and 2015 to 2016 academic years, for every £1 an employer pays towards the cost of training and assessment, Government will pay £2. The overall amount the Government contributes will depend on which funding cap the apprenticeship standard has been allocated to. Standards are allocated one of five funding caps by the SFA. The funding cap for the CMDA is set at 5. You can find further information in the Trailblazer Apprenticeship Funding Rules 2014 to 2015.

2 SECTION TWO ASSESSMENT OF THE APPRENTICESHIP

This section provides information about how the CMDA is assessed, including the formative on-programme assessment by Providers through to the end-point assessment by CMI as an approved assessment organisation.

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2.1 Summary of assessment

Diagram 2: Summary of assessment

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2.2 Assessment of the CMDA

There are a number of elements that make up assessment for the CMDA including formative, on-programme assessment, a work-based project and a summative end-point assessment. The end-point assessment also includes a review of the work-based project and the evidence produced as part of the on-programme assessment. During the delivery and assessment of the CMDA there should be regular reviews (at least quarterly)

between the employer and the Provider with a formal annual review of the apprentice’s progress.

2.3 Formative on-programme assessment

Formative on-programme assessment must take place in liaison with the employer. The methods of assessment used as part of this are generally not prescribed and should be agreed between the Provider and employer to ensure that the apprentice is assessed across the totality of the Standard.

2.2.1 Portfolio of assessment evidence Methods used to assess the apprentice must be valid and reliable, and allow for the generation of evidence which is sufficient to make judgments about the apprentice’s level of knowledge and understanding, skills and competencies. The assessments will result in a portfolio of evidence that must contain evidence of the knowledge and understanding, skills and behaviours that the apprentice has acquired and the application of these. It will demonstrate their very best work, evidencing the apprentices’ achievements and capabilities and where they may have exceeded the requirements of the role. The portfolio should enable the apprentice to demonstrate how they have applied their knowledge and understanding, skills and behaviours in a real work environment to achieve real work objectives. The portfolio must demonstrate evidence against the Standard, and will support the attainment of Chartered Manager status. Evidence may be in the form of assignments, reports, practical exercises, projects, minutes, appraisals against performance objectives, development plans, records of observation of performance and professional discussions, personal reflective log, and feedback on behaviours via contact with others, team work - manager’s report, emails, customer comments, peer review etc. Providers must assist the apprentice to develop their portfolio to ensure that it is complete and that it covers the totality of the Standard. The portfolio will contribute towards the achievement of the degree, the assessment for Chartered Manager and will also be reviewed as part of the end-point assessment for the CMDA. Successful completion of the degree and achievement of Chartered Manager status are required to progress to the end-point assessment. This is confirmed during the Gateway Process to the end-point assessment described in 2.4.

2.2.2 360 degree feedback During the final year, 360 degree feedback on the apprentice’s performance should be obtained from managers and peers. This exercise should be conducted sensitively and input should be anonymous to the apprentice where possible. The outcome of this exercise must be discussed with the apprentice to allow opportunities for further development based upon this feedback. This may be in the form of an action plan or included in a self-development log. A sample form that may be used or adapted for this purpose is provided at Appendix 2). Evidence of this process must be included in the portfolio of evidence.

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2.4 Work-based project

The work-based project is a substantial piece of work to be undertaken towards the end of the CMDA during the final year. The project must bring together elements of learning from different parts of the programme and show evidence of accumulated knowledge and understanding of management, and the application of these within their organisation. The project must meet the Standard and demonstrate the approach taken to the planning and completion of the project.

Because of the significance of the project, the employer and Provider must work together with the

apprentice to agree a project that is achievable within the employer’s business constraints whilst

meeting the needs of the Standard. The project should be conducted as part of the apprentice’s

normal work. The employer should make allowances, in terms of time and resource, for the project to

be undertaken. Any elements which need to be undertaken outside of normal work should be agreed

between the employer, apprentice and Provider so that apprentices are not disadvantaged in any way

from performing their job and meeting the requirements of the project.

The requirements for the delivery of the work-based project are shown below:

2.3.1 Design A specification must be developed to show what has to be delivered on completion of the project - this must include the outputs, project plans etc.

Terms of reference must be developed by the apprentice and agreed by the Provider and

employer early in the project.

The Provider must provide clear project assessment criteria including those for the terms of

reference, approach to the problem, solution design and implementation, the final report and

presentation.

Apprentices must document their assumptions and highlight the consequences of these

assumptions – enabling them to demonstrate their understanding of commercial pressures and

the application of their thinking and problem solving skills

Agreement must be made between the apprentice, employer and Provider on what systems, tools

and platforms will be required (if any) to complete the tasks and how these will be made available.

2.3.2 Delivery Providers must work with the employer and apprentice to agree the project title and support

arrangements required to enable the project to be undertaken

The project should normally be based on an agreed business problem that forms part of the

apprentice’s role.

Suitable time should be set aside by the employer for the apprentice to plan, undertake and write

up their project.

The apprentice must first work out what is required and present terms of reference and an initial

plan for agreement with the employer and Provider

The project should typically be undertaken at the employers premises

The employer and Provider must ensure that the apprentice has access to the tools and systems

required to complete the tasks within the project

The apprentice must provide a signed statement to confirm the project is their own work. A

sample form is shown at Appendix 3

The project will be set and completed during the final year of the apprenticeship

2.3.4 Project Environment

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A suitable project environment should be provided ensuring access to all required tools and

systems. This may be the apprentices’ normal place of work/ work station, or another

environment suitable for the project

Someone responsible for managing the project from the employer perspective must be

identified

A tutor from the Provider must oversee and provide support to the apprentice.

Along with the portfolio, the work-based project will contribute towards the achievement of the degree, the assessment for Chartered Manager and will also be reviewed as part of the end-point assessment for the CMDA. Successful completion of the degree and achievement of Chartered Manager status are required for apprentice to progress to the end-point assessment. This is confirmed during the next stage which is Gateway Process to the end-point assessment described below.

2.5 Gateway process to end-point assessment

The Gateway process must be used to confirm to the end-point assessment body that the apprentice has met the pre-requisite requirements of the Standard before they move to the end-point assessment. The form at Appendix 4 must be used to confirm to CMI that the apprentice has completed the pre-requisites which are successful achievement of the (a) degree and (b) Chartered Manager status. Maths and English qualifications at level 2 and ICT skills are also a pre-requisite for achievement of the CMDA.

(a) Degree The Provider will need to confirm to CMI that:

the degree has been completed

the work-based project meets the final requirements of the degree

the degree can be awarded.

Apprentices will be graded by the Provider for the degree using Honours degree classifications for English Universities.

(b) Chartered Manager Status

An independent assessor representing CMI will need to confirm to the Provider that the apprentice has been assessed and achieved Chartered Manager status. The process for this is shown in Section 2 of this document. It is only once both the Provider and independent assessor have confirmed that the apprentice has achieve both the degree and Chartered Manager status that they will be able to progress to the end-point assessment. The Gateway process and end-point assessment should run as a concurrently as possible.

2.6 End-point assessment

It is the employer’s responsibility to choose the end-point assessment organisation, though it is likely that in reality this will happen in liaison with the Provider. This section describes the end-point assessment for the CMDA where CMI is the chosen body for the end-point assessment. Note that any other organisations that deliver the end-point assessment for the CMDA cannot assess apprentices for Chartered Manager status; only CMI is able to do this as approved by Privy Council.

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Where CMI is the chosen end-point assessment organisation, the assessment for Chartered Manager and the end-point assessment will run concurrently. All of CMI’s assessors are fully trained, standardised to ensure consistent assessment decisions and must adhere to a strict code of conduct.

2.5.1 End-point assessment organisations Any organisation that wishes to deliver the end-point assessment for the CMDA must do so in accordance with the published Assessment Plan, and be approved by the Skills Funding Agency (SFA). All approved organisations are shown on the List of Assessment Organisations for Apprenticeships on the SFA’s website. CMI has the assessment expertise and necessary resources to undertake the end-point assessment having a large number of trained independent assessors that are regionally spread and available for conducting independent assessments. Standard setting takes place on a regular basis to ensure that CMI’s independent assessors are consistent in their assessment decisions.

2.5.2 Arranging the end-point assessment The end-point assessment takes place via a panel meeting. The Provider will be responsible for co-

ordinating the panel meeting to include the Provider, employer, and an independent assessor from

the independent assessment organisation. Panel meetings should be arranged as and when they are

required and must take place at suitable, accessible locations with appropriate resources to allow for

presentations and panel interviews to take place.

When the panel is due to be arranged Providers must contact CMI as the chosen end-point

assessment organisation at least 3 months before the anticipated panel date. CMI will then allocate

an independent assessor. This timescale also allows for review by the independent assessor of the

completed portfolio and work-based project in advance of the panel taking place.

Although the end-point assessment panel meetings can be arranged early on, they can’t actually take

place until the requirements of the Gateway Process described above have been met. Providers must

give CMI at least 3 months notice to allow for the allocation of an independent assessor. Panel

meetings will take place at the end of the apprentices final year when they have achieved the degree

and Chartered Manager status and met the requirements ICT and for mathematics and English at

level 2 or above.

Providers should allow two hours per apprentice to allow for the apprentices’ presentation and

interview, panel discussion and grading.

Booking the end-point assessment with CMI Providers may purchase end-point assessment numbers in advance order to book the end-point assessment for apprentices. Providers are advised to purchase these numbers when registering apprentices as Affiliate members of CMI working towards the achievement of Chartered Manager status. A discount applies when apprentices are registered for membership and the end-point assessment booked at the same time. Please speak to your allocated CMI Relationship Manager. CMI is mindful that unfortunately some apprentices may drop out – end-point assessment numbers are cost effective to providers as they can be used for any apprentice – names are not collected at the point of registration. The numbers allocated by CMI are used by Providers when apprentices enter the Gateway Process outlined above, and enable access to the end-point assessment. Alternatively Providers may contact CMI at least 3 months before the anticipated panel date.

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2.5.3 Conducting the end-point assessment

(a) Review of assessment evidence

The end-point assessment can take place when the requirements of the Gateway Process have been

met. The end-point assessment is an overall synoptic assessment that covers the whole Standard.

The end-point assessment will be undertaken by a panel comprising:

a representative from the employer

a representative from the Provider

an independent assessor appointed by CMI (Chair)

Each apprentice’s portfolio of evidence and work-based project will be reviewed in advance of the

panel against specific criteria which will be applied on a sampling basis, and will cover a range of

assessment methods used to gain evidence for the portfolio. This is to check that the Standard has

been sufficiently covered.

A review of the work-based project will also take place by the independent assessor. Any particular

aspects of the work that they wish to discuss with the apprentice during the panel interview will be

noted, either to confirm their judgement and/or provide further information on which to base grading

decisions.

It is expected that both the HEI and the employer will already be familiar with the apprentice’s work-

based project and the content of the portfolio.

(b) Presentation

The apprentice is required to deliver a short presentation (approximately 15 minutes) to the panel

about their project. The presentation must focus on the outcomes of the project and describe the

objectives and outputs of their project, and will demonstrate:

what the apprentice set out to achieve

what they have produced in the project

how they approached the work and dealt with any issues

confirm the demonstration of appropriate interpersonal and behavioural skills

The primary focus of the presentation must be on the work undertaken during the project, however

during the interview session the panel will explore the apprentices’ broader experiences to

demonstrate that the knowledge and skills defined in the Standard have been met.

Practical requirements for the presentation:

The presentation must take place following the completion for the project and the preparation of

the final report

The apprentice will receive appropriate notice of their presentation time (a minimum of 7 days’

notice of the date)

A structured brief will be used to support the presentation to ensure a consistent approach

The presentation and interview session will normally be approximately one hour duration

The presentation should be conducted face to face, or in exceptional circumstances via live media

The presentation must be conducted in a suitable location – organised by the Providers

The apprentice must be put at ease to enable them to do their best

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The presentation will be to the Provider and independent assessor, and the employer whenever

possible

(c) Interview

Following the presentation an interview will take place by the panel, the purpose of which to:

Clarify any questions the panel/ independent assessor has from their assessment of the work-

based project and portfolio

Confirm and validate judgements about the quality of work

Explore aspects of the work, including how it was carried out, in more detail

Provide a basis for the independent assessor to make a holistic decision about the grade to be

awarded.

The apprentice will provide responses to a series of competency based questions put to them by the

panel members. The questions will require the apprentice to draw on their experiences throughout

their apprenticeship but will also focus on the findings/ recommendations made within their work-

based project activity.

The interview will be conducted face-to-face or in exceptional circumstances via video or

teleconference.

This combination will fully test that the apprentice has demonstrated the full range of skills, knowledge

and behaviours detailed in the Standard.

The independent assessor will act as Chair and will have the final decision as to the outcome of the

panel, the award of the apprenticeship and grading.

2.5.4 Preparing apprentices for the end-point assessment

Providers should ensure that apprentices have had support and practice in preparing and delivering

presentations, and developing interview skills. Power point presentation is preferred but other

methods may be used as appropriate, and the needs of apprentices that require reasonable

adjustments should be met.

2.7 Final assessment and grading

Grading will be undertaken by the panel, with the final decision made by the independent assessor.

Marks will be allocated across the areas being assessed, with a maximum possible mark of 100.

The panel will award marks based upon assessment of the portfolio, work-based project, presentation

and the panel interview. The marks will be based on how the evidence presented to the panel

contributes to:

What the apprentice has shown they can do against the requirements of their job role

How the apprentice has approached and the way they have completed the task(s)

Who the apprentice has worked with demonstrating personal and interpersonal qualities they

have brought to all their work relationships

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End-Point Assessment Evidence Maximum Mark

Portfolio 55

Project 25

Presentation and Interview 20

The marks will then be combined to give the final grading:

Grade Total Mark

Distinction 70+

Merit 60+

Pass 50+

Fail Less than 50

When applying the grades, the independent assessor will act as the final arbiter.

2.8 Appeals process

This section outlines how apprentices may appeal against decisions regarding the outcome of the end-point assessment. Note that and appeal against the degree should go through the Provider’s own appeals process. For appeals against decisions about Chartered Manager please see the next section.

Appeals against the outcome of the end-point assessment should be addressed to CMI as the independent assessment organisation. These should clearly state the grounds for appeal and be made within 20 working days of the receipt of the results. Appeals may be made by post to the Chartered Management Institute, Management House, Cottingham Road, Corby, Northamptonshire NN17 1TT. Or via email to apprenticeship@managers.org.uk CMI will confirm, in writing, acknowledgement of receipt of the appeal within 10 working days. CMI will arrange for the Lead independent assessor to review the documentation relating to the results. This will include the portfolio, work-based project, copy of the presentation and the panel’s notes from the panel interview. The Lead independent assessor will not be informed of the decision of the first assessor, and may conduct a telephone interview with the appellant as part of this process. The decision of the Lead independent assessor is final.

In the event that an apprentice fails to pass the independent assessment, an appeal against the decision may be made. The process is as follows:

Any appeal must be made in writing within 28 days of the fail decision being confirmed, and stating the grounds for appeal

Appellants must send in a cheque for £150 along with the written appeal (cheque is held pending the appeal outcome)

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CMI then organise a review of the case through the Lead independent assessor, or if the appeal is against this person through another independent assessor

All of the apprentice’s assessment documentation will be reviewed and a telephone interview will take place

If the appeal is successful, then the cheque is destroyed, the decision is reversed and apprentice awarded CMgr

If the appeal is unsuccessful then the cheque is cashed and the fail decision remains in place

All appeals must be sent to apprenticeships@managers.org.uk

If the appeal identifies any shortcoming or failure in the assessment process, CMI will take steps to:

(a) Identify any other apprentice who has been affected by the failure, (b) Correct or, where it cannot be corrected, mitigate as far as possible the effect of the failure, and (c) Ensure that the failure does not recur in the future.

2.9 Certification process

Evidence of the following is required in order to claim the apprenticeship certificate:

Degree certificate

Evidence of Chartered Manager Status

Mathematics qualification at level 2 or above

English qualification at level 2 or above At the time of writing the government is in the process of reviewing the process and body that currently produces apprenticeship certificates. We have therefore been advised to include a holding

statement, and will update this document when it is clear how the process will work.

3 SECTION THREE CHARTERED MANAGER

CMI has been working with employers and universities to develop the Chartered Manager Degree Apprenticeship (CMDA) to ensure that it’s fully aligned to the standards of professional recognition provided by the Chartered Manager award. CMI is also approved as an independent assessment organisation, so is able to deliver the end-point assessment. CMI is the only chartered body in the UK dedicated to advocating excellence in management and leadership, and the only organisation qualified to award the prestigious Chartered Manager accolade. This section provides further information about Chartered Manager including how to apply for apprentices to be assessed for this status.

3.1 About Chartered Manager

Chartered Manager is the highest and most prestigious accolade achievable within the management and leadership profession, and CMI is the only organisation qualified to award it. A Chartered Manager is someone who can take responsibility for people, projects, operations and/or services to deliver long term organisational success, with the professional recognition of their ability to deliver impact, behave ethically and demonstrate their commitment to continual learning and development. Demonstrating proficiency at managing people, projects, operations and services to deliver long term organisational success; outstanding conduct and ethical responsibility; and a formal commitment to

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continuous learning and personal development, it affords its holders parity with the best among other respected professions, such as accountancy, engineering and surveying, with a charter being the universally-recognised hallmark of excellence in one’s field. Chartered Manager status is awarded to those that demonstrate the above through a robust assessment process, and maintain the award through continuous professional development. The apprentice will need to have been assessed and met the Chartered Manager requirements before the end-point assessment for the apprenticeship, and this gives them the professional membership status as outlined in the Standard.

On completion of the Standard, including assessment for Chartered Manager, the apprentice will be granted the CMgr designation which will remain valid as long as they continue their professional registration and maintain their CPD. If an individual, for whatever reason, decides not to continue with their professional membership, they will still be able to list the Chartered Manager Level 6 Apprenticeship Award and Management Degree (BA (Hons), BSC or BBA, as relevant) as their achievements, but will no longer be able to use the designated letters, CMgr.

3.2 Registration and membership

Apprentices are required to register as CMI Affiliate Members from start of the start of the CMDA, registering within the first six weeks. Registration is via the CMI Hub and triggers a specific package for CMDA apprentices.

Specifically tailored Affiliate Member status with CMI membership benefits for the duration of

the apprenticeship, and a complimentary year afterwards to support post-qualification transition

Benefits, services and communications underpin individuals developing professional awareness

and capability and help them to identify learning needs, take ownership of their own learning

and development, and develop habits of CPD essential to achieving Chartered Manager status

Apprentices are part of a membership community of over 115,000 managers with the

opportunity to network through, for example, events, mentoring schemes and social media

Affiliate membership for apprentices gives access to:

ManagementDirect – CMI’s on-line management and leadership resource portal which has

been tailored to be specific to the CMDA

CMI Achieve on-lone mentoring system to provide advices and support from mentors drawn

from CMI’s member community for both work based and degree experience

Local events and networks organised by CMI Regional Boards; national networks such as

Women in Management.

Registration of apprentices also allows CMI to be aware of which Providers are delivering the CMDA and to allocate a named relationship manager who will provide advice, guidance or support. Please don’t hesitate in contacting your relationship manager with any queries in the first instance.

CMI also maintain and publish a current list of providers that are delivering the CMDA on the apprenticeship section of CMI’s website.

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3.3 Routes to Chartered Manager The section describes the routes to achieving Chartered Manager.

3.3.1 Qualified route This route is available to those that are studying for a degree that is not dual accredited by CMI. A CMI appointed assessor will undertake the assessment for Chartered Manager. The process normally involves a written submission and telephone interview. Where CMI is also the end-point assessment organisation, the independent assessor allocated will also be able to assess for Chartered Manager. The process will therefore be combined. The apprentice should begin completion of the application form during their final year – the form is shown at Appendix 6. The form must be submitted at least 3 months in advance of the anticipated panel to allow CMI time to review and moderate where necessary.

3.3.2 Exemption route This route is available to those that are studying for a degree that carries dual accredited status as awarded by CMI. The form used to this purpose is shown at Appendix 7. Providers may apply to become a Chartered Manager Assessment Centre to support this process. Where a Provider has this status they are able to assess for Chartered Manger themselves. Contact CMI if you are interested in this route. Providers will be issued with the documentation to implement this upon approval as a Chartered Manager Assessment Centre. Where the Provider is not approved as a Chartered Manager Assessment Centre, a CMI appointed assessor will undertake the assessment for Chartered Manager under the Qualified route shown above.

3.3.3 Appeals process In the event that an apprentice fails to pass the assessment for Chartered Manager, an appeal against the decision may be made if (a) they believe there has been a material irregularity in the process or (b) that they have been unfairly treated. The process is as follows:

Any appeal must be made in writing within 28 days of the fail decision being confirmed, and stating the grounds for appeal

Appellants must send in a cheque for £150 along with the written appeal (cheque is held

pending the appeal outcome)

CMI then organise a review of the case through the moderator team, this includes all apprentice’s assessment documentation being reviewed

If the appeal is successful, then the cheque is destroyed, the decision is reversed and apprentice awarded CMgr

If the appeal is unsuccessful then the cheque is cashed and the fail decision remains in place

All appeals must be sent to CMgr@managers.org.uk

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4 SECTION FOUR ROLES AND RESPONSIBILITIES

4.1 Provider role

Each Provider must:

Develop its own degree programme and map this to the outcomes in the Standard to ensure

that these are fully met (existing degrees may already map to the Standard)

Develop approaches that will deliver high quality education and training to apprentices and

fulfil employer expectations. This may be achieved via a range of different delivery models

including day release, block release, distance learning and online, or through a more

integrated approach designed in association with the apprentice’s employer

Assess and provide feedback to the apprentice

Take part in periodic reviews (to be agreed with the employer) and a formal annual review

with the employer to review the apprentice’s progress

Ensure internal quality assurance of their own formative assessment that takes place as part

of the CMDA

Liaise with employers to ensure that apprentice development plans are in place and

executed, giving apprentices opportunities to access develop, practice, and evidence

knowledge and skills to meet the Standard

Liaise with CMI and the employer regarding the end-point assessment2

4.2 Employer role

Each employer must:

Identify apprentices that may be suitable for the CMDA

Ensure the apprentice is undertaking real work which is productive and gives apprentices

opportunities to access develop, practice, and evidence knowledge and skills to meet the

Standard

Allow the apprentice to attend external off-the-job training and assessment as part of their

paid working hours

Take part in quarterly reviews and a formal annual review with the Provider to review the

apprentice’s progress

Liaise with the Provider regarding the end-point assessment and ensure employer

participation in the panel

All apprenticeships will last for a minimum of 12 months and employers will be expected to

employ an apprentice for the full duration of their apprenticeship. Apprenticeships may take

between 1 to 6 years to complete

In most cases employers will be expected to employ an apprentice for at least 30 hours per

week.

A useful guide for employers is available from www.gov.uk

2 Note that there may be other bodies recognised to deliver the end-point assessment

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4.3 CMI’s role

CMI as the end-point assessment organisation must:

Appoint qualified and experienced independent assessors

Develop assessment materials for use during the end-point assessment

Ensure that the independent assessors are standardised and provided with clear guidance so

that assessment decisions across all assessors are consistent

Liaise with the Provider with regards to the end-point assessment

Attend panels and take decisions regarding grading of the apprenticeship

Complete all necessary administration around the CMDA

CMI as the assessor for Chartered Manager must:

Liaise with the Provider with regards to assessment for Chartered Manager

Deploy qualified and experienced assessors to assess apprentices for Chartered Manager

Ensure that assessors are standardised to achieve consistent assessment decisions

Dual accredit Providers where appropriate so that apprentices may access the exempt route

to Chartered Manager

Recognise Providers as assessment centres for Chartered Manager where appropriate

Award Chartered Manager status to CMDA apprentices that achieve the degree and pass the

assessment for Chartered Manager

Provide apprentices with access to Management Direct – CMI’s on-line resource

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APPENDICES

1 Appendix one - Standard for the CMDA (Version 1, 2015)

Knowledge What is required (through formal learning and applied according to

business environment)

Organisational Performance – delivering a long-term purpose

Operational Strategy

Understand how to develop and implement organisational strategy and plans, including approaches to resource and supply chain management, workforce development, sustainability, taking and managing risk, monitoring and evaluation, and quality assurance. Know how to manage change in the organisation.

Project Management

Know how a project moves through planning, design, development, deployment and evaluation. Understand risk management models and reporting, risk benefit analysis and H&S implications.

Business Finance

Understand financial strategies, including budgets, financial management and accounting, and how to provide financial reports. Understand approaches to procurement and contracting, and legal requirements. Understand commercial context in an organisational setting and how this changes over time.

Sales and Marketing

Know how to create marketing and sales strategies. Know how to segment and target relevant markets and customers (global and local), analysis of opportunities and ways to market. Understand the need for innovation in product and service design.

Digital business & new technologies

Understand approaches to innovation and digital technologies and their impact on organisations, and how their application can be used for organisational improvement and development. Understand innovation and digital technology’s impact on data and knowledge management for analysing business decision-making.

Interpersonal Excellence – leading people and developing collaborative relationships

Communication Understand different forms of communication (written, verbal non-verbal, digital) and how to apply them. Know how to maintain personal presence and present to large groups. Awareness of interpersonal skills of effective listening, influencing techniques, negotiating and persuasion.

Leading People Understand different inclusive leadership styles and models, how to develop teams and support people using coaching and mentoring approaches. Understand organisational culture and diversity management.

Managing People

Know how to recruit, manage and develop people, using inclusive talent management approaches. How to use HR systems and processes to ensure legal requirements, H&S, and well-being needs. Know how to set goals and manage performance.

Developing Collaborative Relationships

Understand approaches to stakeholder, customer and supplier management, developing engagement, facilitating cross functional working and negotiation. Know how to shape common purpose, as well as approaches to conflict management and dispute resolution.

Personal Effectiveness – managing self

Awareness of self and others

Know how to be self–aware and recognise different learning styles. Know how to use emotional and social intelligence, and active listening and open questioning to work effectively with others.

Management of Self

Know how to manage time, set goals, prioritise activities and undertake forward planning in a business environment with a focus on outcomes.

Decision Making Know how to undertake research, data analysis, problem solving and decision-making techniques, and understand the values, ethics and governance of your organisation.

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Skills What is required (acquired and demonstrated through continuous professional development in the workplace)

Organisational Performance – delivering a long-term purpose

Operational Strategy

Support the development of organisational strategies and plans. Develop and deliver operational plans; being able to set targets and KPIs, manage resources, and monitor and measure outcomes to establish operational effectiveness, efficiencies and excellence. Produce reports that clearly present information and data, using a range of interpretation and analytical processes. Gain wide support to deliver successful outcomes.

Project Management

Plan, organise and manage resources in order to achieve organisational goals. Identify key outcomes, develop and implement plans and monitor progress, and provide reports as required. Proactively identify risk and create plans for their mitigation. Able to initiate, lead and drive change within the organisation, identifying barriers/challenges and how to overcome them. Ability to use widely recognised project management tools.

Business Finance

Managing budgets, controlling expenditure and production of financial reports.

Sales and Marketing

Use of customer insight and analysis of data to determine and drive customer service outcomes and improve customer relationships. Creative approaches to developing solutions to meet customer need.

Digital business & new technologies

Able to identify service/organisational improvements and opportunities for innovation and growth, using qualitative and quantitative analysis of information and data and benchmarking against others.

Interpersonal Excellence – leading people and developing collaborative relationships

Communication Communicate clearly, effectively and regularly using oral, written and digital channels and platforms. Use active listening and open questioning to structure conversations and discussions, and able to challenge when appropriate. Manage and chair meetings and clearly present actions and outcomes. Ability to apply influencing and persuading skills, to the dynamics and politics of personal interactions.

Leading People Able to articulate organisational purpose and values. Support the creation of an inclusive, high performance work culture. Enable others to achieve by developing and supporting them through coaching and mentoring.

Managing People

Able to build teams, empower and motivate others to improve performance or achieve outcomes. Able to delegate to others, provide clear guidance and monitor progress. Ability to set goals and accountabilities.

Developing Collaborative Relationships

Able to build rapport and trust, develop networks and maintain relationships with people from a range of cultures, backgrounds and levels. Able to contribute within a team environment. Effectively influence and negotiate, being able to have challenging conversations and give constructive feedback. Work collaboratively with internal and external customers and suppliers.

Personal Effectiveness – managing self

Awareness of self and others

Able to reflect on own performance, identifying and acting on learning and development needs. Ability to understand impact on others. Can manage stress and personal well-being, and confident in knowing core values and drivers.

Management of Self

Able to create personal development plan, and use widely recognised tools and techniques to ensure the management of time and pressure effectively, and prioritisation and strategic alignment of activities.

Decision Making Use evidence-based tools and ethical approaches to undertake problem solving and critical analysis, synthesis and evaluation to support decision making.

Behaviours What is required (developed and exhibited in the workplace)

Takes responsibility

Drive to achieve in all aspects of work. Demonstrates resilience and determination when managing difficult situations. Seeks new opportunities underpinned by commercial acumen and sound judgement.

Inclusive Open, approachable, authentic, and able to build trust with others. Seeks the views of others and values diversity internally and externally.

Agile Flexible to the needs of the organisation. Is creative, innovative and enterprising when seeking solutions to business needs. Positive and adaptable, responding

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well to feedback and need for change. Open to new ways of working and new management theories.

Professionalism Sets an example, and is ethical, fair, consistent and impartial. Operates within organisational values and adheres to CMI’s Professional Code of Conduct and Practice. (http://www.managers.org.uk/policies/code-of-conduct-and-practice).

Annex to Standards: Learning Outcomes and Assessment Criteria The learning outcomes and assessment criteria for the Chartered Manager Degree Apprenticeship have been based upon the following: 1. BIS definition - level 6 descriptor

critically, review, consolidate and extend a systematic and coherent body of knowledge, utilising specialized skills across an area of study;

critically evaluate new concepts and evidence from a range of sources;

transfer and apply diagnostic and creative skills and exercise significant judgment in a range of situations;

accept accountability for determining and achieving group and/or personal outcomes. 2. Ofqual level 6 descriptors

Summary

Knowledge and understanding

Application Autonomy and accountability

Achievement at level 6 reflects the ability to refine and use relevant understanding, methods and skills to address complex problems that have limited definition. It includes taking responsibility for planning and developing courses of action that are able to underpin substantial change or development, as well as exercising broad autonomy and judgement. It also reflects an understanding of different perspectives, approaches or schools of thought and the theories that underpin them.

Refine and use practical, conceptual or technological understanding to create ways forward in contexts where there are many interacting factors. Critically analyse, interpret and evaluate complex information, concepts and ideas. Understand the context in which the area of study or work is located. Be aware of current developments in the area of study or work. Understand different perspectives, approaches or schools of thought and the theories that underpin them.

Address problems that have limited definition and involve many interacting factors. Determine, refine, adapt and use appropriate methods and skills. Use and, where appropriate, design relevant research and development to inform actions. Evaluate actions, methods and results and their implications.

Take responsibility for planning and developing courses of action that are capable of underpinning substantial changes or development. Initiate and lead tasks and processes, taking responsibility, where relevant, for the work and roles of others. Exercise broad autonomy and judgement.

Upon successful completion of the Chartered Manager Degree Apprenticeship, candidates will demonstrate:

Knowledge and understanding acquired through formal learning and applied according to the business environment

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Skills acquired and demonstrated through continuous professional development in the workplace.

Organisational Performance – delivering a long-term purpose

Learning outcome/ outcome required The candidate will:

Assessment criteria The candidate can:

Assessment methods

1. Operational Strategy Knowledge – know and understand: 1.1 How to develop and

implement organisational strategy and plans, including approaches to resource and supply chain management, workforce development, sustainability, taking and managing risk, monitoring and evaluation, and quality assurance.

1.2 How to manage change in the

organisation. Skills – be able to: 1.3 Support the development of

organisational strategies and plans.

1.4 Develop and deliver operational plans; set targets and key performance indicators, manage resources, and monitor and measure outcomes to establish operational effectiveness, efficiencies and excellence.

1.5 Produce reports that clearly present information and data, using a range of interpretation and analytical processes.

1.6 Gain wide support to deliver successful outcomes.

1.1.1 Evaluate theories of organisational strategies and review own organisations strategy in the context of these 1.1.2 Analyse own organisations strategy for resource and supply chain management 1.1.3 Analyse own organisations strategy for workforce development 1.1.4 Interpret key principles of sustainability within own organisation 1.1.5 Evaluate risk management models and review own organisations approach to the identification and monitoring of risk 1.1.6 Evaluate quality assurance models in the context of own organisation 1.2.1 Critically evaluate change management models 1.2.2 Apply relevant model(s) to effectively manage substantial change in a select area of own organisation 1.3.1 Review own organisations strategies and plans and support further development of these 1.4.1 Develop operational plan to include realistic, measurable targets and key performance indicators 1.4.2 Demonstrate effective delivery of operational plan 1.4.3 Identify and manage appropriate resources to deliver plan 1.4.4 Accurately monitor and measure outcomes and evaluate results 1.5.1 Construct a range of detailed management reports and analyse and interpret these

Portfolio will include evidence obtained using a range of assessment methods

3 to show

that the candidate has understood and applied relevant organisational theories. Evidence must demonstrate that the candidate is able to apply theory to support the development, implementation and monitoring of organisational strategies and plans. Work-based project will be set within the context of own organisation’s strategy and make efficient use of resources available. Interview will test knowledge and understanding of organisational strategy and the application of this.

3 For example: the portfolio will include some of the following types of evidence to demonstrate achievement

against the standard: reflective journal, , assessor observations, credible witness statements, 360 degree feedback, plans, projects, assignments, presentations, research projects, reports

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1.6.1 Deliver successful outcomes demonstrating the effective use of wide support from a range of sources.

2. Project Management Knowledge– know and understand: 2.1 How a project moves through

planning, design, development, deployment and evaluation.

2.2 Risk management models and reporting, risk benefit analysis and health and safety implications.

Skills – be able to 2.3 Plan, organise and manage

resources in order to achieve organisational goals.

2.4 Identify key outcomes, develop and implement plans and monitor progress, and provide reports as required.

2.5 Proactively identify risk and

create plans for their mitigation.

2.6 Initiate, lead and drive change within the organisation, identifying barriers/ challenges and how to overcome them.

2.7 Use widely recognised project management tools.

2.1.1 Analyse the key stages of a project and demonstrate the application of these 2.2.1 Evaluate risk management models and risk versus benefit 2.2.2 Present methods of reporting and monitoring risk, including health and safety, and the mitigation of identified risks 2.3.1 Exhibit the effective planning, organisation, and management of identified resources, demonstrating how this contributes to the achievement of project goals 2.4.1 Identify key project outcomes, developing and implementing plans to ensure that these are achieved 2.4.2 Monitor progress towards the achievement of project outcomes and produce reports that clearly demonstrate this 2.5.1 Select and apply a risk management model to project, identifying and monitoring risks and actions to mitigate of these 2.6.1 Initiate, lead and drive change within a specific area of own organisation, identifying barriers/ challenges and presenting strategies to overcome these 2.7.1 Demonstrate the successful use of project management tools.

Portfolio will include evidence obtained using a range of assessment methods to show that the candidate has understood the project management process and has successfully applied this to produce positive outcomes. Work-based project will follow the principles of project management as appropriate. Interview will test knowledge and understanding of project management and how the candidate has applied this to achieve successful outcomes.

3. Business Finance Knowledge – know and understand: 3.1 Financial strategies, including

budgets, financial management and accounting, and how to provide financial reports.

3.2 Approaches to procurement and contracting, and legal requirements.

3.3 Commercial context in an

organisational setting and how this changes over time.

Skills – be able to:

3.1.1 Evaluate the importance of strategic financial management in relation to the organisational strategy 3.1.2 Assess the key elements of financial planning and review 3.1.3 Create and analyse financial reports 3.2.1 Evaluate the use of procurement and contracting and analyse their use within the context of own organisation 3.2.3 Assess the legal requirements around procurement and contracting and how to comply with these 3.3.1 Assess the commercial

Portfolio will include evidence obtained using a range of assessment methods to show that the candidate has an understanding of financial management, is able to apply this and analyse financial data and draw conclusions. Work-based project will include financial considerations as appropriate. Interview will test knowledge and understanding of business finance and how this has been effectively utilised by the

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3.4 Manage budgets, control expenditure and produce financial reports.

context that own organisation operates within 3.4.1 Identify how a budget can be produced taking into account financial constraints and achievement of targets, legal requirements and accounting conventions 3.4.2 Demonstrate competent management of a budget ensuring control over expenditure in accordance with targets 3.4.2 Access financial data, assess its validity and produce clear financial reports that analyse data and draw conclusions.

candidate.

4. Sales and Marketing Knowledge – know and understand: 4.1 How to create marketing and

sales strategies. 4.2 How to segment and target

relevant markets and customers (global and local), analysis of opportunities and ways to market.

4.3 The need for innovation in product and service design.

Skills – be able to: 4.4 Use customer insight and

analysis of data to determine and drive customer service outcomes and improve customer relationships.

4.5 Use creative approaches to

developing solutions to meet customer need.

4.1.1 Evaluate sales and marketing theories to inform strategy 4.1.2 Assess methods for setting sales and marketing objectives 4.1.3 Explain methods for applying and monitoring the implementation of a sales and marketing plan 4.2.1 Critically evaluate types of market segmentation and apply to own organisations customer base 4.2.2 Analyse segments in relation to own organisation and propose a strategy to assist targeting 4.3.1 Explain the importance of innovation in product and design 4.3.2 Analyse approaches to innovation employed by own organisation making recommendations as appropriate 4.4.1 Analyse sources of information for customer insight and data 4.4.2 Demonstrate use of customer insight and data to determine and drive customer service outcomes and improve customer relationships 4.5.1 Demonstrate use of creative approaches in developing a range of solutions to meet customer needs and review the effectiveness of these.

Portfolio will include evidence obtained using a range of assessment methods to show that the candidate has understood sales and marketing theories and methods, and is able to analyse and use data to meet customer needs. Work-based project will consider sales and marketing as appropriate. Interview will test knowledge and understanding of sales and marketing and how the candidate has applied this to achieve beneficial results.

5 Digital business and new technologies

Knowledge – know and understand: 5.1 Approaches to innovation and

digital technologies and their impact on organisations, and

5.1.1 Critically evaluate the impact of innovation and digital technologies on organisations 5.1.2 Evaluate the use of these for organisational development

Portfolio will include evidence obtained using a range of assessment methods to show that the candidate has understood the use of

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how their application can be used for organisational improvement and development.

5.2 Innovation and digital technology’s impact on data and knowledge management for analysing business decision-making.

Skills – be able to: 5.3 Identify service/

organisational improvements and opportunities for innovation and growth, using qualitative and quantitative analysis of information and data and benchmarking against others.

5.1.3 Review the use of innovation and digital technologies in own organisation and make recommendations for improvement 5.2.1 Analyse the impact of innovation and digital technologies on data and knowledge management 5.2.2 Demonstrate how this can be utilised for making business decisions 5.3.1 Demonstrate the use of qualitative and quantitative analysis of information to identify service/ organisational improvements and opportunities for innovation and growth 5.3.2 Analyse information and data to benchmark against others.

innovation and digital technologies and the use of data and knowledge management. Work-based project will include innovation and digital technologies as appropriate. Interview will test knowledge and understanding of the application of innovation, digital technologies, data and knowledge management to business.

Interpersonal Excellence – leading people and developing collaborative relationships

Learning outcome/ outcome required The candidate will:

Assessment criteria The candidate can:

Assessment methods

6 Communication

Knowledge – know and understand: 6.1 Different forms of

communication (written, verbal non-verbal, digital) and how to apply them.

6.2 How to maintain personal presence and present to large groups.

6.3 Interpersonal skills awareness including effective listening, influencing techniques, negotiating and persuasion.

Skills - be able to: 6.4 Communicate clearly,

effectively and regularly using oral, written and digital channels and platforms.

6.5 Use active listening and open questioning to structure conversations and discussions, and able to challenge when appropriate.

6.6 Manage and chair meetings and clearly present actions and outcomes.

6.7 Apply influencing and

6.1.1 Evaluate different types of communication and the application of these analyse their strengths and weaknesses in different contexts 6.2.1 Determine how to maintain personal presence 6.2.2 Prepare and present successfully to large groups 6.3.1 Analyse own interpersonal skills and take responsibility to further develop of these 6.4.1 Show effective and appropriate use of all forms of communication 6.5.1 Use active listening and open questioning to structure conversations and discussions and demonstrate the use of these to challenge others when appropriate 6.6.1 Demonstrate confident and effective chairing of meetings including preparation and follow up 6.7.1 Effectively apply influencing and persuading skills to the dynamics and politics of personal interactions.

Portfolio will include evidence obtained using a range of assessment methods to show that the candidate is able to use all forms of communication appropriately and effectively, and demonstrate high level interpersonal skills in a variety of contexts. Work-based project will be well structured and demonstrate good written presentation skills. Interview will review the candidate’s communication style and their ability to influence and negotiate.

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persuading skills, to the dynamics and politics of personal interactions.

7 Leading People Knowledge – know and understand: 7.1 Different inclusive leadership

styles and models, how to develop teams and support people using coaching and mentoring approaches.

7.2 Organisational culture and diversity management.

Skills – be able to: 7.3 Articulate organisational

purpose and values.

7.4 Support the creation of an inclusive, high performance work culture.

7.5 Enable others to achieve by

developing and supporting them through coaching and mentoring.

7.1.1 Evaluate a range of leadership styles and models to include inclusive leadership 7.1.2 Know own leadership style and how to adapt to situations 7.1.3 Evaluate the use of coaching and mentoring approaches to supporting people and developing teams 7.2.1 Evaluate types of organisational culture and how these are created 7.2.1 Explain diversity management and review approach in own organisation 7.3.1 Explain purpose and values and analyse how effectively these are communicated and articulated in own organisation 7.4.1 Take actions that support the creation of an inclusive work culture 7.4.2 Take actions that support the creation of an high performance work culture 7.5.1 Enable others to achieve by developing and supporting them through coaching and mentoring.

Portfolio will include evidence obtained using a range of assessment methods to show that the candidate has understood the impact of leadership on culture and is able to lead and coach people. Work-based project will include leading people as appropriate. Interview will test knowledge and understanding of leadership and own leadership style, how this can be used to affect performance.

8 Managing People Knowledge – know and understand: 8.1 How to recruit, manage and

develop people, using inclusive talent management approaches.

8.2 How to use HR systems and processes to ensure legal requirements, health and safety, and well-being needs.

8.3 How to set goals and manage performance.

Skills – be able to: 8.4 Build teams, empower and

motivate others to improve performance or achieve

8.1.1 Explain recruitment strategies and review the effectiveness of own organisations strategy 8.1.2 Examine inclusive talent management approaches and how this can be used to recruit, manage, and develop people 8.1.3 Analyse the use of inclusive talent management within own organisation 8.2.1 Discuss the use of HR systems and processes to ensure legal requirements, health and safety, and well-being needs are met 8.3.1 Critically evaluate goal setting theories and models 8.3.2 Set realistic achievable goals for others, monitoring and managing progress towards these 8.4.1 Demonstrate successful team building skills to significantly

Portfolio will include evidence obtained using a range of assessment methods that the candidate has understood and can apply inclusive approaches to recruitment and management to meet organisational needs. Work-based project will include managing people as appropriate Interview will test knowledge and understanding of people management.

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outcomes. 8.5 Delegate to others, provide

clear guidance and monitor progress.

8.6 Set goals and accountabilities.

empower and motivate others 8.5.1 Identify and delegate tasks to others, demonstrating the provision of clear guidance and the effective monitoring of progress to achieve positive results 8.6.1 Set realistic goals for others and ensure accountability.

9 Developing Collaborative Relationships

Knowledge – know and understand: 9.1 Approaches to stakeholder,

customer and supplier management, developing engagement, facilitating cross functional working and negotiation.

9.2 How to shape common purpose, as well as approaches to conflict management and dispute resolution.

Skills – be able to: 9.3 Build rapport and trust,

develop networks and maintain relationships with people from a range of cultures, backgrounds and levels.

9.4 Contribute within a team environment.

9.5 Effectively influence and negotiate, being able to have challenging conversations and give constructive feedback.

9.6 Work collaboratively with internal and external customers and suppliers.

9.1.1 Describe the principles of stakeholder, customer and supplier engagement and management 9.1.2 Analyse stakeholder, customer and supplier engagement and management in own organisation and identify strategies for improvement 9.1.3 Explain the benefits and challenges of cross-functional working and apply this method of working to deliver positive results 9.1.4 Evaluate negotiation strategies and practice these 9.2.1 Explain methods for shaping common purpose 9.2.2 Evaluate models of conflict management and resolution and successfully apply these 9.3.1 Develop and maintain networks and relationships 9.3.2 Build rapport and trust, demonstrating how this takes place with all people including those from different cultures, backgrounds and levels 9.4.1 Demonstrate useful contributions to a team environment 9.5.1 Demonstrate effective negotiation and influencing skills 9.5.2 Manage difficult conversations and give constructive feedback 9.6.1 Demonstrate collaborative working with internal customers 9.6.2 Demonstrate collaborative working with external customers and suppliers.

Portfolio will include evidence obtained using a range of assessment methods to show that the candidate has understood collaborative relationships and has put these into practice. Work-based project will include collaborative relationships as appropriate. Interview will test knowledge and understanding of developing and sustaining collaborative relationships.

Personal Effectiveness – managing self

Learning outcome/ outcome Assessment criteria Assessment methods

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required The candidate will:

The candidate can:

10 Awareness of self and others Knowledge – know and understand 10.1 How to be self–aware and

recognise different learning styles.

10.2 How to use emotional and social intelligence, and active listening and open questioning to work effectively with others.

Skills – be able to: 10.3 Reflect on own

performance, identifying and acting on learning and development needs.

10.4 Understand impact on others.

10.5 Manage stress and personal well-being, being confident in knowing core values and drivers.

10.1.1 Evaluate theories of learning styles and apply to self and others 10.2.1 Evaluate models of emotional intelligence and their use in the workplace 10.2.2 Evaluate the concept of social intelligence and its use in the workplace 10.2.3 Explain the importance of active listening and open questioning and demonstrate their uses in working with others 10.3.1 Analyse own performance, identifying learning and development needs 10.3.2 Devise and implement strategies to address learning and development needs 10.4.1 Explain factors that influence impact on others, both positive and negative, and demonstrate a positive impact on others 10.5.1 Determine and apply stress management techniques in the workplace to ensure personal well-being 10.5.2 Demonstrate confidence in knowledge of core values and reflect these in own performance.

Portfolio will include evidence obtained using a range of assessment methods to show that the candidate is aware of self and others has plans for self-development that will enhance impact. Work-based project will demonstrate effective management of self as appropriate. Interview will test the candidate’s self-awareness, impact upon others, and strategies for development of self.

11 Management of Self Knowledge – know and understand

11.1 How to manage time, set goals, prioritise activities and undertake forward planning in a business environment with a focus on outcomes.

Skills – be able to: 11.2 Create personal

development plan, and use widely recognised tools and techniques to ensure the management of time and pressure effectively, and prioritisation and strategic alignment of activities.

11.1.1 Assess a broad range of techniques for managing time 11.1.2 Review own time management skills and create and implement strategies to improve 11.1.3 Evaluate goal setting theories and models 11.1.4 Set achievable goals/ objectives for self and monitor progress towards these 11.2.1 Demonstrate use of time management techniques and tools 11.2.2 Effectively manage own workload to achieve objectives 11.2.3 Align personal development objectives to the organisational strategy 11.2.4 Demonstrate on-going commitment to personal development.

Portfolio will include evidence obtained using a range of assessment methods to show that the candidate can effectively manage self and demonstrated plans for self-improvement. Work-based project will demonstrate effective management of self to complete this. Interview will test the candidate’s management of self including self development, and plans to maintain on-going CPD.

12 Decision Making

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Knowledge – know and understand 12.1 How to undertake

research, data analysis, problem solving and decision-making techniques.

12.2 The values, ethics and governance of your organisation.

Skills – be able to: 12.3 Use evidence-based tools

and ethical approaches to undertake problem solving and critical analysis, synthesis and evaluation to support decision making.

12.1.1 Critically evaluate research methods and the types of data generated 12.1.2 Analyse complex data and draw sensible conclusions 12.1.3 Evaluate and apply problem solving techniques 12.1.4 Evaluate and apply decision making techniques 12.2.1 Describe and evaluate the values and ethics of your organisation 12.2.2 Review the impact of the governance of your organisation in terms of the decision making process 12.3.1 Demonstrate the use of evidence based tools to solve problems 12.3.2 Demonstrate the consistent use of critical analysis, synthesis and evaluation to support decision making 12.3.3 Use ethical approaches in problem solving and decision making.

Portfolio will include evidence obtained using a range of assessment methods to show that the candidate is able to use strategies to solve problems and make decisions. Work-based project problem demonstrates factors affecting problem solving and decision making as appropriate. Interview will test knowledge and understanding of decision making and how the candidate utilises information to inform this.

Behaviours required (developed and exhibited in the workplace)

CMI Code of Conduct and Practice

Assessment methods

Takes responsibility

Drive to achieve in all aspects of work

Demonstrates resilience and determination when managing difficult situations

Seeks new opportunities underpinned by commercial acumen and sound judgement.

Continually developing and maintaining professional knowledge and competence

Upholds the reputation of the profession and the institute

Portfolio will include evidence obtained using a range of assessment methods 360 degree feedback from others to show that the candidate has demonstrated these behaviours Interview may scrutinise and require examples of when and how the candidate demonstrates these behaviours

Inclusive

Open, approachable, authentic, and able to build trust with others

Seeks the views of others and values diversity internally and externally.

Creates a positive impact on society

Respecting the people with whom you work

Portfolio will include evidence obtained using a range of assessment methods including 360 degree feedback from others to show that the candidate has demonstrated these behaviours Interview may scrutinise and require examples of when and how the candidate demonstrates these behaviours

Agile

Portfolio will include evidence obtained using a range of

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Flexible to the needs of the organisation

Is creative, innovative and enterprising when seeking solutions to business needs

Positive and adaptable, responding well to feedback and need for change

Open to new ways of working and new management theories.

Acts in the best interest of organisation, customers, clients and/or partners

assessment methods including 360 degree feedback from others to show that the candidate has demonstrated these behaviours Interview may scrutinise and require examples of when and how the candidate demonstrates these behaviours

Professionalism

Sets an example, and is ethical, fair, consistent and impartial

Operates within organisational values and adheres to CMI’s Professional Code of Conduct and Practice. (http://www.managers.org.uk/policies/code-of-conduct-and-practice).

Behaves in an open, honest and trustworthy manner

Acts in the best interest of organisation, customers, clients and/or partners

Upholds the reputation of the profession and the institute

Portfolio will include evidence obtained using a range of assessment methods including 360 degree feedback from others to show that the candidate has demonstrated these behaviours Interview may scrutinise and require examples of when and how the candidate demonstrates these behaviours

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2 Appendix two - Sample form for 360 degree feedback

Notes: This form is circulated to those that work with the apprentice. Please complete and return this to the apprentice’s line manager. Note that the source of any comments that you make will not be revealed.

Name of person you are completing the feedback for:

Line Managers name:

What should they start doing to be more effective?

What should they stop doing to be more effective?

What should they continue doing to be more effective?

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3 Appendix three - sample form for declaration of authenticity

Notes: This form is to be completed by the apprentice and included in their Portfolio.

Provider name:

Apprentice name:

Declaration: I confirm that the work contained within this portfolio is my own and that of no other. Signature: Date:

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4 Appendix four – Gateway process: confirmation of achievement form

Notes: This form is to be completed and sent to CMI apprenticeships@cmi.org

Gateway process to end-point assessment Confirmation of apprentice’s achievement

Provider name: Apprentice name: End-point assessment number:

Confirm achievement of degree*

Confirm achievement of Chartered Manager*

Confirm achievement of mathematics at level 2 minimum*

Confirm achievement of English at level 2 minimum*

Confirm ICT skills at level 2 minimum*

Panel date: Panel venue: Name: Date: Signature:

* Evidence of achievement, where available, should be included in the apprentices’ portfolio. All evidence will be required and will need to be provided for the purposes of certification of the CMDA (overarching apprenticeship certificate).

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5 Appendix five - CMI Fees List (CMDA 2015)

Membership (includes ManagementDirect)

End-point assessment plus

assessment for Chartered Manager

Volume 1 – 25 26 – 50 51 – 75 76 – 100 101 – 150 151 – 250 250+

Fee £75 / annum £70 / annum £65 / annum £60 / annum £55 / annum £50 / annum £40 / annum

£425 + VAT per learner plus travel expenses (note that this fee applies only where CMI is the chosen end-point assessment organisation)

Chartered Manager fees

Apply where CMI is not the end-point assessment organisation.

Qualified route

£295 + VAT

Note that these are in addition to membership

fees

Exemption route*

£95 + VAT

* Providers can become a Chartered Manager Assessment Centre to support this process. Contact CMI for further information.

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6 Appendix six – Assessment for Chartered Manager (qualified route)

CHARTERED MANAGER

Qualified Assessment

» WRITTEN SUBMISSION WITH TELEPHONE INTERVIEW

This route is available to Managers wishing to gain Chartered Manager as either a Chartered Member or Chartered Fellow and who meet the requirements of qualification and experience. Your registration for Chartered Manager remains current for a 12-month period, with most applications completed within 3 months. On average it takes approximately 10 hours to present a written submission. 1 - BACKGROUND Chartered Manager is a practically-based assessment that reviews personal skills and expertise in leading people and managing change, and how these skills underpin continually effective performance and make a positive contribution to your organisation.

Guidance notes to completing this submission are embedded in each section of the document. 2 - WHAT DO I HAVE TO DO? Your role within the process is to:

Complete a full draft of the submission form, using the template on the following pages, and return it to the Chartered Manager team (where possible within 28 days), for review by an Advisor-Assessor.

Provide any additional information if requested by your Advisor-Assessor.

Undertake a telephone interview (lasting approximately 1 hour) with your Assessor to confirm that you are meeting the Chartered Manager standards, including answering any questions they may have or provide additional information should they require.

3 - WHAT IS THE ROLE OF THE ADVISOR/ASSESSOR? Your Advisor-Assessor is there to ensure that you understand the requirements for completing Chartered Manager, that you have supplied sufficient information for assessment, and that your claims are validated. They will strive to maintain ongoing contact with you. However if you repeatedly fail to respond to their requests or correspondence, your application will revert back to the central CMgr team and be put on hold. In reviewing your draft submission, if the Advisor-Assessor feels it does not meet the award criteria you will be given feedback to enable you to amend and resubmit. Should there still be gaps in the amended submission the Advisor will provide further feedback and a final opportunity for you to provide the detail required. This third submission will be assessed without further feedback and if the criteria are still not met the Assessor may refer your application.

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Your Assessor is there to ensure that standards for Chartered Manager are met. They will do this by: 1. Reviewing what you have written in your submission to ascertain:

That you have used your skills and expertise in leading people and managing change in a professional manner in accordance with the CMI Code of Conduct and Practice;

How these skills underpin continually effective performance and make a positive contribution to your organisation;

What you have learned from these achievements and how you plan to continue to develop your management skills.

2. Discussing the examples detailed in your submission with you over the telephone and asking additional questions based on these scenarios.

3. Ensuring the validity of your application; that your written claims and verbal discussions are coherent and supported by corroboration. Reserving the right to explore these further as necessary.

Based upon these activities your Assessor will either recommend you be awarded the Chartered Manager status or alternatively provide you with specific feedback on what additional information you need to provide to receive Chartered Manager status.

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» SUBMISSION TEMPLATE

Please indicate the sector in which you work (you can select multiple options)

Agriculture, Forestry and Fishing

Professional, scientific and technical activities

Mining and Quarrying

Administrative and support service activities

Manufacturing

Public administration

Utilities (inc electricity, gas, steam, water, sewerage and air conditioning

Education

Construction

Health activities

Wholesale and retail trade, repair of motor vehicles and motor cycles

Arts, entertainment and recreation

Transportation and storage Membership Organisations and other service activities

Accommodation and food service

Social Care activities

Information and communication

Police and Justice

Financial and insurance activities

Defence and emergency services

Real estate activities

Not applicable

ABOUT YOU

Name:

Membership Number:

Email: Telephone: Mobile: Skype ID: NB: You will be required to telephone/Skype the assessor at the agreed time. Please notify your assessor if you

are travelling outside of the UK.

Employer:

Job Title:

Work Address:

No of years in current role:

Country of work:

YOUR SECTOR

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YOUR SUBMISSION

This part of the process is to allow you to establish how, within the last 18 months, you have a) Demonstrated consistent effective performance within your own organisation or a client organisation

if appropriate b) Used your skills and expertise in leading people and managing change in a professional and ethical

manner in accordance with the CMI Code of Conduct and Practice c) Learned from your experience, being committed to ensuring your Continuing Professional

Development (CPD).

In submitting this document you will be confirming that you operate in a professional and ethical manner which supports the CMI Code of Conduct and Practice and that you are committed to completing annual CPD and maintaining records in support of this. The Institute offers an excellent CPD system available through Management Direct. Please note: Use the first person singular wherever possible to indicate that it is your effective performance that you are describing. Where possible your submission should not exceed 8 pages, and use of graphs, diagrams, tables or appendices is not allowed. You are expected to have appropriate levels of both written and spoken English; and all documentation must be in English. The information you provide in this form will only be accessible to the CMgr admin team, your assessor and potentially a moderator. Guidance has been provided below in each section. Please delete the guidance notes and replace with your information.

Please email your completed submission to cmgr@managers.org.uk

1 INTRODUCTION

Place your submission in context, i.e. briefly explain the background to your submission – the sector in which your work, your organisation, your role and responsibility.

Here you should set the scene: Provide details of your job role and the organisation you work for; you may need to outline the nature of the organisation if it isn’t obvious. Briefly explain the main responsibilities of your role and where you fit into the organisation. To provide the necessary context to the measures you introduced, please include any relevant background information in order to better illustrate the areas of effective performance you plan to provide in section 2.

ASSESSOR COMMENTS:

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Detail your comments here...

2 ACHIEVEMENTS AND CONTRIBUTION

Describe your key achievement(s) – (as indicated in the guidance notes below) – over the last 18 months and explain the contribution or influence they have had on the organisation’s performance. Where possible you should include measures (quantitative or qualitative) and/or outcomes to illustrate your contribution.

The organisation need not be one in which you are employed; perhaps you have recently changed employment or are particularly proud of what you have achieved in a formal, though voluntary, position you hold in, for example, a charitable body, a sports or leisure club. Achievements will be personal to you and your role, and demonstrate how you have delivered consistently effective performance within the last 18 months. Possible areas may include:

Consistent performance in meeting or exceeding targets;

Creating something that delivered positive results for your organisation; product, service or market development;

Changes you have introduced which have improved operations and/or how people work;

Making significant savings or performance improvement via a new way of doing things;

Maintaining performance in the face of difficulties, e.g. reductions in staffing levels;

Maintaining and sustaining your business model; motivating staff to retain skills; maintaining the level of turnover (even if not growing); maintaining established links with key stakeholders;

Mitigating losses and sustaining business viability in recessionary times;

Increasing profit or market share;

Turning a department or business activity around. To illustrate the achievement(s) you should include measures where possible; “hard” measures e.g. savings made, or “soft” measures e.g. increased customer satisfaction. A good starting place for you to identify your achievements may be from the performance objectives you were set, or from a recent appraisal. However it may be that due to unforeseen circumstances (perhaps due to changes in the environment in which your organisation operates) that the objectives you were set became inappropriate. N.B. operational changes must be within the last 18 months. However the implementation of strategic changes may go back beyond that the important thing would be to show some measures were delivered in the last 18 months.

ASSESSOR COMMENTS: Detail your comments here...

3 EXPLAIN HOW YOU USED THE SKILL OF ‘LEADING PEOPLE’ TO ACHIEVE THE OUTCOMES SHOWN IN SECTION 2.

Select three of the leading people sub-skills from the guidance notes and describe specifically, using examples how you used them to lead people effectively, starting what you personally did and why.

You have now told me “what” you did i.e. the nature of your achievement(s) and now you’re explaining “how” you achieved the deliverables identified in section 2.

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Please select three sub-skills for this Leading People section from the list below. Using each sub-skill as a heading, describe how you have applied that skill; it is not sufficient to simply describe why the skill is important. In short, you need to explain:

what you did,

how you did it,

with whom or to whom’

why’

what are the benefits. For example: Stating “I provided support to the team“ is fine; but how exactly did you provide the support? What methods did you adopt and how did the staff benefit? Try and give real-life examples of how you applied the chosen sub-skill. It is advisable that the explanation of each sub skill should be a maximum of three paragraphs.

There is no need to give any academic references here. N.B. all the skills are equal – therefore choose those that you can most easily relate to the activity and describe:

Provides clear purpose and direction

Inspires trust respect and shared values

Communicates clearly and succinctly

Develops and supports individual and team members

Resolves problems and conflicts with positive outcomes.

Adapt leadership style to take account of diverse situations In explaining how you used your chosen sub-skills to achieve the outcomes, you should pay particular attention to demonstrate how your behaviour demonstrates the ethical practice of a manager highlighted in the CMI’s Code of Conduct and Practice.

ASSESSOR COMMENTS: Detail your comments here...

4 EXPLAIN HOW YOU HAVE USED THE SKILL OF ‘MANAGING CHANGE’ TO ACHIEVE THE OUTCOMES SHOWN IN SECTION 2.

Select three of the managing change sub-skills from the guidance notes and describe specifically, using examples how you used them to lead people effectively, starting what you personally did and why.

Mirroring the requirements in section 3, using the list below please select three sub-skills for this Managing Change section. Using each sub-skill as the heading describe how you used them; it is not sufficient to simply describe why the skill is important. Please explain what you did, how you did it, with whom or to whom and why. Don’t forget to explain the benefits. Try to provide real-life examples wherever possible.

Encourage others to be creative and innovative

Identify opportunities for change and development

Scope plan and drive change

Manage others through the change process

Consistently apply strategic thinking

Take account of stakeholder issues

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In explaining how you used your chosen sub-skills to achieve the outcomes, you should pay particular attention to demonstrate how your behaviour demonstrates the ethical practice of a manager highlighted in the CMI’s Code of Conduct and Practice. ASSESSOR COMMENTS: Detail your comments here...

5 IDENTIFY YOUR PRINCIPAL LEARNING LESSONS.

Reflecting upon the experiences you have described in this submission identify: (1) What you have learned about your skills of leading people and managing change? (2) With hindsight what would you have done differently and why? Remember this is more about your behaviours rather than any process you employed.

Reflection is at the heart of developing the skill to learn continually from experience; reflection will be personal to you – it is what you have learned that is of interest here.

In this section you need to critically reflect on your experiences, activities and use of the skills to draw out any learning that might help you in the future. You may for example have discovered that you were better at handling conflict than you thought or were surprised that you aren’t as good at influencing and negotiating as you thought. How did you overcome any challenges? Were they easy or more difficult than expected? So this in essence is where you reflect on your strengths and weaknesses; and where you may need to learn new or build on existing skills.

The second part is where you reflect constructively on how you might have done things differently and the lesson(s) learnt so that if you were to undertake a similar exercise in the future you could do things better.

ASSESSOR COMMENTS: Detail your comments here...

6 IDENTIFY YOUR FUTURE LEARNING PLANS

Drawing upon your reflection in question 5 and any planned changes within your role/responsibilities identify:

(1) The skills and knowledge you need to develop over the next 12 months (2) The activities you plan to undertake to achieve these goals.

Please ensure you address both aspects of this question.

The Institute offers an excellent CPD system available through Management Direct, where you can log CPD plans and activities.

What are your goals and what skills and knowledge do you need to develop in order to help you achieve those goals? It is useful to identify what your learning aims and purposes are, the activities to achieve them and what

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time- frames you are considering. This is an opportunity to demonstrate your commitment to your continuing professional development. Remember that development activities are not restricted to formal training courses, and may occur through day-to-day activities, including: coaching and mentoring, delegation, secondments, experiential learning, or distance learning lectures/talks/conventions/conferences, research and reading e.g. via the internet, books, journals etc.

ASSESSOR COMMENTS: Detail your comments here...

7 WHO CAN CORROBORATE YOUR CLAIM?

List here the name of one key individual who will support your claim – wherever possible this should be your line manager. You should ensure your corroborator has sufficient knowledge about you and the work you have undertaken. You need to keep corroborators informed about their role in your submission and the fact that they will be contacted and need to respond within 5 working days. Your assessment cannot be completed until corroboration has been received.

Alternatively, in place of corroboration, you can forward witness testimonies or a copy of a recent performance review, if they clearly support your claims, to your assessor.

NAME

EMAIL PHONE WORK RELATIONSHIP

This should be your Line Manager or a senior manager; if not possible identify a peer or a client

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TO BE COMPLETED BY ASSESSOR

Assessor name:

Dates of interview:

1 INDICATE THE PRINCIPAL FOCUS OF THE CLAIM – CHOOSE 1 ONLY AND DELETE ALL OTHERS:

Consistent performance in meeting or exceeding targets

Maintaining performance in the face of difficulties

Mitigating losses and sustaining business viability in recessionary times

Creating something that delivered positive results; product, service or market development

Improved operations and/or how people work

Making significant savings or performance improvement via a new way of doing things

Turning a department or business activity around

Increasing profit or market share

2 RECOMMENDATION

1. ☐ I recommend the candidate is awarded Chartered Manager

Feedback to candidate:

2. ☐ Further revision required, please complete below

☐1st referral ☐ 2

nd referral ☐ failed application

Feedback to candidate:

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7 Appendix seven - Assessment for Chartered Manager (exempt route)

CHARTERED MANAGER

Exemption Assessment

Exemption route to Chartered Manager The fast track route to becoming a Chartered Manager is open to all that have completed the CMI Level 5 or above Diploma in management. To complete the assessment please respond to all questions and return together with your payment details to:

CMI Membership, Management House, Cottingham Road, Corby, Northants, UK, NN17 1TT Or cmgr@managers.org.uk

The criteria for becoming a Chartered Manager includes: 1) Degree level management qualification 2) minimum of 3 years management experience 3) proven management competence 4) a commitment to CMI Professional Standards and ongoing personal development. The completion of your CMI Diploma provides evidence for 1 and 3 above. The Exemption Upgrade seeks to confirm your applied learning to deliver effective management performance for your organisation. Additionally it allows you to confirm ethical practice and your plans for future development.

Your details Name:

Qualification completed:

Completion date:

Your Management

Experience:

How many years of

management experience

do you have?

How many years of strategic management experience do you have?

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Management Assessment

The following questions are divided into different management disciplines and help us to assess the extent of your management responsibilities and experience. CMI reserves the right to request references to support your answers. Please circle your answer yes or no next to each of the following questions: Managing People

1. Do you have responsibility for managing a team of people? Yes No

2. Do you regularly lead meetings? Yes No

3. Do you assess and provide formal feedback on the performance of individuals in your team? Yes No

Managing Yourself

4. Do you take responsibility for your own professional development and record your continuing professional development (CPD)? Yes No

5. Do you have a documented personal development plan? Yes No

6. Do you ensure that you have access to and use the information sources necessary for your role and your personal development? Yes No

Achievements

7. Do you manage projects? Yes No

8. Do you develop and implement operational plans for your area? Yes No

9. Do you consistently meet the performance targets set and agreed with you? Yes No

Managing Change

10. Do you manage processes for identifying and implementing innovations in your area of responsibility? Yes No

11. Do you create plans for managing changes in your area of responsibility? Yes No

12. Do you measure the outcomes of innovations or changes? Yes No

Managing Finance and Resources

13. Do you have responsibility for a budget? Yes No

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14. Do you consistently work to the budget or agreed variances? Yes

No

15. Do you plan resource requirements in light of your targets or objectives? Yes No

Strategic Management Experience

16. Do you develop and implement strategic business plans? Yes No

17. Do you attend and influence high level decision making meetings regarding the strategic direction of the organisation or your division/department? Yes No

18. Do you support and advise people across your organisation on strategic issues? Yes No

19. Do you establish risk management plans for your area of responsibility? Yes No

20. Do you have responsibility for strategic relationships your organisation has with other organisations? Yes No

Additional Requirements

You must answer yes to each of the questions below if you wish to proceed with your application for

Chartered Manager status. Please circle your answer yes or no next to each of the questions.

1. Do you confirm that you agree to the Terms and Conditions of CMI membership available via http://www.managers.org.uk/terms-conditions Yes No

2. In accepting any offer of CMI membership you are also agreeing that you understand and will abide by the CMI Code of Practice for Professional Managers available at www.managers.org.uk/code. Do you agree to do so? Yes No

3. In accepting any offer of a Chartered grade of CMI membership you are committing to completing and maintaining a Continuing Professional Development record which could be requested for inspection from you at any point. The CMI provides both guidance on CPD and a recording system at www.managers.org.uk. Do you agree to maintain CPD? Yes No

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Chartered Manager Application Please complete the following questions in your own words. We recommend you complete each question in no more than three hundred words. Please click here to view an exemplar.

1. Looking back over the last 18 months, explain the contribution or influence you have had

upon your organisation’s performance. Please ensure that your answer makes reference to

the management activities and skills that you have used

2. Describe how you have applied the learning gained from your recent studies to inform and

improve your managerial practice. Please ensure that you explain what you have achieved as a result of applying your learning

3. Considering the CMI Code of Practice, describe your recent management performance from

an ethical perspective. Explain why is it important to ensure that your behaviour and that of your team members is acceptable in terms of the standards of the wider society in which we operate

4. Describe your planned learning over the next 18 months to further develop your management

& leadership skills. Please provide at least two examples of planned learning, detailing what activity you will undertake to develop yourself, when and how this relates to your role/development need.

Further information Please provide us with the following further information:

1. Your job title:

2. The sector you work in:

3. The number of staff who report to you:

4. The number of employees in your organisation:

End of document – all feedback welcome so that we can continually improve.

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Chartered Management Institute (CMI) CMI is the only Chartered professional body in the UK dedicated to promoting the highest standards of management and leadership excellence. With a member community of over 120,000, CMI has been providing forward-thinking advice and support for more than 60 years. We continue to give managers and leaders, and the organisations they work in, the tools they need to improve their performance and make an impact. We are a UK awarding body for management and leadership qualifications, and the only body that awards Chartered Manager, the hallmark of any professional manager. For more information, please visit: www.managers.org.uk/degreeapprenticeships email: apprenticeships@managers.org.uk

Chartered Management Institute Management House Cottingham Road Corby Northants NN17 1TT Registered Charity no. 1091035 Incorporated by Royal Charter

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