ILM Level 3 LM sample material for organisations AC 2.1 Final

ILM Level 3

Sample materialfor organisations AC 2.1

Leadership and Management

ii - ILM Level 3 Award sample materials for organisations AC 2.1

Contents

Introduction .....................................................................................................................................1

Qualification Assessment Criteria ...................................................................................................2

Tutor Manual – Course Structure ....................................................................................................3

Initial Briefing – Presentation ..........................................................................................................5

Tutor Manual – Lesson notes ..........................................................................................................6

Lesson 308 – Presentation...............................................................................................................7

Learner Resource Book – Underpinning knowledge .......................................................................9

Learner Resource Book – Case Study Example ..............................................................................11

Learner Resource Book – Tutorial worksheet ................................................................................12

Learner Resource Book – Example Answer ...................................................................................13

Tutor Manual – Tutorial notes .......................................................................................................14

Tutorial 308 – Presentation ...........................................................................................................16

Learner Resource Book – Assignment Guidance ...........................................................................18

Assignment 308 Workbook – AC 2.1 task ......................................................................................20

Assignment 308 Workbook – Marking criteria ..............................................................................21

1

Introduction

Thank you for expressing an interest in the CVQO-led Institution of Leadership and Management (ILM) qualifications.

This document provides organisations with samples of the resources contained in the CVQO-led ILM Level 3 Award in Leadership and Management Course Package Tutor Pack and on the USB memory stick.

Each sample has been taken from Assessment Criteria 2.1 of Unit 308, ‘Understanding leadership’. The resource shows the learner journey and helps a tutor understand how the qualification could be planned, implemented and delivered.

Learner resources have also been provided to show how they are assessed and what provisions are made to support them towards successfully gaining the qualification.

Guidance notes have been provided for each resource and explain how the resources fit in to the qualification and how they might be used.

2 - ILM Level 3 Award sample materials for organisations AC 2.1

Qualification Assessment Criteria

The CVQO-led ILM Level 3 Award in Leadership and Management Course Package is made up of two units. These are:

• Unit 308 – Understanding leadership

• Unit 341 – Leading and motivating a team effectively

Each unit is broken down into Learning Outcomes, which are further broken down into Assessment Criteria (AC). Learners must satisfy the Pass criteria outlined by ILM’s sufficiency descriptors in their responses.

The AC for this qualification has been provided in the table below:

Learning Outcomes Assessment Criteria

Unit 308 Understanding

leadership

1. Understand leadership styles.

1.1 Describe the factors that will influence the choice of leadership styles or behaviours in workplace situations. (200 – 350 words)

1.2 Explain why these leadership styles or behaviours are likely to have a positive or negative effect on individual and group behaviour. (200 – 350 words)

2. Understand leadership qualities and review own leadership qualities and potential.

2.1 Assess own leadership behaviours and potential in the context of a particular leadership model and own organisation’s working practice and culture using feedback from others. (220 – 420 words)

2.2 Describe appropriate actions to enhance own leadership behaviour in the context or the particular leadership model. (200 – 350 words)

Unit 341 Leading and motivating a

team effectively

1. Know how to communicate the organisation’s vision and strategy to the team.

1.1 Explain the importance of the team having a common sense of purpose that supports the overall vision and strategy of the organisation. (130-240 words)

1.2 Explain the role that communication plays in establishing a common sense of purpose. (130-240 words)

1.3 Assess the effectiveness of own communication skills on the basis of the above. (100-180 words)

2. Know how to motivate and develop the team.

2.1 Describe the main motivational factors in a work context and how these may apply to different situations, teams and individuals. (130-240 words)

2.2 Explain the importance of a leader being able to motivate teams and individuals and gain their commitment to objectives. (160-300 words)

2.3 Explain the role that a leader plays in supporting and developing the team and its members and give practical examples of when this will be necessary. (160-300 words)

3

Tutor Manual – Course Structure

The Tutor Manual includes all relevant information to the person delivering the course, including the relevant qualification information and supporting notes for all presentations. These two documents are found in the planning pages of the manual and shows the journey of the learner and how the course might be structured.

6 - ILM Level 3 Award in Leadership & Management

Administration

4 Course design

This is an overview of the classroom elements of the CVQO-led course:

Start of course

INITIAL BRIEFING (30 min)

To follow, in either order

LESSON 308(45 min)

LESSON 341(45 min)

Following leadership experience

TUTORIAL 308 Part 1 + Part 2

(45 min)

TUTORIAL 341 Part 1 + Part 2

(45 min)

TUTORIAL 308 Part 3

(45 min)

TUTORIAL 341 Part 3

(45 min)

There are several ways in which these elements can be incorporated into an existing or a novel training programme.

• The lessons should precede the tutorials but it does not matter whether Lesson 308 or Lesson 341 comes first.

• The tutorials should be provided only after sufficient practical leadership experience has been gained.

• The two parts of Tutorial 308 relate to each other and these sessions should be reasonably close together. The two parts of Tutorial 341 are less closely linked and could be separated in time.

• Lesson 308 and Lesson 341 can be delivered in a lecture format which does not constrain the group size.

• Tutorial 308 and Tutorial 341 demand group sizes which are small enough to permit every learner to participate fully.


7

Administration

5 Learner Journey Plan

The CVQO-led course complies with the ILM’s requirements in the following way:

600/5934/5 ILM Level 3 Award in Leadership and Management

Unit 8600-308 Understanding leadership

Credits: 2 Guided Learning Hours: 6

Unit Aim To develop knowledge and understanding of leadership as required by a practising or potential first line manager

Learning Outcomes

1. Understand leadership styles

Lesson 30845 minutes

Supervised practice to develop the ability to apply knowledge and skills(Minimum 4 hours)

Individual tutorial supervision

2. Understand leadership qualities and review own leadership qualities and potential

Tutorial 308Part 1 + Part 245 minutesTutorial 308Part 345 minutes

Unit 8600-341 Leading and motivating a team effectively

Credits: 2 Guided Learning Hours: 7

Unit Aim

To enable learners to understand:• the need for teams to have a sense of vision and purpose that

reflects the organisation

• the role that effective communication, motivation and individual and team development play in enabling this to happen

Learning Outcomes

1. Know how to communicate the organisation’s vision and strategy to the team

Lesson 34145 minutes

Supervised practice to develop the ability to apply knowledge and skills(Minimum 5 hours)

Individual tutorial supervision

Tutorial 341Part 1 + Part 245 minutes

2. Know how to motivate and develop the team

Tutorial 341Part 345 minutes

5

Initial Briefing – Presentation

The Initial Briefing presentation is given to all learners at the start of the course and satisfies the Information, Advice and Guidance (IAG) provided. The presentation outlines to the learners the course administration, contents and the assessment requirements and is supported with presentation notes in the Tutor Manual.

Improving lives through vocational education

ILM LEVEL 3 AWARD IN LEADERSHIP AND MANAGEMENT

Initial Briefing

ILM Level 3 Award in Leadership and Management

Content

•Unit 308 – Understanding Leadership (2 credits)

•Unit 341 – Leading and

Motivating a Team Effectively (2 credits)

- improving lives through vocational education


Tutor Manual – Lesson notes

The Tutor Manual contains the delivery notes for the lesson theory. AC 2.1 requires learners to reflect on their own leadership in the context of a leadership model. Here, learners are guided through the Hersey-Blanchard Situational Leadership model.


Lesson Plans Lesson 308

Situational LeadershipAC 2.1 expects learners to review their own leadership performance based on feedback from others. This should be considered in line with the working practices and cultural expectations of their organisation and in the context of a recognised leadership model

SLIDE 25

20 Hersey-Blanchard ModelExplain that:

• Hersey and Blanchard (independently) suggested that different teams could have different levels of skill and commitment. They described four different states of development or maturity (D1 – D4) that teams could have.

• Because the teams were different in each case they believed that the leadership style that was needed would be different in each case.

Team member states• D1 Low in competence but high in commitment – team members

wanted to complete the task but did not know how to

• D2 Some competence but uncommitted – could do the job, not very well, but were not keen to

• D3 Fairly competent but not fully committed – could probably carry out a reasonable job but lacked the desire to

• D4 Highly competent and committed – team members capable of getting on with the job on their own

• They went on to suggest that the choice of leadership style should be dictated by the development level of the team.

They classified 4 Leadership styles:• S1 DIRECTING – The leader tells the team exactly what to do and

supervises closely.

• S2 COACHING – The leader still provides direction and decisions but consults the team.

• S3 SUPPORTING – The leader allows team members to decide what to do and how to do it. Supervision is provided but less closely.

• S4 DELEGATING - The leader remains involved in decisions but the process has passed to the team. The leader continues to monitor progress.

• This graphic shows how the four different styles require greater or lesser amounts of supportive behaviour and directive behaviour.

SLIDE 26

SLIDE 27

SLIDE 28

7

Lesson 308 – Presentation

The lesson presentation contains the content delivered to the learners with regular reference being made to the relevant Assessment Criteria. Here you can see the visual graphic of the Hersey-Blanchard Model and how it can be interpreted. The slides contain animations, which cannot be shown here.

AC 2.1 ASSESS OWN LEADERSHIP BEHAVIOURS AND POTENTIAL IN THE CONTEXT OF A PARTICULAR LEADERSHIP MODEL AND OWN ORGANISATION’S WORKING PRACTICES AND CULTURE, USING FEEDBACK FROM OTHERS.

Situational Leadership

AC 2.1 Hersey-Blanchard Model

26 - improving lives through vocational education


AC 2.1 Hersey-Blanchard Model Team member states

D1 Low in competence but high in commitment

D2 Some competence but uncommitted

D3 Fairly competent but not fully committed

D4 Highly competent and committed

Leadership style for each

S1 DIRECTING

S2 COACHING

S3 SUPPORTING

S4 DELEGATING

The style to choose depends on the maturity of the team 27

AC 2.1 Hershey-Blanchard Model

Behaviour of leader depends on maturity of team

Implications for team development

Problem: not all team members are the same

28

9

Learner Resource Book – Underpinning knowledge

The Learner Resource Book is provided electronically to each learner on individual memory sticks as well as in the Tutor Packs. It contains administrative instructions about the qualification as well as the underpinning knowledge required. These pages show the supporting theory of the leadership models covered in the presentations, a fictional case study for the workplace, the tutorial worksheet and an assessed piece of work.

19

AC 1.2 Unit 308 Learning Outcome 2

Learning Outcome 2 – Understand leadership qualities and review own leadership qualities.AC 2.1: Assess own leadership behaviours and potential in the context of a particular leadership model and own organisation’s working practice and culture using feedback from others.

Leadership Models

The Hersey-Blanchard Model of LeadershipThe authors, Paul Hersey and Ken Blanchard (and his team), developed this situational model independently in the late 1970s/early 1980s. They believed that leaders needed to be adaptable in their choice of leadership styles. The essential points are:

• No single style of leadership is “best”.

• Effective leadership relates closely to the task.

• The most successful leaders are those who adapt their leadership to the needs (ability, maturity, experience) of the team and the nature of the task.

1. Hersey and Blanchard devised four possible states for team members:

D1 Low in competence but high in commitment (team members wanted to complete the task but did not know how to)

D2 Some competence but uncommitted (could do the job, not very well, but were not keen to)

D3 Fairly competent but not fully committed (could probably carry out a reasonable job but lacked the desire to)

D4 Highly competent and committed (team members capable of getting on with the job on their own)



2. Then they linked a suitable leadership style with each of these four states:

Development level of follower Leadership style DescriptionD1 Low in competence and high in commitment

S1 Directing The leader tells the team exactly what to do and supervises closely.

D2 Some competence but uncommitted

S2 Coaching The leader still provides direction and decisions but consults the team.

D3 Fairly competent but not fully committed

S3 Supporting The leader allows team members to decide what to do and how to do it. Supervision is provided but less closely.

D4 Highly competent and committed

S4 Delegating The leader remains involved in decisions but the process has passed to the team. The leader continues to monitor progress.

In visual terms the model looks like this:

Unit 308 Learning Outcome 2 AC 2.1

11

Learner Resource Book – Case Study Example

Supporting each assessment criteria in the Learner Resource Book is a workplace-based case study. This has been added to help the learner correctly interpret the requirements of the assessment criteria. In the example given, the leadership ability and potential of a senior member of staff is assessed by a manager, enabling the learner to see how the use of feedback, reference to a leadership model and to the culture of the organisation contributes to the answer.

25

Case Study Example

James works as a telephone reservations agent for a holiday company whose culture expects staff to provide exemplary customer service. James has been asked to train up a new colleague called Claire. To ensure consistency, the company expects new staff to be trained using a script sheet to help when making bookings. Although he is an experienced member of staff and the company’s top seller, he has never trained another member of staff. Because of this, James feels there is no need to use the script sheet and chooses to use his own experience to train Claire.

Initially, James adopts a ‘Directive’ approach according to the Hershey-Blanchard model as Claire’s level of competency is low. He allows her to listen in to a few calls and demonstrates a high level of self-confidence and persuasion to make sales. Although James does not appear to refer to the script sheet, his technique enables him to provide the level of customer service and satisfaction that the organisation expects.

After a few hours, James hands over to Claire, who is given the chance to speak to customers. James now adopts a ‘Coaching’ role and listens in to Claire, providing her with constant help and support as she answers holiday enquiries. During the calls, James notices that Claire is struggling and regularly has to put the calls on hold so she can confer with James. At the end of the shift, Claire tells James that she is not confident with talking to customers and is worried that she is not saying the right things.

After Claire goes home, James discusses this with his manager, who decides to listen back to a recording of Claire’s calls. He recognises that Claire did not use the script the company provides and suggests the following day he should repeat the training but this time model calls by using the script himself.

The following morning James and Claire meet and discuss the script. Claire is keen to try again and this time uses the script to help her through her calls. Whilst James listens in, he observes Claire’s increased confidence and, although she still requires support, she is able to make some bookings. After a few more enquiries, James is able to let Claire work alone. He works on an adjacent desk so if she requires support, he can be there to help her.

The change that James made provided Claire with a quick resource to refer to. This meant that if she was getting confused during a call, checking the script sheet would help her get back on track straight away. Claire was able to grow in confidence with every call and reduced the number of times she had to place the customer on hold. The result of which meant she was able to deliver a greater level of customer service.

AC 2.1 Unit 308 Learning Outcome 2


Learner Resource Book – Tutorial worksheet

Tutorial worksheets are used during the Tutorial sessions. They help to support the learner in constructing their answer to each assessment criteria through a series of prompting questions. Once completed, the learners should have sufficient information to formulate their final draft for submission. These worksheets can be found in both the Learner Resource Book and in the ‘Tutorial – Quick Print’ document and should be printed off for the learner to use.


308 AC 2.1 Assess own leadership behaviours and potential in the context of a particular leadership model and own organisation’s working practices and culture, using feedback from others.

How well did you lead your team? You must make a judgement on yourself as a team leader:

This assessment of your leadership behaviour must be supported by detailed analysis: • What did you do as a leader?

○ Which theoretical model does this behaviour have links with?

○ Why did your leadership behaviour link to this model?

• How successful were you in selecting a leadership style to use?

• How successful were you in implementing this style?

• How did actions of the team members support this?

• What links can you make with your organisation’s working practices and culture?

• What feedback did you gain about your leadership behaviour?

• What did you learn by completing the Leadership Styles Questionnaire?

Your answer could be extended by writing about additional, contrasting situations.

Unit 308 Tutorial Worksheet 2.1

13

Learner Resource Book – Example Answer

To help learners understand the assessment requirements, a completed and assessed response has been provided for each Assessment Criteria. These have been assessed by one of CVQO’s ILM assessors and feedback has been provided. The work has also been colour coded to show how the learner theory and experience make up the final answer.

33

AC 2.1 Example Answer

AC 2

.1 A

sses

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avio

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mod

el a

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wn

orga

nisa

tion’

s wor

king

pra

ctice

and

cul

ture

us

ing

feed

back

from

oth

ers.

(Sta

te y

our fi

ndin

gs b

elow

.) (2

8 m

arks

)

Thin

k ab

out y

our o

wn

lead

ersh

ip st

yle

and

beha

viou

r. Yo

u sh

ould

rela

te th

is to

a le

ader

ship

mod

el y

ou h

ave

stud

ied

and

your

org

anisa

tion’

s wor

king

pra

ctice

an

d cu

lture

. You

mus

t quo

te fe

edba

ck y

ou h

ave

rece

ived

to m

ake

a ju

dgem

ent o

n yo

ur c

urre

nt le

ader

ship

abi

lity

and

pote

ntial

.

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yea

r, I w

as re

cent

ly a

ppoi

nted

to th

e ro

le o

f the

Dire

ctor

of M

en’s

Rugb

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loca

l com

mun

ity te

am. I

am

exp

ecte

d to

man

age

and

lead

the

deve

lopm

ent o

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team

thro

ugh

trai

ning

and

com

petiti

on. T

he ru

gby

club

has

a c

ultu

re w

hich

is to

pla

y pr

ecis

ion

rugb

y at

a fa

st p

ace,

whi

ch m

eans

that

the

play

ers s

houl

d ha

ve a

n ex

trem

ely

high

leve

l of fi

tnes

s and

be

able

to e

xecu

te th

eir s

kills

, mak

ing

few

mis

take

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n I t

ook

on th

e ro

le, I

dec

ided

that

to e

nsur

e th

is, I

wou

ld fo

cus t

he e

arly

seas

on tr

aini

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ssio

ns h

eavi

ly o

n th

e fit

ness

regi

me

beca

use

if th

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fitne

ss re

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men

ts, t

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ld n

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at t

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tacti

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ased

side

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I fe

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and

how

I w

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me

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wou

ld re

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to e

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e cu

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of p

reci

sion

in th

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xecu

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a fe

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ames

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cogn

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that

mos

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nder

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ctics

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thou

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pre

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as p

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rm.

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ks o

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siste

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as a

ppro

ache

d by

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team

cap

tain

who

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me

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oach

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eally

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ted

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FU T

rain

er w

ho I

had

wor

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with

on

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ugby

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ualifi

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ong

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am a

nd

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feed

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appr

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vel,

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ne w

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cond

stag

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hey

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char

d m

odel

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is, I

star

ted

to lo

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as w

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team

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d th

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arte

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feel

mor

e re

spon

sibl

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dire

ction

of t

he te

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nvol

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cutio

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ls im

prov

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rpos

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ill a

nd re

cogn

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whe

n th

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tim

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a g

ame

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. As a

resu

lt, th

eir g

ener

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ame

man

agem

ent i

mpr

oved

and

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team

star

ting

to p

ick

up w

ins.

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e m

onth

s int

o th

e jo

b, I

have

now

ado

pted

mor

e of

a su

ppor

tive

role

tow

ards

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team

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he st

art o

f eve

ry p

racti

ce, t

he sq

uad

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alre

ady

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plet

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war

m u

p by

the

time

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up

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m a

ble

to d

iscus

s the

mai

n fo

cus p

oint

s for

the

trai

ning

sess

ion

and

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team

are

abl

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org

anise

them

selv

es in

to ru

nnin

g th

e ac

tivity

. At p

oint

s, I

will

stop

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to h

ighl

ight

spec

ific

tech

nica

l iss

ues w

ith th

eir

drill

s to

aid

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m d

evel

opm

ent.

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are

now

abl

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h a

high

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xecu

ted

to a

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gree

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reci

sion.

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d on

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feed

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of t

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rain

er a

nd th

e de

velo

pmen

t in

my

lead

ersh

ip a

ppro

ach

from

then

unti

l now

, I b

elie

ve th

at I

have

m

ade

sign

ifica

nt c

hang

es th

at h

ave

prod

uced

a su

cces

sful

out

com

e fo

r the

team

. If I

am

abl

e to

reco

gnis

e th

e po

int a

t whi

ch te

am

mem

bers

requ

ire le

ss d

irecti

ve, t

hen

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ieve

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pote

ntial

to b

e an

effe

ctive

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ill in

crea

se.

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arki

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to c

riter

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ple

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ided

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dbac

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ones

t re

fere

nce

to th

e fe

edba

ck y

ou

rece

ived

from

bot

h yo

ur te

am

capt

ain

and

RFU

trai

ner.

Thi

s has

en

able

d yo

u no

t onl

y to

em

phas

ise

the

positi

ve a

spec

ts o

f you

r le

ader

ship

but

also

to h

ighl

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are

as

that

cou

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Wel

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Gra

de: G

ood

Pass


Tutor Manual – Tutorial notes

The Tutor Manual also contains the delivery notes for the Tutorials. These support the learners in applying the concepts covered in the lessons to their own experience when constructing their answers.


• Both the team and individuals in the team must be considered.

• Specific links should be made to the real situation they were in.

Allow time for the class to make brief reminder notes about this on the worksheet.

Example Answer 1.2Direct learners to the relevant section of the ‘Learner Resource Book’ if purchased or the ‘Tutorial Activities QUICK PRINT’ if printed.

SLIDE 11

Part 3: WRITING FOR AC 2.1 AND 2.2Understand leadership qualities and review own leadership qualities and potential.

8 308 AC 2.1: Assess own leadership behaviours and potential in the context of a particular leadership model and own organisation’s working practices and culture, using feedback from others.

PASS: An appropriate assessment is made of own leadership behaviours and potential clearly based on feedback from others and in the context of both a particular leadership model and also of own organisation’s working practices and culture, although the assessment may be limited and/or the context of a particular leadership model and/or own organisation’s working practices and culture may be more implicit than explicit.

GOOD PASS: A thorough and detailed assessment is made so as to form a judgement of own leadership behaviours and potential explicitly based on feedback from others and clearly in the context of a particular leadership model and own organisation’s working practices and culture.

Display AC 2.1. Begin by asking the class to interpret its requirements.

In discussion draw out the following points: • This is an opportunity to write about the “big situation”.

• There are 5 things to include in the assessment:

○ Your own leadership behaviour.

○ Your own leadership potential.

○ Links to a leadership model.

○ Links to working practices and culture.

○ Links to feedback from others.

• There must be a judgement on one’s self.

SLIDE 12

SLIDE 13

WORK SHEET

308 2.1

Lesson Plans Tutorial 308

15

53

• The Leadership Styles Questionnaire is one example of a tool designed for this purpose.

• The questionnaire can be completed in the learner’s own time.

• Learners should write about the things they learned regarding their leadership style from completing the questionnaire.


SLIDE 15

10 308 AC 2.2: Describe appropriate actions to enhance own leadership behaviour in the context of the particular leadership model.

PASS: An appropriate description is given of two or more appropriate actions to enhance own leadership behaviour in the context of the particular leadership model referred to in AC 2.1 although the description may be limited.

GOOD PASS: A thorough and detailed description is given of a range of appropriate actions to enhance own leadership behaviour explicitly related to the particular leadership model referred to in AC 2.1.

Display AC 2.2.

Ask learners: “How could you enhance your leadership behaviour?”

Explain that points made here must: • Relate clearly to the situation that has been described.

• Relate in detail to the theoretical model that was used.

Explain that:• You must describe at least three specific actions you could take to

enhance your leadership behaviour.

• The link between each specific action and the theoretical model must be explained.

• The likely consequences of each action should be described with specific examples from your situation.

Use questioning about individual situations around the class to confirm understanding. Allow time for reminder notes to be made at this point.


SLIDE 16

SLIDE 17

WORK SHEET

308 2.2

SLIDE 18

11 Questions SLIDE 19

Tutorial 308 Lesson Plans


Tutorial 308 – Presentation

The Tutorial presentation slides provide a visible prompt to follow during the Tutorial sessions in addition to the notes in the Tutor Manual (see previous section).

AC 2.1 ASSESS OWN LEADERSHIP BEHAVIOURS AND POTENTIAL IN THE CONTEXT OF A PARTICULAR LEADERSHIP MODEL AND OWN ORGANISATION’S WORKING PRACTICES AND CULTURE, USING FEEDBACK FROM OTHERS.

Situational Leadership

308 AC 2.1

What did you do as a leader?

Which theoretical model does this

link to?

Why did your behaviour link to

this model?

How successful were you in selecting a

leadership style?

How successful were you in

implementing this leadership style?

How did actions of team members support this?

Links with working practices and

culture?

Feedback: sources + references?

JUDGEMENT ON SELF

How well did you lead your team?


17

Leadership Styles Questionnaire What did you learn from completing this?


Example Answer 2.1

You can find this in your

•Learner Resource Book •Tutorial Activities QUICK PRINT



Learner Resource Book – Assignment Guidance

Assignment Guidance has been provided to support the learner in understanding the assessment requirements for each of the criteria. The guidance initially offers an overview of the style of answer expected, followed by details of the key requirements of a successful answer.

79

Assignment Guidance How to complete Assignment 308

Assignment Guidance

How to complete Assignment 308

The suggested word count for this assignment is 1,200 words (between 800 and 1,500 words). This is your task:

1 Understand leadership styles

AC You must: In your writing you should:

1.1Describe the factors that will influence the choice of leadership styles or behaviours in workplace situations (24 marks)

Provide responses to cover these assessment criteria.

1.2

Explain why these leadership styles or behaviours are likely to have a positive or negative effect on individual and group behaviour (24 marks)

2 Understand leadership qualities and review own leadership qualities and potential

2.1

Assess own leadership behaviours and potential in the context of a particular leadership model and own organisation’s working practices and culture, using feedback from others (28 marks)

For this section you need to gather information about you own leadership style using feedback from others such as line manager, team members. You may also choose to use some leadership styles self - assessment technique. The information gathered should be used, in conjunction with a recognised leadership model, to assess your preferred patterns of leadership behaviour and how effective these are within the working practices and culture of the organisation.

2.2Describe appropriate actions to enhance own leadership behaviour in the context of the particular leadership model (24 marks)

Once this has been completed you need to identify any actions you should take in order to enhance your leadership behaviour.

19


How to complete Assignment 308 Assignment Guidance

Before you write your final answers we strongly recommend that you make rough notes (or a mind map) of your major points first.

• First of all read through the whole task carefully.

• Once again you will need to think of examples of situations in which you were acting as a team leader.

• In drafting your answer you are advised to consider these points:

AC 1.1 and AC 1.2You must describe the factors that will influence the choice of leadership styles or behaviours in workplace situations.

• Look carefully through the information about leadership styles in this booklet. What are the advantages and disadvantages of using particular styles of leadership in different situations?

• Now try to make links between these points and actual examples from your own experience. You can write about occasions when you were a team leader or a team member.

• You should try to cover at least three different factors affecting the choice of leadership styles.

• For each factor you should try to explain what the consequences, positive or negative, are likely to be for individuals and the team. This should include:

○ General points about the consequences.

○ Specific things that happened in your practical example.

AC 2.1Try to select an occasion when your team had to complete a task which involved continued leadership responsibility and an opportunity to develop the team. Organising an event or making changes over a significant time-scale will provide better examples than a shorter task like setting out a room.

• You should make an assessment of your own leadership behaviour, from a specific situation. This should be done based on feedback you have received from others, the source of which, is stated clearly in your response.

• Your assessment must relate to a theoretical leadership model you have studied. When making these links you should explain:

○ How aspects of the leadership model relate to particular behaviour and events in the practical example you have selected.

○ How effective were you in selecting a leadership style to use and how effective were you in implementing this style?

• Your assessment must include a reference to your leadership role in maintaining your organisation’s working practices and culture.


Assignment 308 Workbook – AC 2.1 task

The assessment for this qualification is in the form of structured answer questions and can be completed either in written format (as below), or electronically using the workbook found on the USB memory stick. For each assessment criteria, a reminder of the key assessment requirements for a Pass has been included.

9

AC 2.1 Assess own leadership behaviours and potential in the context of a particular leadership model and own organisation’s working practice and culture using feedback from others. (28 marks)

Think about your own leadership style and behaviour. You should relate this to a leadership model you have studied and your organisation’s working practice and culture. You must quote feedback you have received to make a judgement on your current leadership ability and potential.

Assignment 308

21

Assignment 308 Workbook – Marking criteria

Each workbook contains the ILM marking criteria to help the learner understand what the assessor is looking for in their work. The minimum requirement to gain the qualification is a Pass in all assessment criteria. The overall result of the qualification will only be either a Pass, or a Referral.

13

Lear

ning

Out

com

e/Se

ction

2:

Und

erst

and

lead

ersh

ip q

ualiti

es a

nd re

view

ow

n le

ader

ship

qua

lities

and

pot

entia

lAs

sess

men

t Crit

eria

(A

C)Su

ffici

ency

Des

crip

tors

[Typ

ical

stan

dard

that

, if

repl

icat

ed a

cros

s the

who

le su

bmiss

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wou

ld p

rodu

ce a

refe

rral

, bor

derli

ne p

ass o

r goo

d pa

ss re

sult]

Asse

ssor

feed

back

on

AC

AC 2

.1As

sess

ow

n le

ader

ship

be

havi

ours

and

po

tenti

al in

the

cont

ext o

f a p

artic

ular

le

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mod

el a

nd

own

orga

nisa

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orki

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sing

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[ca.

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8]Pa

ss [1

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• O

wn

lead

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par

ticul

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ased

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in th

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odel

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d/or

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n or

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app

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pr

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asse

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d/or

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impl

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the

cont

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mod

el a

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nisa

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s w

orki

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racti

ces a

nd

cultu

reGo

od P

ass o

r Pas

s or

Refe

rral

AC 2

.2De

scrib

e ap

prop

riate

ac

tions

to e

nhan

ce

own

lead

ersh

ip

beha

viou

r in

the

cont

ext o

f the

pa

rticu

lar l

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p m

odel

Refe

rral

[ca.

6/2

4]Pa

ss [1

2/24

]G

ood

Pass

[ca.

18/

24]

Asse

ssor

feed

back

on

AC

• Ap

prop

riate

acti

ons t

o en

hanc

e ow

n le

ader

ship

be

havi

our i

n th

e co

ntex

t of t

he p

artic

ular

lead

ersh

ip

mod

el re

ferr

ed to

in A

C 2.

1 ar

e m

erel

y lis

ted

or st

ated

as

oppo

sed

to d

escr

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• A

desc

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give

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appr

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s to

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nce

own

lead

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ehav

iour

in th

e co

ntex

t of t

he

parti

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ders

hip

mod

el re

ferr

ed to

in A

C 2.

1 bu

t the

de

scrip

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is in

appr

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•

A de

scrip

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is gi

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of th

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prop

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acti

ons t

o en

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n le

ader

ship

beh

avio

ur b

ut is

not

in th

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ntex

t of t

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artic

ular

lead

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ip m

odel

refe

rred

to in

AC

2.1

• O

nly

one

appr

opria

te a

ction

to e

nhan

ce o

wn

lead

ersh

ip

beha

viou

r is d

escr

ibed

• An

app

ropr

iate

de

scrip

tion

is gi

ven

of

two

or m

ore

appr

opria

te

actio

ns to

enh

ance

ow

n le

ader

ship

beh

avio

ur

in th

e co

ntex

t of t

he

parti

cula

r lea

ders

hip

mod

el re

ferr

ed to

in

AC 2

.1 a

lthou

gh th

e de

scrip

tion

may

be

limite

d

• A

thor

ough

and

det

aile

d de

scrip

tion

is gi

ven

of

a ra

nge

of a

ppro

pria

te

actio

ns to

enh

ance

ow

n le

ader

ship

beh

avio

ur

expl

icitl

y re

late

d to

the

parti

cula

r lea

ders

hip

mod

el re

ferr

ed to

in

AC 2

.1

Secti

on c

omm

ents

(opti

onal

):Ve

rifica

tion

com

men

ts (o

ption

al):

Learning Outcome - Section 2

ILM Level 3

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ILM Level 3 LM sample material for organisations AC 2.1 Final

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Transcript of ILM Level 3 LM sample material for organisations AC 2.1 Final