ILM Level 5 Diploma in Principles of Leadership and Management ...

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ILM Level 5

Diploma in Principles of Leadership and Management (8610)

Version: 041214

© The Institute of Leadership and Management (ILM) 2014

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Table of Contents

Qualification Purpose and Aim 3

Progression Routes 4

Qualification Specific Occupational Competency Requirements 5

Qualification Structures and Details 9

Overview of Units 10

Alternative Assessment Methods 13

Note: This a qualification specific document and should always be read in conjunction with the Supporting

Notes for ILM VRQs document available at www.i-l-m.com or from ILM Customer Services (customer@i-l-

m.com) and the ILM Customer Handbook.

http://www.i-l-m.com/

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Qualification Purpose and Aim

Who is qualification for?

This qualification is designed for new and aspiring middle managers seeking a thorough grounding in their

role and responsibilities, plus the opportunity to consolidate and further develop the key skills and

knowledge they need at this level.

Benefits for individuals

Enhance core management capabilities

Develop knowledge in specialist areas, such as finance and marketing

Take responsibility for your own development as a leader

Prove you can make a measurable impact on your organisation through work-place based projects

and assessment

Benchmark your managerial skills with a nationally recognised qualification.

Benefits for employers

Build sustainable management practice that works for the long term

Encourage staff to proactively manage their career progression

Close skills gaps – the broad range of optional units means you can customise this qualification to fit

organisational development needs.

There are five mandatory units which cover the skills and knowledge you need to be effective at this level,

including crucial soft skills, critical thinking abilities, understanding financial concepts, and finding and

implementing innovative solutions. The optional units cover a broad range of core and specialist topics.

Learners can work with employers or training providers to find the units that best fit individual and

organisational requirements.

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Progression Routes

This qualification will provide progression opportunities to a range of qualifications such as:

ILM Level 5 Extended Diploma in Leadership and Management

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Qualification Specific Occupational Competency

Requirements

ILM VRQ qualifications are derived from the Qualifications and Credit Framework Level Descriptors and are

designed to develop candidates knowledge, understanding and skills which are then assessed through a

range of work related assessments. Centre tutors, assessors and internal verifiers are therefore required as

a team to have a combination of appropriate competences in learning, assessment and internal quality

assurance methodologies together with knowledge and experience of the principles and practice of

leadership and management within operational environments and sectors relevant to their candidates. This

qualification has five mandatory units at Level 5 in Group One and two group of optional units: Group Two

is composed of Level 5 units and Group B is all Level 4 units plus one unit at Level 6. Candidates have to

complete units from both Group Two and Three as well as the mandatory units. Tutors, assessors and

internal verifiers are required to have occupational competence at or above the level of units for which the

centre is approved. The checklist is not prescriptive and the evidence indicators are offered as guidance.

Level 5 Diploma in Principles of Leadership and Management

Tutors Occupational Competence Requirements

Evidence Indicators

Relevant and sufficient occupational

experience appropriate to the level and

content of the mandatory and optional units

of the Level 5 Diploma in Principles of

Leadership and Management for which the

centre is approved

Current(within the last three years) experience of leadership and management appropriate to the Level 5 content of the mandatory and Group Two optional units of the Level 5 Diploma in Principles of Leadership and Management

Current (within the last three years) experience of leadership and management appropriate to the Level 4 content of Group Three optional units

Current (within the last three years) experience of managing operational research appropriate to the Level 6 content of unit D/503/2702 if offered by the center

Thorough knowledge and understanding of the subject areas appropriate to the level, content and breadth of the qualification units for which the centre is approved

Have a relevant and sufficient qualification in leadership and management at Level 5 or above appropriate to the content and breadth of the mandatory and Group Two optional units of the Level 5 Diploma in Principles of Leadership and Management or

Substantial knowledge and understanding of leadership at Level 5 or above appropriate to the content and breadth of the mandatory and Group Two optional units of the Level 5 Diploma in Principles of Leadership and Management or

Have a relevant and sufficient qualification in management at Level 4 or above appropriate to the content and breadth of Group Three optional units or

Substantial knowledge and understanding of management at level 4 or above appropriate to the content and breadth of Group Three optional units

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Have a relevant and sufficient qualification in Operational Research at Level 6 or above appropriate to the content unit D/503/2702 if offered by the center or

Substantial knowledge and understanding of managing operational research at Level 6 or above appropriate to the unit D/503/2702 if offered by the center

Continuing Professional Development Show sufficient evidence of participation over the past three years in Continuing Professional Development (CPD) appropriate to the Level 5 Diploma in Principles of Leadership and Management

Desirable but not essential to have membership of a professional institute or association appropriate to the levels and subject area of the Level 5 Diploma in Principles of Leadership and Management

Knowledge, understanding and application of a range of teaching and learning methodologies relevant to the levels and subject areas of the Level 5 Diploma in Principles of Leadership and Management

Hold a valid and recognised teaching/training qualification or

Show evidence of current (within the last three years) experience of delivering training appropriate and relevant to the units in leadership and management at Level 4,5 and 6(if relevant) of the Level 5 Diploma in Principles of Leadership and Management

Knowledge of ILM VRQ learning and assessment processes

Previous experience of delivery of ILM VRQ Level qualifications appropriate to the level and subject area of the Level 5 Award in leadership and Management Skills or

Knowledge of the QCF Credit Framework and Level Descriptors appropriate to the level of the above qualification or

Planned CPD by center

Continuing Professional Development in training and learning

Show sufficient evidence of participation in Continuing Professional Development (CPD) in relation to training and learning over the past three years relevant to the Level 5 Diploma in Principles of Leadership and Management

Internal verifiers and/or Centre Assessors Occupational Competence Requirements

Evidence Indicators

Relevant and sufficient occupational

experience appropriate to the level and

content of the mandatory and optional units

of the Level 5 Diploma in Principles of

Leadership and Management for which the

centre is approved

Current(within the last three years) experience of leadership and management appropriate to the Level 5 content of the mandatory and Group Two optional units of the Level 5 Diploma in Principles of Leadership and Management

Current (within the last three years) experience of leadership and management appropriate to the Level 4 content of Group Three optional units

Current (within the last three years) experience of

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managing operational research appropriate to the Level 6 content of unit D/503/2702 if offered by the center

Thorough knowledge and understanding of the subject areas appropriate to the level, content and breadth of the qualification units for which the centre is approved

Have a relevant and sufficient qualification in leadership and management at Level 5 or above appropriate to the content and breadth of the mandatory and Group Two optional units of the Level 5 Diploma in Principles of Leadership and Management or

Substantial knowledge and understanding of leadership at Level 5 or above appropriate to the content and breadth of the mandatory and Group Two optional units of the Level 5 Diploma in Principles of Leadership and Management or

Have a relevant and sufficient qualification in management at Level 4 or above appropriate to the content and breadth of Group Three optional units or

Substantial knowledge and understanding of management at level 4 or above appropriate to the content and breadth of Group Three optional units

Have a relevant and sufficient qualification in Operational Research at Level 6 or above appropriate to the content unit D/503/2702 if offered by the center or

Substantial knowledge and understanding of managing operational research at Level 6 or above appropriate to the unit D/503/2702 if offered by the center

Continuing Professional Development Show sufficient evidence of participation over the past three years in Continuing Professional Development (CPD) appropriate to the Level 5 Diploma in Principles of Leadership and Management

Desirable but not essential to have membership of a professional institute or association appropriate to the levels and subject area of the Level 5 Diploma in Principles of Leadership and Management

Knowledge, understanding and application of a range of assessment and/ or internal quality assurance methodologies relevant to the level and subject area of the Level 5 Diploma in Principles of Leadership and Management

Have a relevant qualification in assessment and or internal quality assurance (e.g. TAQA or equivalent or

Demonstrate clear and sufficient evidence of current (within the last three years) experience of assessment and/or internal quality assurance appropriate and relevant to the units in leadership and management at Level 4,5 and 6(if relevant) of the Level 5 Diploma in Principles of Leadership and Management

Knowledge of ILM VRQ learning and assessment processes

Previous experience of delivery of ILM VRQ Level qualifications appropriate to the level and subject

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area of the qualification or

Knowledge of the QCF Credit Framework and Level Descriptors appropriate to the level of the qualification or

Planned CPD by center

Continuing Professional Development in assessment and/or internal quality assurance

Show sufficient evidence over the past three years of participation in Continuing Professional Development (CPD) in relation to assessment and/or internal quality assurance relevant to the Level 5 Diploma in Principles of Leadership and Management

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Qualification Structures and Details

ILM Level 5 Diploma in Principles of Leadership and Management

Qualification Accreditation No: 600/5857/2

Operational Start Date: 01/09/2012

Credit Value: 37 credits

Induction: At least 2 hours

Tutorial Support: Minimum 9 hours

Guided Learning Hours (GLH): The overall guided learning hours for the programme depends on the specific units selected, combined with the additional induction and tutorial support cited above.

Duration: To be completed in 3 years

Rules of Combination: Learners are required to attain 37 credits. Five mandatory units in group 1 totalling 19 credits and then 18 credits from Groups 2 and 3 (with a maximum of 14 credits coming from group 3). Refer to the overview of units table.

Assessments: Criterion assessment applies to all units within this qualification (i.e. the learner must adequately evidence each assessment criterion). For further details see the ILM recommended Mark-Sheet for each unit.

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Overview of Units

Group 1

Ref Unit Title Level CV* GLH**

8610-400 Understanding the Management Role to Improve Management Performance

4 4 15

8610-501 Managing Improvement 5 3 8

8610-502 Making a Financial Case 5 3 14

8610-503 Developing Critical Thinking 5 4 18

8610-504 Leading Innovation and Change 5 5 24

Group 2


8610-505 Managing Individual Development 5 4 18

8610-506 Managing Stress and Conflict in the Organisation 5 3 8

8610-507 Understanding the Organisational Environment 5 5 24

8610-508 Understanding Organisational Culture and Ethics 5 3 12

8610-509 Managing Customer Relations 5 3 10

8610-510 Managing for Efficiency and Effectiveness 5 4 18

8610-511 Managing Projects in the Organisation 5 4 18

8610-512 Managing Resources 5 4 12

8610-513 Managing Information 5 4 12

8610-514 Managing Recruitment 5 5 24

8610-515 Managing Work Analysis 5 3 12

8610-516 Analysing and Interpreting Statistics to Inform Management Decisions 5 2 10

8610-517 Understanding the Management of Facilities 5 2 9

8610-518 Making Professional Presentations 5 2 9

8610-519 Developing and Leading Teams to Achieve Organisational Goals and Objectives

5 4 18

8610-520 Assessing Your Own Leadership Capability and Performance 5 6 15

8610-521 Managing Own Continuing Professional Development 5 15 20

8610-522 Becoming an Effective Leader 5 5 9

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8610-523 Preparing to Apply Lean Production and Improvement Methodologies to Operational Problems in Service Delivery

5 8 8

8610-524 Applying Lean Production and Improvement Methodologies to Operational Problems in Service Delivery

5 11 12

8610-525 Improving and Maintaining the Organisation’s Environmental Performance

5 5 14

8610-526 Managing Remote Workers 5 5 12

8610-527 Partnership Working 5 4 10

8610-528 Understanding Governance of Organisations 5 6 18

8610-529 Knowledge and Information Management 5 5 14

8610-530 Understanding the Skills, Principles and Practice of Effective Management Coaching and Mentoring

5 5 18

Group 3


8610-601 Managing Operations Research 6 3 10

8610-401 Planning and Leading a Complex Team Activity 4 4 6

8610-410 Managing the Analysis of Secondary Data 4 4 15

8610-408 Management Communication 4 4 18

8610-411 Managing a Healthy and Safe Environment 4 2 9

8610-412 Managing Meetings 4 3 15

8610-413 Managing Marketing Activities 4 3 15

8610-414 Data Collection and Analysis to Justify Management Decision Making 4 2 10

8610-402 Managing Equality and Diversity in Own Area 4 4 12

8610-403 Managing Risk in the Workplace 4 3 6

8610-415 Motivating People in the Workplace 4 2 6

8610-416 Solving Problems by Making Effective Decisions in the Workplace 4 3 14

8610-404 Delegating Authority in the Workplace 4 3 3

8610-417 Managing and Implementing Change in the Workplace 4 6 24

8610-405 Developing People in the Workplace 4 5 21

8610-418 Understanding the Organisational Culture and Context 4 6 25

8610-419 Understanding Work in Contemporary Society 4 3 8

8610-420 Budgetary Planning and Control 4 3 6

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8610-421 Interpreting Financial Statements to Assess Organisational Performance Using Financial Ratios

4 3 6

8610-422 Understanding the Importance of Marketing for an Organisation 4 4 6

8610-423 Using Quantitative Methods to Solve Management Problems 4 6 10

8610-424 Understanding the Economics of the Marketplace 4 6 10

8610-406 Developing Your Leadership Styles 4 4 10

8610-427 Developing a Culture to Support Innovation and Improvement

4 3 12

* Credit value. **Guided learning hours.

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Flexible Assessment – Alternative Ways of Assessing

ILM provides ready-made assessment instruments/vehicles (e.g. assignment tasks) for every unit. These

are not mandatory. Using ILM’s flexible assessment approach, centres can develop their own

assessment instruments. Please note this does not include changing the criteria, just the method by which

they are assessed.

There is a range of alternative methods (please refer to the ‘ILM Guide to assessing’, currently sections 6

and 7). It might be as minor as adjusting the ILM assignment task to contextualise it to a specific

employer/situation. More significantly, a centre might use assessed presentations or professional

discussions in order to reduce the writing requirement. However, before using a centre-developed

assessment instrument, you first need approval from your ILM Quality & Compliance Manager.

Centres are also encouraged to combine the assessment of two or more units into an integrated

assignment. This reduces the number of assessments and, with astute choice of units, integration can also

reduce the amount of assessment. Any integrated assignment can also be assessed using an alternative

method as above.

This of course has implications for the marks. When different sized units are integrated, especially from

different levels, calculating marks for each assessment criterion is less than straightforward. Some Centres

avoid this by using the separate ILM mark sheets. However this misses some of the benefits. Another

option is to not use numerical marks at all and combine the mark sheets and simply mark each criterion as

pass/refer.

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Title: Understanding the management role to improve

management performance

Level: 4

Credit value: 4

Unit guided learning hours 15

Learning outcomes (the learner will) Assessment criteria (the learner can)

1. Understand the specific responsibilities

of middle managers in enabling an organisation to achieve its goals

1.1

1.2

Describe the goals and objectives of your organisation Evaluate the specific responsibilities of middle managers in enabling your organisation to achieve its goals

2. Understand how communication and

interpersonal skills affect managerial performance in the workplace

2.1

2.2

Evaluate how interpersonal and communication skills affect managerial performance Evaluate strategies to overcome barriers to effective managerial communication and interpersonal skills

3. Be able to assess personal

development opportunities to improve own managerial performance

3.1

3.2

3.3

Assess own knowledge, skills and behaviour, and their effect on own managerial performance Identify areas for personal development to improve own managerial performance Produce a personal development plan to improve own managerial performance

Additional information about the unit

Unit purpose and aim(s) To be able to demonstrate understanding of

the middle management role and be able to

plan your own development.

Unit review date 31/03/2017

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Details of the relationship between the unit

and relevant national occupational

standards or professional standards or

curricula (if appropriate)

Links to Management and Leadership 2004

NOS: A3, B1, B6, C4, D2, F8

Assessment requirements or guidance

specified by a sector or regulatory body (if

appropriate)

Support for the unit from a sector skills

council or other appropriate body (if

required)

Council for Administration (CfA)

Equivalencies agreed for the unit (if

required)

M4.01 Understanding the management role

Location of the unit within the

subject/sector classification system

15.3 Business Management

Name of the organisation submitting the

unit

Institute of Leadership & Management

Availability for use

Additional Guidance about the Unit

Indicative Content:

1

The nature and purpose of organisations, including mission and value statements

Stakeholders and their objectives

Organisation charts, including hierarchical and matrix structures; indication of the range of operational functions

Levels of management and associated roles and responsibilities within organisation

Profile and job functions of middle managers

Formal and informal organisational relationships

The management task, including planning, organising, motivating and controlling

Range of management styles

Differences between management and leadership

The importance of organisational goals and objectives

Organisational objectives as specific and measurable steps towards achieving a larger goal

Aligning middle management responsibilities to organisational goals and objectives

2

Range of human behaviours, including how cultural and individual differences, verbal (esp. questioning and active listening skills) and non-verbal communication interact to affect understanding, and their effect on communication in the workplace

Methods/procedures to overcome particular communication challenges (eg those with learning difficulties, hearing impaired, visually impaired, foreign languages, etc)

Communications climate and culture

Importance of feedback skills to facilitate communication and workplace

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relationships

Networking skills

Personal style and approach; image and presentation; non-verbal communication; social skills applicable to workplace

Respect for others; balance between trust and control

Attitudes to knowledge management and sharing of information

Personal management styles and their effects on situations and individuals

3

Attitudes to knowledge management and sharing of information

Personal management styles and their effects on situations and individuals

Personal development planning

Using self-assessment, feedback, and 360 feedback to assess own knowledge, skills and behaviour

Formal and informal personal development methods, internal and external training and development, ‘traditional’ learning and e-learning

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ASSIGNMENT TASK for Unit: Understanding the management role to improve management performance

Centre Number Centre Name

Learner Registration No Learner Name

TASK The purpose of this unit is to demonstrate understanding of the middle management role and to be able to plan your own development. NOTE: An ILM Assessment Task provides an opportunity to relate your learning directly to your current organisation. It is recommended that you discuss the assignment with your line manager to explore and agree how the task could be used to support the needs of your employer (as well as evidencing your learning as part of completing your ILM qualification). If you are not currently working within an organisation, then you may complete this task in relation to an organisation with which you are familiar. This could include experience working in a voluntary capacity The nominal word count for this assignment is 2000 words: The suggested range is between 1500 and 2500 words, however individuals have different writing styles, and there is no penalty if the word-count range is exceeded.

Please use the headings shown below when writing up your assignment Assessment Criteria

Understand the specific responsibilities of middle managers in enabling an organisation to achieve its goals

Provide correct and appropriate goals and specific and measurable objectives that describe future outcomes or direction for the organisation, and to then go on to evaluate the extent to which the specific responsibilities of middle managers enable the organisation to achieve its goals.

Describe the goals and objectives of

your organisation (12 marks)

Evaluate the specific responsibilities of middle managers in enabling your organisation to achieve its goals (16 marks)

Understand how communication and interpersonal skills affect managerial performance in the workplace The second part of the task requires an evaluation of how interpersonal skills and communication skills affect managerial performance together with an evaluation of two or more strategies to overcome barriers to effective managerial communication and interpersonal skills.

Evaluate how interpersonal and

communication skills affect managerial performance (16 marks)

Evaluate strategies to overcome barriers to effective managerial communication and interpersonal skills (16 marks)

Be able to assess personal development opportunities to improve own managerial performance Assess the effect of own knowledge and skills and behaviour on own managerial performance and to produce a personal development plan based on identified areas for personal development.

Assess own knowledge, skills and behaviour, and their effect on own managerial performance (16 marks)

Identify areas for personal development to improve own managerial performance (8 marks)

Produce a personal development plan to improve own managerial performance (16 marks)

By submitting I confirm that this assessment is my own work

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MARK SHEET –UNDERSTANDING THE MANAGEMENT ROLE TO IMPROVE MANAGEMENT PERFORMANCE

Centre Number : Centre Name :

Learner Registration No : Learner Name:

INSTRUCTIONS FOR ASSESSMENT AND USE OF MARK SHEET

Assessment must be conducted with reference to the assessment criteria (AC). In order to pass the unit, every AC must be met.

Assessors will normally award marks for every AC and then total them into a percentage. However, for greater simplicity, there is the option to not use marks at all and merely indicate with a ‘Pass’ or ‘Referral’ in the box (below right). In order to pass the unit every AC must receive a ‘Pass’

Where marks are awarded according to the degree to which the learner’s evidence in the submission meets each AC, every AC must be met, i.e. receive at least half marks (e.g. min 10/20). Any AC awarded less than the minimum produces an automatic referral for the submission (regardless of the overall mark achieved).

Sufficiency descriptors are provided as guidance. If 20 marks are available for an AC and the evidence in the submission approximates to the ‘pass’ descriptor, that indicates it should attract 10 marks out of 20, if a ‘good pass’ then ca. 15 out of 20. The descriptors are not comprehensive, and cannot be, as there are many ways in which a submission can exceed or fall short of the requirements.

1. Learner named above confirms authenticity of

submission. 2. ILM uses learners’ submissions – on an

anonymous basis – for assessment standardisation. By submitting, I agree that ILM may use this script on condition that all information which may identify me is removed.

However, if you are unwilling to allow ILM use your

script, please refuse by ticking the box: □

Learning Outcome / Section 1: Understand the specific responsibilities of middle managers in enabling an organisation to achieve its goals

Assessment Criteria (AC) Sufficiency Descriptors

[Typical standard that , if replicated across the whole submission, would produce a referral, borderline pass or good pass result]

Assessor feedback on AC [comments not necessary in every box]

AC 1.1 Describe the goals and

objectives of your organisation

Referral [3/12] Pass [6/12] Good Pass [9/12]

Goals and objectives are not described, or are incorrect or inappropriate, or there is no distinction between ‘goals’ and ‘objectives’, or goals and objectives are merely stated with no context to describe their principal features

There is a clear distinction made between ‘goals’ and ‘objectives’

Correct and appropriate goals are provided that describe future outcomes or direction for the organisation and specific and measurable objectives are provided that are correct and appropriate, although the relationship between objectives and goal achievement is not explicit and/or only short-term or long-term objectives are provided, but not both

There is a clear distinction made between ‘goals’ and ‘objectives’

Correct and appropriate goals are provided that describe future outcomes or direction for the organisation and correct and appropriate long-term and short-term SMART objectives are provided that make explicit the relationship between objectives and goal achievement

/ 12 (min. of 6)

Pass or Referral

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AC 1.2 Evaluate the specific

responsibilities of middle managers in enabling your organisation to achieve its goals


The specific responsibilities of middle managers in enabling your organisation to achieve its goals are not evaluated, or the specific responsibilities of middle managers are evaluated in generic terms with no reference to enabling your organisation to achieve its goals, or the specific responsibilities of middle managers in enabling your organisation to achieve its goals are merely stated or described with no evaluation to provide a conclusion or recommendations

The specific responsibilities of middle managers in enabling your organisation to achieve its goals are evaluated to provide a conclusion or recommendations, although the evidence base for the evaluation is subjective or limited

An objective and wide evidence base is used to evaluate the specific responsibilities of middle managers in enabling your organisation to achieve its goals and provide a conclusion or recommendations

/ 16 (min. of 8)

Pass or Referral

Assessment comments (optional): Verification comments (optional):

Learning Outcome / Section 2: Understand how communication and interpersonal skills affect managerial performance in the workplace




AC 2.1 Evaluate how

interpersonal and communication skills affect managerial performance


How interpersonal and communication skills affect managerial performance in the workplace is not evaluated, or has been evaluated incorrectly or inappropriately, or interpersonal skills or communication skills have been evaluated, but not both

How interpersonal and communication skills affect managerial performance is merely listed or described with no evaluation to provide a conclusion or

How interpersonal skills and communication skills affect managerial performance have both been correctly and appropriately evaluated to provide a conclusion or recommendations, although the range of interpersonal skills and communication skills evaluated is narrow

How a wide range of interpersonal skills and communication skills affect managerial performance has been correctly and appropriately evaluated to provide a conclusion or recommendations

/ 16 (min. of 8)

Pass or Referral

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recommendations

AC 2.2

Evaluate strategies to overcome barriers to effective managerial communication and interpersonal skills


No strategies to overcome barriers to effective managerial communication and interpersonal skills have been evaluated, or only one barrier has been evaluated, or strategies are incorrect or inappropriate in relation to the associated barriers

Strategies to overcome barriers to effective managerial communication and interpersonal skills are merely listed or described with no evaluation to provide a conclusion or recommendations

Two or more strategies to overcome barriers to effective managerial communication and interpersonal skills have been correctly and appropriately evaluated in relation to the associated barriers, although the strategies and associated barriers are similar

Two or more dissimilar strategies to overcome barriers to effective managerial communication and interpersonal skills have been correctly and appropriately evaluated in relation to the associated dissimilar barriers

/ 16 (min. of 8)

Pass or Referral


Learning Outcome / Section 3: Be able to assess personal development opportunities to improve own managerial performance




AC 3.1

Assess own knowledge, skills and behaviour, and their effect on own managerial performance


The effect of own knowledge, skills and behaviour on own managerial performance is not assessed, or is assessed incorrectly or inappropriately

The effect of own knowledge or skills or behaviour on own managerial performance is assessed, but not all three

The effect of own knowledge, skills and behaviour on own managerial performance is merely listed or described

The effect of own knowledge and skills and behaviour on own managerial performance has been correctly and appropriately assessed using relevant criteria, although the evidence base for the assessment is subjective and/or limited

The effect of own knowledge and skills and behaviour on own managerial performance has been correctly and appropriately assessed using relevant criteria and a wide and objective evidence base

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with no assessment to make a judgement using relevant criteria

/ 16 (min. of 8)

Pass or Referral

AC 3.2

Identify areas for personal development to improve own managerial performance


No areas for personal development to improve own managerial performance have been identified, or only one area has been identified, or areas identified are inappropriate or are not based on an assessment of own knowledge, skills and behaviour

An assessment of own knowledge, skills and behaviour has been used correctly and appropriately to identify areas for personal development, although the areas for personal development are not prioritised

An assessment of own knowledge, skills and behaviour has been used correctly and appropriately to identify and prioritise areas for personal development

/ 8 (min. of 4)

Pass or Referral

AC 3.3

Produce a personal development plan to improve own managerial performance


A personal development plan to improve own managerial performance has not been produced, or the personal development plan is incorrect, incomplete, or inappropriate, or the personal development plan is not based on identified areas for personal development to improve own managerial performance

A personal development plan to improve own managerial performance based on identified areas for personal development to improve own managerial performance has been produced, although the personal development plan does not fully address resources requirements and/or is not fully SMART and/or does not identify both long-term and short-term personal development needs

A personal development plan to improve own managerial performance based on identified areas for personal development to improve own managerial performance has been produced that fully addresses resource requirements, is fully SMART, and identifies both long-term and short-term personal development needs

/ 16 (min. of 8)

Pass or Referral

Section comments (optional): Verification comments (optional):

/ 100 TOTAL MARKS

Assessor’s Decision Quality Assurance Use

Outcome (delete as applicable): PASS / REFERRAL

Signature of Assessor:

Date of QA Check:


Signature of QA:

Date of QA check:

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Title: Planning and leading a complex team activity

Level: 4

Credit value: 4



1. Be able to plan a complex team activity

1.1

1.2

1.3

1.4

Define the purpose, aims and objectives of the activity Identify the tasks and resources required for the activity, including any operational constraints that apply Produce a plan for the implementation of the activity Assess the risks and any operational or safety issues that apply to the activity

2. Be able to communicate information on

the activity to your team

2.1

2.2

Present information on the activity to your team, inviting questions and seeking to clarify any uncertainties Communicate allocations of roles and responsibilities to team members

3. Be able to review own ability to lead a

team through a complex activity

3.1

3.2

3.3

Collect feedback on your ability to lead the team through a complex activity. Review own performance, identifying leadership strengths and weaknesses Produce a development plan to improve own planning and leadership skills, using feedback and self-assessment


Unit purpose and aim(s) To enable candidates to plan and lead a

complex team activity which demonstrates

their leadership skills.

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Links to Management and Leadership NOS

2004: B6



appropriate)



required)



required)

M4.03 Planning Practical Leadership

Activities and M4.04 Developing Leadership

Through Practical Activities combined are

equivalent to this unit.





unit




Indicative Content:

1

Importance of clarity of purpose in planning activities

Implementation planning, planning techniques and contingency planning

Ways of identifying the tasks needed to achieve an agreed goal and setting priorities or order in the tasks

The range of resources available, their operational constraints and safety requirements and how to ensure that they are appropriate and prepared for use

How to conduct a risk assessment

Operational constraints

2

Briefing skills, questioning and listening skills

Techniques to check understanding

Allocation of roles and responsibilities to carry out a complex task

Nature, purpose and best practice in delegation, and delegation and role allocation techniques

3

Collecting and analysing feedback from team members on own performance

Self-assessment and reviewing own performance

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Leadership theories and leadership practice as a framework for assessing and developing leadership skills


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ASSIGNMENT Task for Unit: Planning and Leading a Complex Team Activity



TASK The purpose of this unit is to enable candidates to plan and lead a complex team activity which demonstrates their leadership skills NOTE: An ILM Assessment Task provides an opportunity to relate your learning directly to your current organisation. It is recommended that you discuss the assignment with your line manager to explore and agree how the task could be used to support the needs of your employer (as well as evidencing your learning as part of completing your ILM qualification). If you are not currently working within an organisation, then you may complete this task in relation to an organisation with which you are familiar. This could include experience working in a voluntary capacity The nominal word count for this assignment is 2000 words: The suggested range is between 1500 and 2500 words, however individuals have different writing styles, and there is no penalty if the word-count range is exceeded.


Be able to plan a complex team activity Provide the purpose, aims and measurable objectives for a complex team activity and to identify the tasks and resources required, taking any operational constraints into consideration. You are then required to produce a correct and appropriate implementation plan for the activity, assessing operational or safety issues that apply.

Define the purpose, aims and

objectives of the activity (8 marks)

Identify the tasks and resources required for the activity, including any operational constraints that apply (12 marks)

Produce a plan for the implementation of the activity (16 marks)

Assess the risks and any operational or safety issues that apply to the activity (12 marks)

Be able to communicate information on the activity to your team Present information on the activity to your team: this will include inviting questions, responding appropriately to questions, and communicating roles and responsibilities to team members.

Present information on the activity to

your team, inviting questions and seeking to clarify any uncertainties (16 marks)

Communicate allocations of roles and responsibilities to team members (8 marks)

Be able to review own ability to lead a team through a complex activity Review your ability to lead a team through a complex activity by using a combination of feedback from team members and leadership theory or practice to identify the strengths and weaknesses of your performance. You are then required to produce a self-development plan based on feedback and a self-assessment to improve own planning and leadership skills.

Collect feedback on your ability to lead the team through a complex activity (8 marks)

Review own performance, identifying leadership strengths and weaknesses (8 marks)

Produce a development plan to improve own planning and leadership skills, using feedback and self-assessment (12 marks)


of 598

MARK SHEET – PLANNING AND LEADING A COMPLEX TEAM ACTIVITY













Learning Outcome / Section 1: Be able to plan a complex team activity




AC 1.1

Define the purpose, aims and objectives of the activity


The purpose, aims and objectives of the activity are not defined, or are inappropriate, or objectives are not specific or measurable

The purpose, aims and objectives of the activity are defined appropriately, although the objectives are not fully SMART

The purpose, aims and objectives of the activity are defined appropriately with SMART objectives

/ 8 (min. of 4)

Pass or Referral

AC 1.2

Identify the tasks and resources required for the activity, including any operational constraints that apply


The tasks and resources have not been identified, or are incorrect or inappropriate, or tasks or resources have been identified, but not both, or operational constraints have not been considered

The tasks and resources have been correctly and appropriately identified, although consideration of operational constraints is limited

The tasks and resources have been correctly and appropriately identified with full consideration of operational constraints

/ 12 (min. of 6)

Pass or Referral

of 598

AC 1.3

Produce a plan for the implementation of the activity


No implementation plan has been produced, or the implementation plan is incorrect or inappropriate

A correct and appropriate implementation plan is produced, although the plan needs further development for full implementation

A correct, appropriate and fully-developed implementation plan is produced

/ 16 (min. of 8)

Pass or Referral

AC 1.4

Assess the risks and any operational or safety issues that apply to the activity


The risks and any operational or safety issues that apply to the activity have not been assessed, or have been assessed incorrectly or inappropriately, or risks and any operational or safety issues have merely been listed or described with no assessment to make a judgement

An appropriate range of risks and any operational or safety issues that apply to the activity have been correctly and appropriately assessed to make a judgement

A comprehensive range of risks and any operational or safety issues that apply to all aspects of the activity have been correctly and appropriately assessed to make a judgement

/ 12

(min. of 6) Pass or Referral


Learning Outcome / Section 2: Be able to communicate information on the activity to your team




AC 2.1

Present information on the activity to your team, inviting questions and seeking to clarify any uncertainties


Information on the activity has not been presented to your team, or has not been presented accurately or appropriately

Questions have not been invited or uncertainties have not been clarified, or questions have been invited inappropriately or attempts at clarification are confusing, incorrect or inappropriate

Information on the activity has been presented accurately and appropriately to your team, although additional information is required to cover the full scope of the activity

Questions have been invited appropriately and most uncertainties clarified correctly and appropriately, although additional information is needed to clarify all uncertainties

Information covering the full scope of the activity has been presented accurately and appropriately to your team

Questions have been invited appropriately and all uncertainties clarified correctly and appropriately

/ 16 (min. of 8)

Pass or Referral

of 598

AC 2.2

Communicate allocations of roles and responsibilities to team members


Allocations of roles and responsibilities have not been communicated to team members, or the communication is confusing, incorrect or inappropriate, or the roles and responsibilities are confusing, incorrect or inappropriate

Allocations of roles and responsibilities have been communicated to team members correctly and appropriately, although further development of roles and responsibilities is required to remove potential role conflicts

Allocations of roles and responsibilities have been communicated to team members correctly and appropriately and no role conflict is evident

/ 8 (min. of 4)

Pass or Referral


Learning Outcome / Section 3: Be able to review own ability to lead a team through a complex activity

Assessment Criteria (AC)

Sufficiency Descriptors [Typical standard that , if replicated across the whole submission, would produce a referral, borderline pass or good pass

result]


AC 3.1 Collect feedback on your ability to lead the team through a complex activity


No feedback on your ability has been collected, or the feedback is not evidenced, or the feedback is incorrect or inappropriate, or the feedback is insufficient to carry out a review

Evidence is provided that sufficiently correct and appropriate feedback on your ability has been collected on key aspects of the complex activity

Evidence is provided that sufficiently correct and appropriate feedback on your ability has been collected on all aspects of the complex activity

/ 8 (min. of 4)

Pass or Referral

AC 3.2

Review own performance, identifying leadership strengths and weaknesses


Own performance has not been reviewed, or the review is incorrect, inappropriate or not based on collected feedback, or own performance is merely described with no review to make a judgement based on a combination of feedback and leadership theory or practice

Own performance has been reviewed correctly and appropriately to make a judgement based on a combination of feedback and leadership theory or practice, although the strengths and weaknesses identified require further development

Own performance has been reviewed correctly and appropriately to make a judgement with fully-developed strengths and weaknesses based on a combination of feedback and leadership theory or practice

of 598

/ 8 (min. of 4)

Pass or Referral

AC 3.3

Produce a development plan to improve own planning and leadership skills, using feedback and self-assessment.


A development plan to improve own planning and leadership skills is not produced or is incorrect or inappropriate, or the development plan is produced to improve own planning or leadership skills but not both, or the development plan is based on feedback or self-assessment but not both

A development plan to improve own planning and leadership skills is based on feedback and self-assessment, although the development plan does not fully address resources requirements and/or is not fully SMART and/or does not identify both long-term and short-term personal development needs

A development plan to improve own planning and leadership skills based on feedback and self-assessment addresses all resource requirements, is fully SMART, and identifies both long-term and short-term personal development needs

/ 12


section comments (optional): Verification comments (optional):

/ 100 TOTAL MARKS




Date of QA Check:


Signature of QA:

Date of QA check:

of 598

Title: Managing equality and diversity in own area

Level: 4

Credit value: 4



1. Understand equality and diversity law,

legislation and internal policies in

relation to own area of responsibility

1.1

1.2

Explain the implications of the legal

requirements for equality and diversity

on own area of responsibility

Evaluate own organisation’s policies

and procedures relating to equality and

diversity

2. Be able to influence the management

of equality and diversity in own area of responsibility

2.1

2.2

Evaluate the organisation’s implementation of equality and diversity legal requirements and internal policies Make recommendations for improving the management of equality and diversity in own area of responsibility.


Unit purpose and aim(s) Be able to evaluate and influence the

management of equality and diversity law,

legislation and internal policies within own

area of responsibility.






Links to Management & Leadership 2004

NOS: B11

Links to KSF: Core Dimension 6 ‘Equality &

Diversity’ and provides evidence to support

levels 3 & 4



appropriate)



required)


of 598


required)

N/A





unit




Indicative Content:

1

Equality and diversity defined

Diversity and its impact on the organisation

Legislation and how it affects individuals, organisational policies and procedures

Examining personal values, beliefs, attitudes and prejudices

Language and diversity

Harassment, bullying and victimisation in the workplace

Dress codes and discrimination

The business case for diversity

2

Creating a diverse workforce

Promoting equality outcomes

Diversity monitoring

Equality impact assessments

Examining the organisation/team in relation to diversity

Business diversity action planning

Promoting equality and diversity

Inclusively and creating an inclusive culture

Examples of good practice in equality and diversity

Challenging inequalities and discrimination in the workplace

of 598

ASSIGNMENT TASK for Unit: Managing equality and diversity in own area



TASK The purpose of this unit is to enable candidates to evaluate and influence the management of equality and diversity law, legislation and internal policies within own area of responsibility. NOTE: An ILM Assessment Task provides an opportunity to relate your learning directly to your current organisation. It is recommended that you discuss the assignment with your line manager to explore and agree how the task could be used to support the needs of your employer (as well as evidencing your learning as part of completing your ILM qualification). If you are not currently working within an organisation, then you may complete this task in relation to an organisation with which you are familiar. This could include experience working in a voluntary capacity The nominal word count for this assignment is 2000 words: The suggested range is between 1500 and 2500 words, however individuals have different writing styles, and there is no penalty if the word-count range is exceeded.


Understand equality and diversity law, legislation and internal policies in relation to own area of responsibility Provide reasons that correctly explain the implications of the legal requirements for both equality and diversity on own area of responsibility and to evaluate the organisation’s policies and procedures relating to both equality and diversity to provide a conclusion or recommendations.

Explain the implications of the legal

requirements for equality and diversity on own area of responsibility (24 marks)

Evaluate own organisation’s policies and procedures relating to equality and diversity (24 marks)

Be able to influence the management of equality and diversity in own area of responsibility to evaluate the organisation’s implementation of equality and diversity legal requirements and internal policies to provide a conclusion or recommendations, and then to use this evaluation to make recommendations for improving the management of equality and diversity in own area of responsibility.

Evaluate the organisation’s

implementation of equality and diversity legal requirements and internal policies (28 marks)

Make recommendations for improving the management of equality and diversity in own area of responsibility (24 marks)


of 598

MARK SHEET –MANAGING EQUALITY AND DIVERSITY IN OWN AREA













Learning Outcome / Section 1: Understand equality and diversity law, legislation and internal policies in relation to own area of responsibility




AC 1.1

Explain the implications

of the legal requirements

for equality and diversity

on own area of

responsibility


The implications of the legal requirements for equality and diversity in own area of responsibility have not been explained, or the explanations are incorrect, inappropriate or incomplete, or the implications for equality or diversity in own area of responsibility have been explained, but not both

Implications are merely stated or listed with no reasons provided that explain the implications of the legal requirements for equality and diversity on own area of responsibility

Reasons are provided that correctly explain the implications of the legal requirements for both equality and diversity on own area of responsibility, although the reasons provided require some further development

Detailed reasons are provided that correctly explain the implications of the legal requirements for both equality and diversity on own area of responsibility

/ 24 (min. of 12)

Pass or Referral

of 598

AC 1.2

Evaluate own

organisation’s policies

and procedures relating

to equality and diversity


Own organisation’s policies and procedures relating to equality and diversity are not evaluated, or the evaluations are incorrect, inappropriate or incomplete, or policies and procedures relating to equality or diversity have been evaluated, but not both

Own organisation’s policies and procedures relating to equality and diversity are merely stated or described with no evaluation to provide a conclusion or recommendations

Own organisation’s policies and procedures relating to both equality and diversity have been correctly and appropriately evaluated to provide a conclusion or recommendations, although the conclusion or recommendations require some further development

Own organisation’s policies and procedures relating to both equality and diversity have been correctly and appropriately evaluated to provide a fully-developed conclusion or fully-developed recommendations

/ 24 (min. of 12)

Pass or Referral


Learning Outcome / Section 2: Be able to influence the management of equality and diversity in own area of responsibility



result]


AC 2.1

Evaluate the organisation’s implementation of equality and diversity legal requirements and internal policies


The organisation’s implementation of equality and diversity legal requirements and internal policies has not been evaluated, or the organisation’s implementation of equality or diversity or internal policies has been evaluated, but not all three

The organisation’s implementation of equality and diversity legal requirements and internal

The organisation’s implementation of equality and diversity legal requirements and internal policies has been evaluated to provide a conclusion or recommendations, although the conclusion or recommendations require some further development

The organisation’s implementation of equality and diversity legal requirements and internal policies has been evaluated to provide a fully-developed conclusion or fully-developed recommendations

of 598

policies has been merely stated or described with no evaluation to provide a conclusion or recommendations

/ 28 (min. of 14)

Pass or Referral

AC 2.2

Make recommendations for improving the management of equality and diversity in own area of responsibility


No recommendations have been made for improving the management of equality and diversity in own area of responsibility, or recommendations are incorrect or inappropriate, or recommendations are not based on any prior evaluation

Correct and appropriate recommendations based on a prior evaluation have been made for improving the management of equality and diversity in own area of responsibility, although the recommendations require further development for full implementation

Correct and appropriate recommendations based on a prior evaluation and capable of being fully implemented have been made for improving the management of equality and diversity in own area of responsibility

/ 24 (min. of 12)

Pass or Referral


/ 100 TOTAL MARKS




Date of QA Check:


Signature of QA:

Date of QA check:

of 598

Title: Managing risk in the workplace

Level: 4

Credit value: 3



1. Understand the importance of

managing risks in the workplace

1.1

1.2

Evaluate relevant laws and legislation relating to risk management in own area of responsibility Evaluate internal policies relating to the management of risk in own area of responsibility

2. Be able to identify and manage risks in

own area of responsibility

2.1

2.2

2.3

Conduct a risk assessment within the context of own workplace Propose how to minimise identified risks in own workplace Explain how identified risks will be continuously monitored and reviewed


Unit purpose and aim(s) To be able to manage risks within the context

of the workplace.







NOS: B10



appropriate)



required)


Equivalencies agreed for unit (if required) M4.06 Managing Risk in the Workplace

of 598





unit




Indicative Content:

1

Establishing the context and scope of the workplace

Applicable laws and legislation relating to risk management

Internal risk management policies and procedures

Types of hazards and risks such as environmental, technological, information, physical

Principles of risk management

How to identify the circumstances and consequences of hazards and risks

2

Identifying prevention and control measures

Five steps to risk

Prioritisation of risk

Objective likelihood/probability, impact and score

Risk assessment procedure and associated documentation

Avoidance, control, transfer to another entity or higher authority, retention (careful assessment and monitoring of risk)

Risk management registers

Risk management planning

Compare actual results with results expected/predetermined

Monitoring and re-assessing the level and implications of risk

of 598

ASSIGNMENT TASK for Unit: Managing risk in the workplace



TASK The purpose of this unit is to be able to manage risks within the context of the workplace. NOTE: An ILM Assessment Task provides an opportunity to relate your learning directly to your current organisation. It is recommended that you discuss the assignment with your line manager to explore and agree how the task could be used to support the needs of your employer (as well as evidencing your learning as part of completing your ILM qualification). If you are not currently working within an organisation, then you may complete this task in relation to an organisation with which you are familiar. This could include experience working in a voluntary capacity The nominal word count for this assignment is 2000 words: The suggested range is between 1500 and 2500 words, however individuals have different writing styles, and there is no penalty if the word-count range is exceeded.


Understand the importance of managing risks in the workplace

Evaluate correctly and appropriately relevant laws and legislation relating to the management of environmental or technological or information or physical or any other appropriate category of risk in own area of responsibility to provide a conclusion or recommendations. You are then required to evaluate internal policies relating to the management of risk in own area of responsibility and provide a conclusion or recommendations.

Evaluate relevant laws and legislation

relating to risk management in own area of responsibility (20 marks)

Evaluate internal policies relating to the management of risk in own area of responsibility (20 marks)

Be able to identify and manage risks in own area of responsibility Conduct a risk assessment correctly and appropriately within the context of own workplace to identify, evaluate and analyse the risk. You are then required to take full account of the risk assessment to propose how to minimise identified risks in own workplace and explain how identified risks will be continuously monitored and reviewed.

Conduct a risk assessment within the

context of own workplace (20 marks)

Propose how to minimise identified risks in own workplace (20 marks)

Explain how identified risks will be continuously monitored and reviewed (20 marks)


of 598

MARK SHEET – M4.06 MANAGING RISK IN THE WORKPLACE













Learning Outcome / Section 1: Understand the importance of managing risks in the workplace




AC 1.1

Evaluate relevant laws and legislation relating to risk management in own area of responsibility


Relevant laws and legislation relating to the management of environmental or technological or information or physical or any other appropriate category of risk in own area of responsibility have not been evaluated, or the evaluation is incorrect or inappropriate, or are generic and not directly related to own area of responsibility, or are merely listed or described with no evaluation to provide a conclusion or recommendations

Relevant laws and legislation relating to the management of environmental or technological or information or physical or any other appropriate category of risk in own area of responsibility have been evaluated correctly and appropriately to provide a conclusion or recommendations, although the conclusion or recommendations require further development to cover all aspects of managing the risk

Relevant laws and legislation relating to the management of environmental or technological or information or physical or any other appropriate category of risk in own area of responsibility have been evaluated correctly and appropriately to provide a conclusion or recommendations that covers all aspects of managing the risk

/ 20 (min. of 10)

Pass or Referral

of 598

AC 1.2

Evaluate internal policies relating to the management of risk in own area of responsibility


Internal policies relating to the management of risk in own area of responsibility have not been evaluated, or the evaluation is incorrect or inappropriate, or internal policies are merely listed or described with no evaluation to provide a conclusion or recommendations

Internal policies relating to the management of risk in own area of responsibility have been evaluated correctly and appropriately to provide a conclusion or recommendations, although the conclusion or recommendations require further development to cover all aspects of managing the risk

Internal policies relating to the management of risk in own area of responsibility have been evaluated correctly and appropriately to provide a conclusion or recommendations that covers all aspects of managing the risk

/ 20 (min. of 10)

Pass or Referral


Learning Outcome / Section 2: Be able to identify and manage risks in own area of responsibility



result]


AC 2.1

Conduct a risk assessment within the context of own workplace


A risk assessment has not been conducted within the context of own workplace, or has been conducted incorrectly or inappropriately

A risk assessment has been conducted correctly and appropriately within the context of own workplace to identify, evaluate and analyse the risk, although compliance with relevant laws and legislation and internal policies is not made explicit

A risk assessment has been conducted correctly and appropriately within the context of own workplace to identify, evaluate and analyse the risk, and compliance with relevant laws and legislation and internal policies is made explicit

/ 20 (min. of 10)

Pass or Referral

AC 2.2

Propose how to minimise identified risks in own workplace


How to minimise identified risks in own workplace is not proposed, or the proposal is incorrect or inappropriate, or the proposal does not take full account of the risk assessment

How to minimise identified risks in own workplace takes full account of the risk assessment and is correctly and appropriately proposed, although the proposal requires further development for full implementation

How to minimise identified risks in own workplace takes full account of the risk assessment and is correctly and appropriately proposed and sufficiently developed for full implementation

/ 20 Pass or Referral

of 598

(min. of 10)

AC 2.3

Explain how identified risks will be continuously monitored and reviewed.


How identified risks will be continuously monitored and reviewed is not explained, or the monitoring and review is incorrect or inappropriate, or the monitoring and review does not take full account of the proposal, or monitoring and review is merely stated with no account provided of how monitoring and review systems and procedures will work as an explanation

How identified risks will be continuously monitored and reviewed takes account of the proposal and is correctly and appropriately explained, although further development of the monitoring and review systems and procedures is required for full implementation

How identified risks will be continuously monitored and reviewed takes full account of the proposal and is correctly and appropriately explained with reference to monitoring and review systems and procedures that are sufficiently developed for full implementation

/ 20



/ 100 TOTAL MARKS




Date of QA Check:


Signature of QA:

Date of QA check:

of 598

Title: Delegating authority in the workplace

Level: 4

Credit value: 3



1. Understand the benefits of delegation

1.1

1.2

Evaluate the benefits of effective delegation Explain how delegation can be used to empower others

2. Be able to delegate effectively in the

workplace

2.1

2.2

Justify an appropriate process to follow when delegating work within your area of responsibility Allocate and monitor work that you have delegated within your own area of responsibility

3. Be able to improve own ability to

delegate and empower others

3.1

3.2

Review how well you delegated the task, based on the outcomes of the delegated task and feedback from others Assess how you can improve your own ability to delegate and empower others


Unit purpose and aim(s) To enable candidates to delegate work

effectively and empower others.







NOS: B6, D5



appropriate)

of 598



required)



required)

M4.09 Delegating Authority in the Workplace





unit




Indicative Content:

1

Advantages and disadvantages of delegation

Principles of effective delegation

Delegating to empower others

Levels of delegation

Requirements of delegation and requirements of empowerment

Constraints and benefits of empowerment

The importance of making effective and efficient use of people’s knowledge and skills, and how to achieve this

Definitions of authority and power, responsibility and accountability

2

Techniques for deciding the most appropriate individual to undertake the activity

Process of delegation including barriers and support mechanisms

3

Techniques to monitor outcomes of delegation

Feedback, recognition and reward techniques

Review of own effectiveness in delegating tasks

Identifying actions that could improve ability to delegate

of 598

ASSIGNMENT TASK for Unit: Delegating authority in the workplace

Centre Number: Centre Name:

Learner Registration No: Learner Name:

TASK The purpose of this unit is to enable learners to delegate work effectively and empower others. NOTE: An ILM Assessment Task provides an opportunity to relate your learning directly to your current organisation. It is recommended that you discuss the assignment with your line manager to explore and agree how the task could be used to support the needs of your employer (as well as evidencing your learning as part of completing your ILM qualification). If you are not currently working within an organisation, then you may complete this task in relation to an organisation with which you are familiar. This could include experience working in a voluntary capacity. NOTE: You should plan to spend approximately 21 hours researching your workplace context, preparing for and writing or presenting the outcomes of this assignment for assessment. The nominal word count for this assignment is 2000 words: The suggested range is between 1500 and 2500 words, however individuals have different writing styles, and there is no penalty if the word-count range is exceeded.


Understand the benefits of delegation Evaluate the benefits of effective delegation to provide a conclusion or recommendations and to provide a correct and appropriate account of the practices of delegation to explain how delegation can be used to empower others.

Evaluate the benefits of effective

delegation (12 marks)

Explain how delegation can be used to empower others (12 marks)

Be able to delegate effectively in the workplace Present an argument or rationale to justify a correct and appropriate process to follow when delegating work within your area of responsibility, and you are then required to allocate and monitor work you have delegated using an appropriate process.

Justify an appropriate process to follow

when delegating work within your area of responsibility (16 marks)

Allocate and monitor work that you have delegated within your own area of responsibility (20 marks)

Be able to improve own ability to delegate and empower others Use evidence from the outcomes of the delegated task and feedback from others to review and to make a judgement as to how well the task was delegated, and then to assess how you can improve your own ability both to delegate and empower others using appropriate criteria to make a judgement.

Review how well you delegated the task, based on the outcomes of the delegated task and feedback from others (20 marks)

Assess how you can improve your own ability to delegate and empower others (20 marks)


of 598

MARK SHEET –DELEGATING AUTHORITY IN THE WORKPLACE













Learning Outcome / Section 1: Understand the benefits of delegation




AC 1.1 Evaluate the benefits of delegation


The benefits of effective delegation have not been evaluated, or the benefits are incorrect or inappropriate, or the benefits of effective delegation have been merely listed or stated with no evaluation to provide a conclusion or recommendations

The benefits of effective delegation have been correctly and appropriately evaluated to provide a conclusion or recommendations, although the evaluation is limited to the benefits for the appraiser and the appraisee

The benefits of effective delegation for the appraiser, appraisee and for the organisation have been correctly and appropriately evaluated to provide a conclusion or recommendations

/ 12 (min. of 6)

Pass or Referral

AC 1.2 Explain how delegation can be used to empower others


How delegation can be used to empower others is not explained, or the explanation is incorrect or inappropriate, or how delegation can be used to empower others is merely listed or stated with no account of the practices of delegation provided to explain exactly how

A correct and appropriate account of the practices of delegation is provided that explains how delegation can be used to empower others, although the practices of delegation do not cover all levels of delegation

A correct and appropriate account of the practices of delegation at all levels of delegation is provided that explains how delegation can be used to empower others

/ 12 (min. of 6)

Pass or Referral


of 598

Learning Outcome / Section 2: Be able to delegate effectively in the workplace




AC 2.1 Justify an appropriate process to follow when delegating work within your area of responsibility


An appropriate process to follow when delegating work within your area of responsibility has not been justified, or the process is incorrect or is not appropriate, or a process has been merely listed or described with no argument or rationale presented

An argument or rationale has been used to justify a correct and appropriate process to follow when delegating work within your area of responsibility, although the argument or rationale has not considered all levels of delegation

An argument or rationale that considers all levels of delegation has been used to justify a correct and appropriate process to follow when delegating work within your area of responsibility

/ 16


AC 2.2 Allocate and monitor work that you have delegated within your own area of responsibility


Work that has been delegated within your area of responsibility has not been allocated and monitored, or the delegated work has only been allocated or monitored (but not both) or the delegated work has been allocated and/or monitored incorrectly or without following an appropriate process

Work that has been delegated within your area of responsibility has been correctly allocated and monitored following an appropriate process, although monitoring is informal and ad hoc

Work that has been delegated within your area of responsibility has been correctly allocated and monitored both formally and informally following an appropriate process

/ 20 (min. of 10)

Pass or Referral


of 598

Learning Outcome / Section 3: Be able to improve own ability to delegate and empower others




AC 3.1 Review how well you delegated the task, based on the outcomes of the delegated task and feedback from others


How well you delegated the task is not reviewed, or the review is incorrect, incomplete, or inappropriate

The review is based on the outcomes of the delegated task or feedback from others, but not both

Delegation of the task is merely listed or described with no evidence from the outcomes of the delegated task and from feedback from others used to review how well the task was delegated and to make a judgement

Evidence from the outcomes of the delegated task and from feedback from others is used to review how well the task was delegated and to make a judgement, although the evidence base is limited and/or subjective

Detailed objective evidence from the outcomes of the delegated task and from feedback from others is used to review how well the task was delegated and to make a judgement

/ 20 (min. of 10)

Pass or Referral

AC 3.2 Assess how you can improve your own ability to delegate and empower others


How you can improve your own ability to delegate and empower others is not addressed, or is incorrect or inappropriate, or ability to delegate or empower others is addressed, but not both

How you can improve your own ability to delegate and empower others is merely listed or described with no assessment made using appropriate criteria to make a judgement

An assessment on how you can improve your own ability both to delegate and empower others is made using appropriate criteria to make a judgement, although the criteria are limited and/or subjective

An assessment on how you can improve your own ability both to delegate and empower others is made using a wide range of appropriate detailed and objective criteria to make a judgement

/ 20 (min. of 10)

Pass or Referral


/ 100 TOTAL MARKS


of 598



Date of QA Check:


Signature of QA:

Date of QA check:

of 598

Title: Developing people in the workplace

Level: 4

Credit value: 5



1. Understand the importance of

promoting personal development

1.1

1.2

Assess the potential benefits to the organisation of developing individuals Assess the benefits to the individual of personal development

2. Be able to plan for an individual’s

development

2.1

2.2

2.3

Assess how to manage an individual’s expectations in respect to personal development. Evaluate development vehicles in the organisation appropriate to the development needs of the individual Develop a plan to meet the identified development needs of an individual


Unit purpose and aim(s) To be able to plan the personal development

of individuals in the workplace.







NOS: A2, D7, D9



appropriate)



required)


Equivalencies agreed for the unit (if M4.11 Developing and managing people in

of 598

required) the workplace





unit




Indicative Content:

1

Examining the expectations and requirements of people

Determining groups and individuals for whom the manager has responsibility

Diversity in the workplace

Understanding the causes of conflict in the organisation

Promotion of work/life balance

2

Administering people in accordance with guidelines and career pathways

Being aware of and understanding organisational policies (diversity, substance and alcohol abuse etc)

Understanding the variety of documentation required to manage people

Managing career development of people

Support structures within the organisation

Techniques for managing interpersonal conflict

Techniques for supervision and formal appraisal

Methods of ensuring fair and objective assessment/appraisal

Methods to monitor, evaluate and record individual feedback

Reporting performance appraisal including the importance of confidentiality

Promotion of a healthy life-style

Learning styles and the range of training/development opportunities available

Mechanisms to provide appropriate feedback to individuals

Career development strategies

Appropriate recording systems

of 598

ASSIGNMENT TASK for Unit - Developing people in the workplace



TASK The purpose of this unit is to be able to plan the personal development of individuals in the workplace. NOTE An ILM Assessment Task provides an opportunity to relate your learning directly to your current organisation. It is recommended that you discuss the assignment with your line manager to explore and agree how the task could be used to support the needs of your employer (as well as evidencing your learning as part of completing your ILM qualification). If you are not currently working within an organisation, then you may complete this task in relation to an organisation with which you are familiar. This could include experience working in a voluntary capacity. NOTE: You should plan to spend approximately 25 hours researching your workplace context, preparing for and writing or presenting the outcomes of this assignment for assessment. The nominal word count for this assignment is 2000 words: The suggested range is between 1500 and 2500 words, however individuals have different writing styles, and there is no penalty if the word-count range is exceeded.


Understand the importance of promoting personal development The first part of this task is to assess and make judgements on two or more potential benefits to the organisation of developing individuals and two or more benefits to the individual of personal development.

Assess the potential benefits to the

organisation of developing individuals (20 marks)

Assess the benefits to the individual of personal development (20 marks)

Be able to plan for an individual’s development The second part of the task requires an assessment of how to manage an individual’s expectations in respect to personal development together with an evaluation of development vehicles in the organisation appropriate to the development needs of the individual. You are then required to develop a correct and appropriate plan to meet the identified development needs of an individual in the workplace.

Assess how to manage an individual’s

expectations in respect to personal development (12 marks)

Evaluate development vehicles in the organisation appropriate to the development needs of the individual (24 marks)

Develop a plan to meet the identified development needs of an individual (24 marks)


of 598

MARK SHEET –DEVELOPING PEOPLE IN THE WORKPLACE













Learning Outcome / Section 1: Understand the importance of promoting personal development




AC 1.1 Assess the potential benefits to the organisation of developing individuals


The potential benefits to the organisation of developing individuals has not been assessed, or the assessment is incorrect or inappropriate, or only one potential benefit has been assessed, or the potential benefits to the organisation of developing individuals are merely listed or described with no assessment to make a judgement

Two or more benefits to the organisation of developing individuals have been correctly and appropriately assessed to make a judgement, although the criteria for the assessment are limited or subjective

Two or more benefits to the organisation of developing individuals have been correctly and appropriately assessed to make a judgement using a range of appropriate and objective criteria

/ 20 (min. of 10)

Pass or Referral

AC 1.2 Assess the benefits to the individual of personal development


The benefits to the individual of personal development has not been assessed, or only one

Two or more benefits to the individual of personal development have been correctly and appropriately assessed to

Two or more benefits to the individual of personal development have been correctly and appropriately assessed to

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benefit has been assessed, or the assessment is incorrect or inappropriate, or the benefits to the individual are merely listed or described with no assessment to make a judgement

make a judgement, although the criteria for the assessment are limited or subjective

make a judgement using a range of appropriate and objective criteria

/ 20 (min. of 10)

Pass or Referral


Learning Outcome / Section 2: Be able to plan for an individual’s development




AC 2.1 Assess how to manage an individual’s expectations in respect to personal development


How to manage an individual’s expectations in respect to personal development has not been assessed, or the assessment is incorrect, inappropriate or deficient, or how to manage an individual’s expectations in respect to personal development is merely listed or described with no assessment to make a judgement

How to manage an individual’s expectations in respect to personal development has been correctly and appropriately assessed to make a judgement, although the criteria for the assessment are limited or subjective

How to manage an individual’s expectations in respect to personal development has been correctly and appropriately assessed to make a judgement based on a range of objective criteria

/ 12 (min. of 6)

Pass or Referral

AC 2.2 Evaluate development vehicles in the organisation appropriate to the development needs of the individual


Development vehicles in the organisation appropriate to the development needs of the individual have not been evaluated, or the development vehicles are incorrect or inappropriate, or the evaluation is incorrect or inappropriate, or development vehicles are merely listed or

Development vehicles in the organisation appropriate to the development needs of the individual have been correctly and appropriately evaluated, although the conclusions or recommendations are limited or subjective and/or there is no comparison of the relative

Development vehicles in the organisation appropriate to the development needs of the individual have been correctly and appropriately evaluated to provide objective conclusions or recommendations and a comparison of the relative usefulness of the

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described with no evaluation to provide conclusions or recommendations

usefulness of the development vehicles

development vehicles

/ 24 (min. of 12)

Pass or Referral

AC 2.3 Develop a plan to meet the identified development needs of an individual


A plan is not developed to meet the identified development needs of an individual, or the plan is incorrect, inappropriate or deficient

A correct and appropriate plan is developed to meet the identified development needs of an individual, although the plan requires further work for full implementation

A comprehensive, correct and appropriate plan that needs no additional work for full implementation is developed to meet the identified development needs of an individual

/ 24 (min. of 12)

Pass or Referral


/ 100 TOTAL MARKS




Date of QA Check:


Signature of QA:

Date of QA check:

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Title: Developing your leadership styles

Level: 4

Credit value: 4



1 Understand the outcomes of effective

leadership

1.1

Evaluate the importance of performance and engagement with followers in an organisation

2 Be able to assess own leadership

styles

2.1

2.2

Review the six specific scales for leadership Assess the effectiveness of own leadership style in terms of the six scales

3 Understand the implications of own

leadership styles for self and for leadership within own organisation

3.1

3.2

Using the self-assessment of own leadership styles, evaluate the implications for self and own organisation Evaluate the impact of changes in the situation on the effectiveness of the adopted style

4 Be able to assess own leadership

behaviour, in terms of the three global factors which determine effective leadership

4.1

4.2

Evaluate the three global factors which impact on leadership effectiveness Assess own leadership behaviour in terms of the three global factors

5 Understand how to develop own

leadership style and effectiveness

5.1

5.2

5.3

Produce an action plan for developing own leadership style and effectiveness Explain the benefits of implementing the action plan Explain how you will monitor and evaluate the action plan

Additional information about the unit This is an optional unit and uses the

Integrated Leadership Style Measure (ILM72).

Centres choosing this unit should contact

AQR Ltd directly at [email protected] or on

mailto:[email protected]

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telephone number 01244 572050 to arrange

access for their candidates to this measure

and to obtain the cost of using this per

candidate. This would be a direct

arrangement between AQR Ltd and the

Centre wishing to obtain access to the ILM 72

instrument for their candidates.

Unit purpose and aim(s) To be able to develop own leadership style to

improve own and organisational performance.







NOS: A2



appropriate)



required)


Equivalencies agreed for the unit (of

required)

M4.24 Developing your leadership styles





unit




Indicative Content:

1

Definition of leadership

The difference between leadership and management

Importance of performance and interaction (engagement) with followers in an organisation

2

Influential leadership models Great person models Trait theories (intelligence, personality etc) Behavioural models (Pull Theory, Transactional Models, Transformational

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Models, Action Centred Leadership, The 7 Habits etc) Situational Models (Hersey-Blanchard, Tannenbaum-Schmidt etc)

ILM 72 (Integrated leadership measure)

Situational leadership

Six specific scales to measure aspects of leadership style task vs person flexible vs dogmatic de-centralised vs centralised reward vs punishment the means vs the end structured vs organic)

3

Ability to assess and understand various situations

Implications of leadership styles for self and for organisational performance (productivity, open to ideas and suggestions, effective delegation, developing people and processes etc)

Implications for different situations

4

Three global scales Determination to deliver Individual cohesion Team working

Assessing own leadership behaviour in terms of the three global scales

Understanding how these work in terms of motivation theory

5

Compiling an action plan (current behaviours, goal setting, implementation practice, identification of what the difference in performance would be)

Benefits of implementing an action plan

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ASSIGNMENT TASK for Unit - Developing your leadership styles



TASK The purpose of this unit is to be able to develop own leadership style to improve own and organisational performance. NOTE This is an optional unit and uses the Integrated Leadership Style Measure (ILM72). Centres choosing this unit should contact AQR Ltd directly at [email protected] or on telephone number 01244 572050 to arrange access for their candidates to this measure and to obtain the cost of using this per candidate. This would be a direct arrangement between AQR Ltd and the Centre wishing to obtain access to the ILM 72 instrument for their candidates. NOTE: You should plan to spend approximately 21 hours researching your workplace context, preparing for and writing or presenting the outcomes of this assignment for assessment. The nominal word count for this assignment is 2000 words: The suggested range is between 1500 and 2500 words, however individuals have different writing styles, and there is no penalty if the word-count range is exceeded.


Understand the outcomes of effective leadership The first part of this task is to evaluate the importance of both performance and engagement with followers in an organisation.

Evaluate the importance of

performance and engagement with followers in an organisation (8 marks)

Be able to assess own leadership styles The second part of the task requires you to review the six specific scales for leadership, and then to use the six specific scales to assess the effectiveness of own leadership style.

Review the six specific scales for

leadership (8 marks) Assess the effectiveness of own leadership style in terms of the six scales (8 marks)

Understand the implications of own leadership styles for self and for leadership within own organisation For this section you are required to use the self-assessment of own leadership styles to evaluate and draw conclusions on the implications of own leadership style for both self and own organisation, and to evaluate the impact on the effectiveness of the adopted style of two or more changes in the situation

Using the self-assessment of own leadership styles, evaluate the implications for self and own organisation (12 marks)

Evaluate the impact of changes in the situation on the effectiveness of the adopted style (12 marks)

Be able to assess own leadership behaviour, in terms of the three global factors which determine effective leadership This section requires you to evaluate the three global factors which impact on leadership effectiveness and then to assess own leadership behaviour in terms of the three global factors.

Evaluate the three global factors which

impact on leadership effectiveness (12 marks)

Assess own leadership behaviour in terms of the three global factors (12 marks)

Understand how to develop own leadership style and effectiveness The final part of the task requires you to produce an action plan with priorities and timescales for developing both own leadership style and effectiveness.

Produce an action plan for developing

own leadership style and effectiveness (16 marks)

Explain the benefits of implementing the action plan (4 marks)

mailto:[email protected]

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Two or more benefits of implementing the action plan must then be explained, along with a clear explanation of how the action plan is to be monitored and evaluated.

Explain how you will monitor and evaluate the action plan (8 marks)


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MARK SHEET –DEVELOPING YOUR LEADERSHIP STYLES













Learning Outcome / Section 1: Understand the outcomes of effective leadership




AC 1.1 Evaluate the importance of performance and engagement with followers in an organisation


The importance of only performance or only engagement with followers in an organisation has been evaluated

The importance of performance and engagement with followers in an organisation has been evaluated but the evaluation has been based on inappropriate criteria or is incomplete

The importance of performance and/or engagement with followers in an organisation has been described or stated without any evaluation

Both the importance of performance and engagement with followers in an organisation has been evaluated based on subjective or limited evidence

Both the importance of performance and engagement with followers in an organisation has been evaluated based on a wide range of objective evidence to produce appropriate conclusions

/ 8 (min. of 4)

Pass or Referral

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Learning Outcome / Section 2: Be able to assess own leadership styles




AC 2.1 Review the six specific scales for leadership


The six specific scales for leadership are not reviewed, or are only partially reviewed using only evidence or theory but not both

Less than six of the six specific scales for leadership are reviewed using a combination of evidence and theory

The six specific scales for leadership are all reviewed to form a judgement using both appropriate evidence and a suitable theory although the review is limited in detail or depth

The six specific scales for leadership are all reviewed to form a judgement using both appropriate evidence and a suitable theory, the review having detail and depth

/ 8 (min. of 4)

Pass or Referral

AC 2.2 Assess the effectiveness of own leadership style in terms of the six scales


The effectiveness of own leadership style is not assessed or is assessed but not in terms of the six specific scales, or only partially assessed in terms of the six specific scales

The effectiveness of own leadership style in terms of the six scales is assessed but no judgement is made or formed as a result

The effectiveness of own leadership style is assessed using the six specific scales however the evidence base may be subjective or mainly personal opinion resulting in limited outcomes

The effectiveness of own leadership style is assessed using the six specific scales, the evidence base being objective or drawn from feedback from others resulting in a range of impacts or outcomes

/ 8 (min. of 4)

Pass or Referral


Learning Outcome / Section 3: Understand the implications of own leadership styles for self and for leadership within own organisation




AC 3.1 Using the self-


Implications for self and/or own organisation are not evaluated, or are

The implication for both self and own organisation are evaluated using self-

The implication for both self and own organisation are evaluated using self-

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assessment of own leadership styles, evaluate the implications for self and own organisation

evaluated but not using the self-assessment of own leadership styles

The self-assessment of own leadership styles is used but the implications for self and/or own organisation are simply described

assessment of own leadership style although the conclusions drawn may be limited

assessment of own leadership style resulting in appropriate conclusions and recommendations

/ 12 (min. of 6)

Pass or Referral

AC 3.2 Evaluate the impact of changes in the situation on the effectiveness of the adopted style


The impact of changes in the situation on the effectiveness of the adopted style are not evaluated

Only one change in the situation is evaluated or the change or changes in situation are unclear or too similar to be able to draw meaningful conclusions

The impact on the effectiveness of the adopted style of two or more appropriate changes in the situation are evaluated although the evidence base employed may be largely subjective or limited

The impact on the effectiveness of the adopted style of two or more appropriate changes in the situation are evaluated, the evidence base employed being objective or quantitative

/ 12



Learning Outcome / Section 4: Be able to assess own leadership behaviour, in terms of the three global factors which determine effective leadership




AC 4.1 Evaluate the three global factors which impact on leadership effectiveness


No evaluation is made of the three global factors which impact on leadership effectiveness

The evaluation of the global factors is incomplete or incorrect or only includes one or two of the global factors

Evaluation is made of the three global factors which impact on leadership effectiveness although the conclusion drawn may be limited or brief

Evaluation is made of the three global factors which impact on leadership effectiveness resulting in a range of appropriate conclusions / 12


AC 4.2 Assess own leadership


The assessment of own leadership behaviour in terms of the three global

Own leadership behaviour is assessed in terms of the three global factors

Own leadership behaviour is assessed in terms of the three global factors

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behaviour in terms of the three global factors

factors is incomplete

although the evidence base may be largely subjective or limited

the evidence base being largely objective or quantitative

/ 12 (min. of 6)

Pass or Referral


Learning Outcome / Section 5: Understand how to develop own leadership style and effectiveness




AC 5.1 Produce an action plan for developing own leadership style and effectiveness


An action plan for developing own leadership style and effectiveness is not produced, or is produced but for only leadership style or effectiveness, but not for both

An action plan is produced for developing both own leadership style and effectiveness including priorities and timescales

An action plan is produced for developing both own leadership style and effectiveness including priorities, timescales, resources, and responsibilities

/ 16


AC 5.2 Explain the benefits of implementing the action plan


The benefits of implementing the action plan are not explained or are simply described or listed

Two or more benefits of implementing the action plan are explained in reasonable detail

Two or more benefits of implementing the action plan are fully explained

/ 4


AC 5.3 Explain how you will monitor and evaluate the action plan


An explanation is given of how only monitoring or only evaluation of the action plan is to be undertaken

A clear explanation of how the action plan is to be monitored and evaluated is given

A detailed explanation of the techniques to be used to monitored and evaluated action plan is given

/ 8



/ 100 TOTAL MARKS

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Date of QA Check:


Signature of QA:

Date of QA check:

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Title: Management Communication (M4.27)

Level: 4

Credit value: 4


1. Understand the importance of effective

communication in management

1.1

1.2

1.3

Explain the relevance of the communication cycle for effective communication in management Explain, with examples, the importance of selecting an appropriate tone, language, and level of formality in management communications Assess the effectiveness of a range of verbal and written communication methods within your area of the organisation

2. Be able to develop effective

communication skills as a reflective manager

2.1

2.2

2.3

Develop appropriate criteria to evaluate own ability to communicate effectively Collect and analyse feedback on own verbal and written communication skills Evaluate own communication skills as a manager, identifying strengths and areas for improvement


Unit purpose and aim(s) To develop understanding and ability to

communicate effectively, as required by a

practising or potential middle manager.






Links to MSC 2004 NOS: A3, B6, C2, D2, D3,

D6



appropriate)



required)

Management Standards Centre (MSC)

Location of the unit within the Business Management

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unit


Availability for use Private

Units available from 01/10/2007



Indicative Content:

1

Communication theories, including the communication cycle and overcoming barriers

Different types of communication, including verbal, written, visual and electronic and their relative advantages and disadvantages

Non-verbal communication, such as body language and facial expression

Business language, including tone, style and vocabulary

Need for feedback, and implications of not receiving feedback

Value of the written word and the importance of objectives and the reader(s)

Letters, memos, reports, e-mails or other forms of written communication in use within the organisation

Team meetings, one-to-ones and other forms of verbal communication

Planning for writing, including use of available information and the needs of the recipient

Tone, language, level of formality

Image, structure, layout conventions including “house styles”

Inclusion of statistical/visual materials and appendices in reports

2

Criteria for evaluating the effectiveness of communication

Collecting and analysing feedback

Techniques for evaluating own strengths and areas for improvement


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ASSIGNMENT TASK for Unit: Management Communication



TASK The purpose of this unit is to develop understanding and ability to communicate effectively, as required by a practising or potential middle manager. NOTE: An ILM Assessment Task provides an opportunity to relate your learning directly to your current organisation. It is recommended that you discuss the assignment with your line manager to explore and agree how the task could be used to support the needs of your employer (as well as evidencing your learning as part of completing your ILM qualification). If you are not currently working within an organisation, then you may complete this task in relation to an organisation with which you are familiar. This could include experience working in a voluntary capacity The nominal word count for this assignment is 2500 words: The suggested range is between 2000 and 3000 words, however individuals have different writing styles, and there is no penalty if the word-count range is exceeded.


Understand the importance of effective communication in management Use a model of the communication cycle to explain why it is relevant for effective communication in management. You are then required to provide relevant examples to explain the importance of selecting an appropriate tone and language and level of formality in management communications, and to devise suitable criteria to assess and make a judgement on the effectiveness of verbal and written communication methods within your area of the organisation.

Explain the relevance of the

communication cycle for effective communication in management (16 marks)

Explain, with examples, the importance of selecting an appropriate tone, language, and level of formality in management communications (16 marks)

Assess the effectiveness of a range of verbal and written communication methods within your area of the organisation (24 marks)

Be able to develop effective communication skills as a reflective manager Develop appropriate criteria in order to evaluate own ability to communicate effectively and to collect and analyse feedback on your verbal and written communication skills. You are then required to use the criteria you have developed and the feedback you have collected and analysed to evaluate own communication skills as a manager and identify strengths and areas for improvement.

Develop appropriate criteria to evaluate own ability to communicate effectively (12 marks)

Collect and analyse feedback on own verbal and written communication skills (16 marks)

Evaluate own communication skills as a manager, identifying strengths and areas for improvement (16 marks)


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MARK SHEET –MANAGEMENT COMMUNICATION













Learning Outcome / Section 1: Understand the importance of effective communication in management




AC 1.1 Explain the relevance of the communication cycle for effective communication in management

Referral [ca. 4/16] Pass [8/16] Good Pass [ca. 12/16]

The communication cycle is not addressed, or is incorrect

The communication cycle is merely described with no explanation as to how it works

The communication cycle is explained in generic terms with no explanation as to its relevance for effective communication in management specifically

The communication cycle is correctly explained with a clear focus as to its relevance for effective communication in management specifically, although the theoretical model used may be limited

The communication cycle is correctly explained with a detailed theoretical model and clear focus as to its relevance for effective communication in management specifically

/ 16 (min. of 8)

Pass or Referral

AC 1.2 Explain, with examples, the importance of selecting an appropriate tone, language, and level of formality in management communications


Examples to explain the importance of selecting an appropriate tone, language, and level of formality in management communications have not been used, or the examples are incorrect, or the examples are not focused

Limited but sufficient and appropriate examples are used to explain the importance of selecting an appropriate tone and language and level of formality in management communications specifically

Comprehensive and appropriate examples are used to explain the importance of selecting an appropriate tone and language and level of formality in management communications specifically

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on management communications specifically

Examples are provided for tone and/or language and/or level of formality in management communications, but not for all three

/ 16 (min. of 8)

Pass or Referral

AC 1.3 Assess the effectiveness of a range of verbal and written communication methods within your area of the organisation


The effectiveness of a range of verbal and written communication methods within your area of the organisation is not addressed, or is assessed in generic terms with no organisational context

The effectiveness of verbal or written communication methods within your area of the organisation is assessed, but not both

A range of verbal and written communication methods within your area of the organisation are merely described with no judgements made based on appropriate criteria to assess their effectiveness

The effectiveness of verbal and written communication methods within your area of the organisation are both assessed using appropriate criteria to make judgements, although the evidence base for the judgements may be limited

The effectiveness of verbal and written communication methods within your area of the organisation are both assessed using a wide evidence base and appropriate criteria to make judgements

/ 24 (min. of 12)

Pass or Referral


Learning Outcome / Section 2: Be able to develop effective communication skills as a reflective manager




AC 2.1 Develop appropriate criteria to evaluate own ability to communicate effectively


No criteria have been developed to evaluate own ability to communicate effectively, or the criteria are incorrect or inappropriate

Limited but sufficient and appropriate criteria have been developed to evaluate own ability to communicate effectively

Detailed and appropriate criteria have been developed to evaluate own ability to communicate effectively

/ 12 (min. of 6)

Pass or Referral

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AC 2.2 Collect and analyse feedback on own verbal and written communication skills


Feedback has not been collected, or insufficient feedback has been collected, or feedback on own verbal or written communication skills is collected, but not both

Feedback is merely listed or described with no analysis to discover the meaning or essential features and to draw conclusions

Limited but sufficient feedback has been collected on own verbal and written communication skills, and the feedback has been analysed to discover the meaning or essential features and to draw limited conclusions

Comprehensive feedback from a wide range of sources has been collected on own verbal and written communication skills, and the feedback has been analysed in detail to discover the meaning or essential features and to draw conclusions

/ 16 (min. of 8)

Pass or Referral

AC 2.3 Evaluate own communication skills as a manager, identifying strengths and areas for improvement


Own communication skills as a manager are merely listed or described with no evidence of evaluation to identify strengths and areas for improvement

Own communication skills have been evaluated, using the appropriate criteria developed, to identify limited but sufficient strengths and areas for improvement

Own communication skills have been evaluated and ranked, using the appropriate criteria developed, to identify detailed strengths and areas for improvement

/ 16 (min. of 8)

Pass or Referral


/ 100 TOTAL MARKS




Date of QA Check:


Signature of QA:

Date of QA check:

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Title: Managing the analysis of secondary data (M4.02)

Level: 4

Credit value: 4


1 Be able to gather and evaluate

complex data from diverse secondary sources

1.1

1.2

1.3

Identify a research topic which is relevant to the organisation Collect secondary data from a wide range of academic, official and commercial sources, ensuring that all sources are acknowledged Analyse collected data to judge its relevance and validity, make deductions, and draw conclusions

2 Be able to review the findings from own

analysis of data

2.1

2.2

Lead a group discussion on the findings from own analysis Evaluate the outcomes from the group discussion of the data analysis

3 Be able to review research activity and

identify areas for future self development

3.1

3.2

Review the effectiveness of the research activity against the objectives set Prepare and justify a self-development plan to improve own performance when managing research activities


Unit purpose and aim(s) To develop core data analysis skills as

needed by practising or potential middle

managers.






Links to MSC 2004 NOS



appropriate)




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required)



Business Management


unit






Indicative Content:

1

Research methods

Official (Governmental and supra-Governmental) and other (corporate, commercial, trade associations, societies, trades unions, etc) sources of information and information retrieval processes, including library classification systems, indexes, journals, trade magazines and the use of Internet search engines’ advanced search features (ie Boolean searches)

Techniques for identifying relevant content from paper and electronic materials (using contents and index pages, skim-reading, using file/site search facilities) and criteria for judging the validity and appropriateness of information and sources

Making structured notes and cross-referencing materials for different purposes (eg essays, reports, presentations)

Using index cards, Mind MapsTM

and similar techniques to record and structure material, and build links between information from different sources

Note-taking and recording others’ contributions in lectures, demonstrations, seminars and tutorials

Referencing

Development of bibliographies Note: Candidates should be encouraged to investigate topics that are of relevance to them and their role so as to add value to their work performance.

2

Skills for engaging actively in, and leading, tutorial and seminar discussions

Basic principles of group dynamics and skills for working in self-managing groups

Skills for making formal presentations and/or demonstrations, alone and with others, to individuals and to groups, including:

Relevance of objectives, audience and contexts in relation to presentations

Options and constraints applicable to presentation – including time, duration, venue, equipment, language, etc)

Use of standard computer software, such as Microsoft PowerPoint

Non-IT visual aids for presentations (eg OHTs, models, handouts, demonstrations, etc)

Techniques for effective and flexible delivery

Techniques for controlling and responding to questions

3

Evaluation techniques (self and others) and performance improvement

Setting and using SMART objectives to manage own work

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Strategies to establish priorities (e.g. urgent/important grid) and make most effective use of time

Action and task planning techniques

Use of milestones to monitor progress

Importance of monitoring and revising plans in line with progress

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ASSIGNMENT TASK for Unit: Managing the analysis of secondary data



TASK The purpose of this unit is to develop core data analysis skills as needed by practising or potential middle managers. NOTE: An ILM Assessment Task provides an opportunity to relate your learning directly to your current organisation. It is recommended that you discuss the assignment with your line manager to explore and agree how the task could be used to support the needs of your employer (as well as evidencing your learning as part of completing your ILM qualification). If you are not currently working within an organisation, then you may complete this task in relation to an organisation with which you are familiar. This could include experience working in a voluntary capacity The nominal word count for this assignment is 2500 words: The suggested range is between 2000 and 3000 words, however individuals have different writing styles, and there is no penalty if the word-count range is exceeded.


Be able to gather and evaluate complex data from diverse secondary sources identify a research topic that is relevant to the organisation and to set clear and focused research objectives that cover the full scope of the research you are to undertake. You are then required to collect relevant and appropriate secondary data on the topic from a wide range of academic, official and commercial sources, ensuring that your sources are acknowledged and that you use a recognised referencing system. You are then required to analyse your collected secondary data to judge its relevance and validity, make deductions, and draw conclusions. You need to be clear as to the differences between primary and secondary data as no marks are awarded for the collection and analysis of primary data.

Identify a research topic which is

relevant to the organisation (8 marks)

Collect secondary data from a wide range of academic, official and commercial sources, ensuring that all sources are acknowledged (24 marks)

Analyse collected data to judge its relevance and validity, make deductions, and draw conclusions (24 marks)

Be able to review the findings from own analysis of data Lead a group discussion on the findings from your data analysis and to evaluate the outcomes of the group discussion in order to provide a solution, conclusion or recommendations.

Lead a group discussion on the

findings from own analysis (12 marks) Evaluate the outcomes from the group discussion of the data analysis (12 marks)

Be able to review research activity and identify areas for future self-development Review the research activity against the objectives set and to consider what worked well and what didn’t work well, and to use this review to prepare and justify a self-development plan to improve own performance when managing research activities.

Review the effectiveness of the research activity against the objectives set (12 marks)

Prepare and justify a self-development plan to improve own performance when managing research activities (8 marks)


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MARK SHEET – MANAGING THE ANALYSIS OF SECONDARY DATA













Learning Outcome / Section 1: Be able to gather and evaluate complex data from diverse secondary sources




AC 1.1 Identify a research topic which is relevant to the organisation


There is no evidence that the research topic is relevant to the organisation

No objectives are set for the research

There is limited evidence that the research topic is relevant to the organisation

Limited but sufficient research objectives are set

There is clear evidence that the research topic is relevant to the organisation

Detailed research objectives are set that cover the full scope of the research

/ 8 (min. of 4)

Pass or Referral

AC 1.2 Collect secondary data from a wide range of academic, official and commercial sources, ensuring that all sources are acknowledged


Secondary data has not been collected, or secondary data collection is limited and does not reflect the range of sources available for the topic

Secondary data collection is limited and is restricted to one media, e.g. web sites

Sources are not acknowledged and/or a recognised referencing system is not used or is

Secondary data collection reflects the range of sources available for the topic

Secondary data has been collected from a range of sources, and is not restricted to one media

The majority of sources are acknowledged and a recognised referencing system is used

Secondary data collection fully reflects the wide range of current sources available for the topic and is collected from a variety of media

Sources are always acknowledged and referencing is comprehensive and always accurate using a recognised referencing system

/ 24 (min. of 12)

Pass or Referral

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used inappropriately appropriately

AC 1.3 Analyse collected data to judge its relevance and validity, make deductions, and draw conclusions


The relevance and validity of the data is not clear

Deductions and conclusions not provided, are insufficient, or are not justified by an analysis of the data

The relevance and validity of the data is clear, although not all data collected is necessary

Deductions and conclusions are derived from a good analysis of the data

The relevance and validity of all data is clear

Deductions and conclusions are derived from an accurate and comprehensive analysis of the data

/ 24 (min. of 12)

Pass or Referral


Learning Outcome / Section 2: Be able to review the findings from own analysis of data




AC 2.1 Lead a group discussion on the findings from own analysis


No evidence of leading a group discussion is provided, or the group discussion is not based on the findings of the candidate’s own analysis

Limited but sufficient evidence of leading a group discussion of the data analysis is provided

Comprehensive evidence of leading a group discussion of the data analysis is provided

/ 12 (min. of 6)

Pass or Referral

AC 2.2 Evaluate the outcomes from the group discussion of the data analysis


Evidence is provided of participating in a group discussion on the findings of the candidate’s own analysis, but no outcomes from the discussion are provided, or outcomes are merely listed or described rather than evaluated

Outcomes from the group discussion are evaluated (rather than listed or described) to provide a limited solution, conclusion or recommendations

Outcomes from the group discussion are evaluated to provide a focused solution, conclusion or recommendations

/ 12 (min. of 6)

Pass or Referral


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Learning Outcome / Section 3: Be able to review research activity and identify areas for future self-development




AC 3.1 Review the effectiveness of the research activity against the objectives set


Review of the effectiveness of the research activity is limited in scope, or the effectiveness of the research activity is described rather than reviewed

The research activity is reviewed using limited but sufficient evidence and considers what worked well and what didn’t work well

All aspects of the research activity are reviewed using detailed evidence to detail what worked well and what didn’t work well

/ 12


AC 3.2 Prepare and justify a self-development plan to improve own performance when managing research activities


A self-development plan is not prepared, or the self-development plan is not justified, or the self-development plan is not based on own performance when managing research activities

Areas for improvement are not identified, or lack focus and are generic

The self-development plan is justified by reference to the review of own performance when managing research activities, although further work is required for full implementation of the plan

Areas for improvement are specific and linked to the research activity and indicate what would be done differently next time

The self-development plan is justified by reference to the review of own performance when managing all aspects of research activities and requires no additional work for full implementation

Areas for improvement are specific, linked to the research activity, and detail what would be done differently next time

/ 8 (min. of 4)

Pass or Referral


/ 100 TOTAL MARKS




Date of QA Check:


Signature of QA:

Date of QA check:

of 598

MARK SHEET – MANAGING THE ANALYSIS OF SECONDARY DATA













Learning Outcome / Section 1: Be able to gather and evaluate complex data from diverse secondary sources




AC 1.1 Identify a research topic which is relevant to the organisation


There is no evidence that the research topic is relevant to the organisation

No objectives are set for the research

There is limited evidence that the research topic is relevant to the organisation

Limited but sufficient research objectives are set

There is clear evidence that the research topic is relevant to the organisation

Detailed research objectives are set that cover the full scope of the research

/ 8 (min. of 4)

Pass or Referral

AC 1.2 Collect secondary data from a wide range of academic, official and commercial sources, ensuring that all sources are acknowledged


Secondary data has not been collected, or secondary data collection is limited and does not reflect the range of sources available for the topic

Secondary data collection is limited and is restricted to one media, e.g. web sites

Sources are not acknowledged and/or a recognised referencing system is not used or is

Secondary data collection reflects the range of sources available for the topic

Secondary data has been collected from a range of sources, and is not restricted to one media

The majority of sources are acknowledged and a recognised referencing system is used

Secondary data collection fully reflects the wide range of current sources available for the topic and is collected from a variety of media

Sources are always acknowledged and referencing is comprehensive and always accurate using a recognised referencing system

/ 24 (min. of 12)

Pass or Referral

of 598

used inappropriately appropriately

AC 1.3 Analyse collected data to judge its relevance and validity, make deductions, and draw conclusions


The relevance and validity of the data is not clear

Deductions and conclusions not provided, are insufficient, or are not justified by an analysis of the data

The relevance and validity of the data is clear, although not all data collected is necessary

Deductions and conclusions are derived from a good analysis of the data

The relevance and validity of all data is clear

Deductions and conclusions are derived from an accurate and comprehensive analysis of the data

/ 24 (min. of 12)

Pass or Referral


Learning Outcome / Section 2: Be able to review the findings from own analysis of data




AC 2.1 Lead a group discussion on the findings from own analysis


No evidence of leading a group discussion is provided, or the group discussion is not based on the findings of the candidate’s own analysis

Limited but sufficient evidence of leading a group discussion of the data analysis is provided

Comprehensive evidence of leading a group discussion of the data analysis is provided

/ 12 (min. of 6)

Pass or Referral

AC 2.2 Evaluate the outcomes from the group discussion of the data analysis


Evidence is provided of participating in a group discussion on the findings of the candidate’s own analysis, but no outcomes from the discussion are provided, or outcomes are merely listed or described rather than evaluated

Outcomes from the group discussion are evaluated (rather than listed or described) to provide a limited solution, conclusion or recommendations

Outcomes from the group discussion are evaluated to provide a focused solution, conclusion or recommendations

/ 12 (min. of 6)

Pass or Referral


of 598

Learning Outcome / Section 3: Be able to review research activity and identify areas for future self-development




AC 3.1 Review the effectiveness of the research activity against the objectives set


Review of the effectiveness of the research activity is limited in scope, or the effectiveness of the research activity is described rather than reviewed

The research activity is reviewed using limited but sufficient evidence and considers what worked well and what didn’t work well

All aspects of the research activity are reviewed using detailed evidence to detail what worked well and what didn’t work well

/ 12


AC 3.2 Prepare and justify a self-development plan to improve own performance when managing research activities


A self-development plan is not prepared, or the self-development plan is not justified, or the self-development plan is not based on own performance when managing research activities

Areas for improvement are not identified, or lack focus and are generic

The self-development plan is justified by reference to the review of own performance when managing research activities, although further work is required for full implementation of the plan

Areas for improvement are specific and linked to the research activity and indicate what would be done differently next time

The self-development plan is justified by reference to the review of own performance when managing all aspects of research activities and requires no additional work for full implementation

Areas for improvement are specific, linked to the research activity, and detail what would be done differently next time

/ 8 (min. of 4)

Pass or Referral


/ 100 TOTAL MARKS




Date of QA Check:


Signature of QA:

Date of QA check:

of 598

Title: Managing a healthy and safe environment (M4.29)

Level: 4

Credit value: 2


1 Understand the importance of working

in a healthy and safe environment

1.1

1.2

1.3

Review current UK law and legislation on health and safety Evaluate the benefits of having a health and safety policy in the workplace Critically review own organisation’s health and safety policies and procedures

2. Be able to manage a healthy and safe environment

1.1

1.2

1.3

Conduct a risk assessment in own area of operation Produce a risk assessment report with recommendations for improvements to health and safety in own area of operation Plan the implementation of recommendations to health and safety policy in own area of operation, using measurable targets


Unit purpose and aim(s) To develop understanding and ability to be

able to manage a healthy and safe

environment as required by a practising or

potential middle manager.






Links to MSC 2004 NOS: B8, B10, B11, E6



appropriate)



required)


of 598



Business Management


unit






Indicative Content:

1

Health and safety law, civil claims, negligence, HASW Act, Management of Health and Safety at Work Regulations, Role and powers of HSE

Workplace (Health Safety and Welfare) Regulations

Organising risk assessment procedures, identifying prevention and control measures

Accident causation, immediate and root causes, investigating accidents and incidents, producing reports. Recommending prevention and control measures

Costs of accidents at work, effects on people and productivity

Monitoring health and safety performance, inspection, audits, sampling, safety tours and use of accident statistics

Employee consultation, Safety Representatives and Safety Committees Regulations, Health and Safety (Consultation with Employees) Regulations

Environmental protection legislation, reusing, reducing and recycling resources, sustainable activities, waste disposal duties

2

Risk assessment and risk assessment reports

Implementing the results of risk assessments

Action planning and target setting

of 598

ASSIGNMENT TASK for Unit: Managing a healthy and safe environment



TASK The purpose of this unit is to develop understanding and ability to be able to manage a healthy and safe environment as required by a practising or potential middle manager. NOTE An ILM Assessment Task provides an opportunity to relate your learning directly to your current organisation. It is recommended that you discuss the assignment with your line manager to explore and agree how the task could be used to support the needs of your employer (as well as evidencing your learning as part of completing your ILM qualification). If you are not currently working within an organisation, then you may complete this task in relation to an organisation with which you are familiar. This could include experience working in a voluntary capacity The nominal word count for this assignment is 2500 words: The suggested range is between 2000 and 3000 words, however individuals have different writing styles, and there is no penalty if the word-count range is exceeded.


Understand the importance of working in a healthy and safe environment Review and make a judgement on current UK law and legislation on health and safety using a combination of evidence, theory or practice, and then to evaluate the benefits of having a health and safety policy in the workplace in order to provide a conclusion or recommendations. You are then required to critically review own organisation’s health and safety policies and procedures using evidence, benchmarking or current best practice to make a judgement leading to recommendations for further actions or improvements.

Review current UK law and legislation

on health and safety (20 marks)

Evaluate the benefits of having a health and safety policy in the workplace (12 marks)

Critically review own organisation’s health and safety policies and procedures (24 marks)

Be able to manage a healthy and safe environment Conduct a risk assessment in own area of operation and produce a risk assessment report with recommendations for improvements to health and safety in own area of operation that comply with legal duties and obligations and organisational policies and procedures. You are then required to plan the implementation of the risk assessment report recommendations using correct, appropriate and measurable targets.

Conduct a risk assessment in own area of operation (12 marks)

Produce a risk assessment report with recommendations for improvements to health and safety in own area of operation (20 marks)

Plan the implementation of recommendations to health and safety policy in own area of operation, using measurable targets (12 marks)


of 598

of 598

MARK SHEET – MANAGING A HEALTHY AND SAFE ENVIRONMENT













Learning Outcome / Section 1: 1 Understand the importance of working in a healthy and safe environment




AC 1.1 Review current UK law and legislation on health and safety

Referral [ca.5/20] Pass [10/20] Good Pass [ca. 15/20]

Current UK law and legislation on health and safety is not addressed, or is incorrect

Current UK law and legislation on health and safety is merely listed or described with no review undertaken to make a judgement, or significant omissions in the review does not allow a meaningful judgement to be made

A combination of evidence, theory or practice is used to review current UK law and legislation on health and safety and make a judgement, although the review may be focused on general UK health and safety legislation with little or no reference to any extra duties or regulations relating to specific areas and activities

A combination of evidence, theory or practice is used to review current UK law and legislation on health and safety and make a judgement, and the review addresses general UK health and safety legislation and selected extra duties or regulations relating to specific areas and activities

/ 20


AC 1.2 Evaluate the benefits of having a health and safety policy in the workplace


The benefits of having a health and safety policy in the workplace are not addressed, or are inappropriate or incorrect

The benefits of having a

The benefits of having a health and safety policy in the workplace are evaluated to provide a conclusion or recommendations, although

A range of evidence is used to evaluate the benefits of having a health and safety policy in the workplace and to provide an objective

of 598

health and safety policy in the workplace are merely listed or described with no evaluation to provide a conclusion or recommendations

the evaluation may sometimes be subjective and/or based on limited evidence

conclusion or recommendations

/ 12 (min. of 6)

Pass or Referral

AC 1.3 Critically review own organisation’s health and safety policies and procedures


Own organisation’s health and safety policies and procedures are not addressed, or the critical review is inappropriate or incorrect

Own organisation’s health and safety policies and procedures are merely listed or described with no critical review using evidence, benchmarking or current best practice to make a judgement leading to recommendations for further actions or improvements

Own organisation’s health and safety policies and procedures are critically reviewed using evidence, benchmarking or current best practice to make a judgement leading to recommendations for further actions or improvements, although the critical review may be based on limited evidence or may sometimes be subjective

A combination of evidence, benchmarking or current best practice is used objectively to critically review own organisation’s health and safety policies and procedures to make a judgement leading to recommendations for further actions or improvements

/ 24 (min. of 12)

Pass or Referral


Learning Outcome / Section 2: Be able to manage a healthy and safe environment




AC 2.1 Conduct a risk assessment in own area of operation


A risk assessment in own area of operation is not conducted, or is conducted incorrectly or inappropriately, or the risk assessment process is incomplete

A limited but sufficient completed risk assessment in own area of operation is conducted correctly and appropriately

A comprehensive completed risk assessment in own area of operation is conducted correctly and appropriately

/ 12 (min. of 6)

Pass or Referral

of 598

AC 2.2 Produce a risk assessment report with recommendations for improvements to health and safety in own area of operation


A risk assessment report is not produced, or,

A risk assessment report is not produced with recommendations for improvement

recommendations for improvement are inappropriate

recommendations for improvement do not take account of the risk assessment

the risk assessment report does not implicitly or explicitly comply with legal duties and obligations and organisational policies and procedures

the risk assessment report does not allocate responsibilities for the recommended improvements

A risk assessment report is produced with recommendations for improvements that take account of the risk assessment and implicitly or explicitly complies with legal duties and obligations and organisational policies and procedures, although recommendations for improvements may be limited to short-term improvements and/or priorities and responsibilities for the recommended improvements may not always be clearly-defined

A risk assessment report is produced with prioritised short- and long-term recommendations for improvements with clearly-allocated responsibilities that take account of the risk assessment and explicitly complies with legal duties and obligations and organisational policies and procedures

/ 20 (min. of 10)

Pass or Referral

AC 2.3 Plan the implementation of recommendations to health and safety policy in own area of operation, using measurable targets


There is no implicit or explicit evidence that the implementation of recommendations to health and safety policy in own area of operation is planned, or is being planned, using measurable targets, or,

the planning and/or measurable targets are incorrect or inappropriate

the planning does not comply with legal duties and obligations and organisational policies and procedures

There is implicit or limited explicit evidence that the implementation of recommendations to health and safety policy in own area of operation is planned using correct, appropriate and measurable targets

There is implicit or limited explicit evidence that planning complies with legal duties and obligations and organisational policies and procedures

There is comprehensive explicit evidence that the implementation of recommendations to health and safety policy in own area of operation is planned using correct, appropriate and measurable targets, and there is comprehensive explicit evidence that planning complies with legal duties and obligations and organisational policies and procedures

/ 12 (min. of 6)

Pass or Referral


of 598

/ 100 TOTAL MARKS




Date of QA Check:


Signature of QA:

Date of QA check:

of 598

MARK SHEET – MANAGING A HEALTHY AND SAFE ENVIRONMENT













Learning Outcome / Section 1: 1 Understand the importance of working in a healthy and safe environment




AC 1.1 Review current UK law and legislation on health and safety


Current UK law and legislation on health and safety is not addressed, or is incorrect

Current UK law and legislation on health and safety is merely listed or described with no review undertaken to make a judgement, or significant omissions in the review does not allow a meaningful judgement to be made

A combination of evidence, theory or practice is used to review current UK law and legislation on health and safety and make a judgement, although the review may be focused on general UK health and safety legislation with little or no reference to any extra duties or regulations relating to specific areas and activities

A combination of evidence, theory or practice is used to review current UK law and legislation on health and safety and make a judgement, and the review addresses general UK health and safety legislation and selected extra duties or regulations relating to specific areas and activities

/ 20


AC 1.2 Evaluate the benefits of having a health and safety policy in the workplace


The benefits of having a health and safety policy in the workplace are not addressed, or are inappropriate or incorrect

The benefits of having a

The benefits of having a health and safety policy in the workplace are evaluated to provide a conclusion or recommendations, although

A range of evidence is used to evaluate the benefits of having a health and safety policy in the workplace and to provide an objective

of 598

health and safety policy in the workplace are merely listed or described with no evaluation to provide a conclusion or recommendations

the evaluation may sometimes be subjective and/or based on limited evidence

conclusion or recommendations

/ 12 (min. of 6)

Pass or Referral

AC 1.3 Critically review own organisation’s health and safety policies and procedures


Own organisation’s health and safety policies and procedures are not addressed, or the critical review is inappropriate or incorrect

Own organisation’s health and safety policies and procedures are merely listed or described with no critical review using evidence, benchmarking or current best practice to make a judgement leading to recommendations for further actions or improvements

Own organisation’s health and safety policies and procedures are critically reviewed using evidence, benchmarking or current best practice to make a judgement leading to recommendations for further actions or improvements, although the critical review may be based on limited evidence or may sometimes be subjective

A combination of evidence, benchmarking or current best practice is used objectively to critically review own organisation’s health and safety policies and procedures to make a judgement leading to recommendations for further actions or improvements

/ 24 (min. of 12)

Pass or Referral


Learning Outcome / Section 2: Be able to manage a healthy and safe environment




AC 2.1 Conduct a risk assessment in own area of operation


A risk assessment in own area of operation is not conducted, or is conducted incorrectly or inappropriately, or the risk assessment process is incomplete

A limited but sufficient completed risk assessment in own area of operation is conducted correctly and appropriately

A comprehensive completed risk assessment in own area of operation is conducted correctly and appropriately

/ 12 (min. of 6)

Pass or Referral

of 598

AC 2.2 Produce a risk assessment report with recommendations for improvements to health and safety in own area of operation


A risk assessment report is not produced, or,

A risk assessment report is not produced with recommendations for improvement

recommendations for improvement are inappropriate

recommendations for improvement do not take account of the risk assessment

the risk assessment report does not implicitly or explicitly comply with legal duties and obligations and organisational policies and procedures

the risk assessment report does not allocate responsibilities for the recommended improvements

A risk assessment report is produced with recommendations for improvements that take account of the risk assessment and implicitly or explicitly complies with legal duties and obligations and organisational policies and procedures, although recommendations for improvements may be limited to short-term improvements and/or priorities and responsibilities for the recommended improvements may not always be clearly-defined

A risk assessment report is produced with prioritised short- and long-term recommendations for improvements with clearly-allocated responsibilities that take account of the risk assessment and explicitly complies with legal duties and obligations and organisational policies and procedures

/ 20 (min. of 10)

Pass or Referral

AC 2.3 Plan the implementation of recommendations to health and safety policy in own area of operation, using measurable targets


There is no implicit or explicit evidence that the implementation of recommendations to health and safety policy in own area of operation is planned, or is being planned, using measurable targets, or,

the planning and/or measurable targets are incorrect or inappropriate

the planning does not comply with legal duties and obligations and organisational policies and procedures

There is implicit or limited explicit evidence that the implementation of recommendations to health and safety policy in own area of operation is planned using correct, appropriate and measurable targets

There is implicit or limited explicit evidence that planning complies with legal duties and obligations and organisational policies and procedures

There is comprehensive explicit evidence that the implementation of recommendations to health and safety policy in own area of operation is planned using correct, appropriate and measurable targets, and there is comprehensive explicit evidence that planning complies with legal duties and obligations and organisational policies and procedures

/ 12 (min. of 6)

Pass or Referral


of 598

/ 100 TOTAL MARKS




Date of QA Check:


Signature of QA:

Date of QA check:

of 598

Title: Managing meetings (M4.30)

Level: 4

Credit value: 3


1 Understand different types of meetings

and their suitability for different purposes

1.1

1.2

Describe the different types of meetings in the organisation Explain why it is necessary to have different types of meeting

2 Understand how to prepare effectively

for a meeting

2.1

2.2

2.3

2.4

Define the purpose for, and objectives of, a meeting Identify the resources required to support and manage the meeting Explain the reasoning behind who is to be invited to the meeting Justify the information that attendees will be provided with in advance of the meeting

3 Be able to develop own performance in managing meetings

3.1

3.2

3.3

Evaluate own ability to be able to chair / lead a meeting gaining feedback from others Identify areas of weakness in own performance when managing meetings Create a personal development plan to improve own performance when managing meetings

4 Be able to follow up and effectively

manage actions from meetings

4.1

4.2

4.3

Monitor the progress of actions agreed by relevant meeting attendees Manage any personal actions from the meeting to deadlines

Evaluate the impact on the organisation of all the actions agreed at the meeting


of 598


manage meetings as required by a practising

or potential middle manager.






Links to MSC 2004 NOS: D2, D6



appropriate)



required)




Business Management


unit






Indicative Content:

1

Situations when meetings are/are not appropriate

Different types and purposes of meetings (including formal/informal, decision-making, informing, instructing, negotiating)

2

Role and responsibilities of chairperson/leader in relation to formal and informal meetings

Setting the objectives for a meeting

Measures to prepare effectively including consultation, reference to documents and other evidence; preparation of papers/presentations

Methods of planning a meeting to achieve particular outcomes (including participants, objective agendas, format and location)

Meetings documents, terminology and protocol

Ways to encourage contributions, and control digression and conflict to ensure outcomes are achieved within timescale and authority

of 598

Nature, purpose, style and format of minutes or other records

3

Evaluating own performance in meetings

Techniques for collecting and analysing feedback from others

Personal SWOT analysis


The importance of defining objectives, and deciding whether negotiation is the appropriate measure to take

Formal and informal negotiation

Importance of listening and other interpersonal skills

Ways to identify acceptable outcomes, from the ideal to least acceptable, and their consequences

Techniques for influencing others, including non-verbal communication and social skills

Assertiveness

Levels of power and authority, and the impact on negotiation

Negotiation strategy, tactics and behaviour

Conflict and its resolution

Value systems and other barriers to acceptance

The importance of achieving “win-win” and its effects on long term relationships

4

Methods of ensuring actions are completed as required by the meeting

Planning and monitoring of action points of self and others

Impact assessment and potential costs and benefits

of 598

ASSIGNMENT TASK for Unit: Managing meetings



TASK The purpose of this unit is to develop understanding and ability to manage meetings as required by a practising or potential middle manager. NOTE An ILM Assessment Task provides an opportunity to relate your learning directly to your current organisation. It is recommended that you discuss the assignment with your line manager to explore and agree how the task could be used to support the needs of your employer (as well as evidencing your learning as part of completing your ILM qualification). If you are not currently working within an organisation, then you may complete this task in relation to an organisation with which you are familiar. This could include experience working in a voluntary capacity The nominal word count for this assignment is 2500 words: The suggested range is between 2000 and 3000 words, however individuals have different writing styles, and there is no penalty if the word-count range is exceeded.


Understand different types of meetings and their suitability for different purposes Describe the principal features of the different types of meetings in the organisation and to provide an account of the practices of the different types of meetings to explain why each is necessary.

Describe the different types of

meetings in the organisation (4 marks)

Explain why it is necessary to have different types of meeting (8 marks)

Understand how to prepare effectively for a meeting Define the purpose for the meeting and to provide clear and measurable objectives. You are then required to identify the resources required to support and manage the meeting’s purpose and objectives; justify the information attendees will be provided with in advance of the meeting, and to provide reasons to explain who is to be invited to the meeting.

Define the purpose for, and objectives

of, a meeting (4 marks)

Identify the resources required to support and manage the meeting (4 marks)

Explain the reasoning behind who is to be invited to the meeting (8 marks)

Justify the information that attendees will be provided with in advance of the meeting (8 marks)

Be able to develop own performance in managing meetings Undertake a meaningful evaluation of own ability to be able to chair / lead a meeting by gaining appropriate feedback from others to provide a conclusion or recommendations. The evaluation is then used to identify areas of weakness and to create a personal development plan to improve own performance when managing meetings.

Evaluate own ability to be able to chair / lead a meeting gaining feedback from others (12 marks)

Identify areas of weakness in own performance when managing meetings (8 marks)

Create a personal development plan to improve own performance when managing meetings (12 marks)

Be able to follow up and effectively manage actions from meetings Provide evidence that the progress of actions agreed by relevant meeting attendees is monitored correctly and appropriately and that any personal actions from the meeting are correctly and appropriately managed to deadlines.

Monitor the progress of actions agreed by relevant meeting attendees (8 marks)

Manage any personal actions from the meeting to deadlines (8 marks)

Evaluate the impact on the organisation of all the actions agreed at

of 598

You are then required to evaluate the impact on the organisation of all the actions agreed at the meeting in order to provide a conclusion or recommendations.

the meeting (16 marks)


of 598

MARK SHEET – MANAGING MEETINGS













1 Learning Outcome / Section 1: Understand different types of meetings and their suitability for different purposes




AC 1.1 Describe the different types of meetings in the organisation


The different types of meetings in the organisation are not described, or the descriptions are incorrect or deficient, or only one type of meeting is described

Different types of meetings are merely listed with no description of their principal features

Limited but sufficient principal features of the different types of meetings in the organisation are correctly described

The principal features of the different types of meetings in the organisation are correctly and comprehensively described

/ 4 (min. of 2)

Pass or Referral

AC 1.2 Explain why it is necessary to have different types of meeting


Why it is necessary to have different types of meetings is not explained, or the explanation is incorrect or deficient, or it is merely stated with no account of the practices of different types of meetings to explain why they are necessary

A limited but sufficient and correct account of the practices of different types of meetings is provided to explain why each is necessary

A full and correct account of the practices of different types of meetings is provided to explain why each is necessary

/ 8 (min. of 4)

Pass or Referral

of 598


Learning Outcome / Section 2: Understand how to prepare effectively for a meeting




AC 2.1 Define the purpose for, and objectives of, a meeting


The purpose for, and objectives of, a meeting have not been defined before the meeting, or the purpose or the objectives is defined but not both

The objectives are inappropriate for the purpose for the meeting, or the objectives cannot be measured, or the objectives are entirely unclear or unrealistic

The purpose for, and objectives of, a meeting have both been defined before the meeting, although the boundaries of the meeting are imprecise

The objectives are clear, appropriate and realistic for the purpose for the meeting, although how the objectives will be measured is imprecise or is not made explicit

The purpose for, and objectives of, a meeting have both been clearly defined before the meeting and have established precise boundaries for the meeting

The objectives are clear, appropriate and realistic for the purpose for the meeting with precise measures made explicit

/ 4 (min. of 2)

Pass or Referral

AC 2.2 Identify the resources required to support and manage the meeting


The resources required to support and manage the meeting are not identified, or the resources are incorrect, inappropriate or deficient for the meeting’s purpose and objectives

Limited but sufficient, correct and appropriate resources required to support and manage the meeting’s purpose and objectives are identified, although why they have been identified is imprecise or is not made explicit

All resources required to support and manage the meeting’s purpose and objectives are identified and are correct and appropriate and why they have been identified is made explicit

/ 4 (min. of 2)

Pass or Referral

AC 2.3 Explain the reasoning behind who is to be invited to the meeting


The reasoning behind who is to be invited to the meeting is not explained, or who is to be invited is merely stated with no explanation as to why, or the reasoning to explain who is to be invited is

Limited but sufficient and correct reasons are provided to explain who is to be invited to the meeting, although the contribution each is expected to make to the meeting’s purpose and objectives is imprecise or

Detailed and correct reasons are provided to fully explain who is to be invited to the meeting and the contribution each is expected to make to the meetings purpose and objectives is precise and made explicit

of 598

incorrect or inappropriate for the meeting’s purpose and objectives

not made explicit

/ 8 (min. of 4)

Pass or Referral

AC 2.4 Justify the information that attendees will be provided with in advance of the meeting


The information that attendees will be provided with in advance of the meeting is not justified or is deficient, or the justification is incorrect or inappropriate for the meeting’s purpose and objectives, or the information is merely listed or described with no argument presented to justify the information in terms of the meeting’s purpose and objectives

A limited but sufficient argument is correctly and appropriately presented in terms of the meeting’s purpose and objectives to justify the information that attendees will be provided with in advance of the meeting

A detailed argument is correctly and appropriately presented in terms of the meeting’s purpose and objectives to justify the information that attendees will be provided with in advance of the meeting

/ 8 (min. of 4)

Pass or Referral


Learning Outcome / Section 3: Be able to develop own performance in managing meetings




AC 3.1 Evaluate own ability to be able to chair / lead a meeting gaining feedback from others


Own ability to be able to chair / lead a meeting has not been evaluated by gaining feedback from others, or the feedback is insufficient to undertake a meaningful evaluation, or the evaluation is inappropriate or deficient, or own ability to be able to chair / lead a meeting is merely described with no evaluation using feedback from others to provide a conclusion or recommendations

A limited but sufficient and meaningful evaluation of own ability to be able to chair / lead a meeting has been undertaken by gaining appropriate feedback from others to provide a conclusion or recommendations, although the feedback covers a limited but sufficient range of the meeting’s activities, items or discussions

A comprehensive and meaningful evaluation of own ability to be able to chair / lead a meeting has been undertaken to provide a conclusion or recommendations by gaining detailed appropriate feedback from others that addresses the full scope of all the meeting’s activities, items or discussions

/ 12 (min. of 6)

Pass or Referral

of 598

AC 3.2 Identify areas of weakness in own performance when managing meetings


Areas of weakness have not been identified, or areas of weakness are not based on an evaluation of own ability, or areas of weakness are merely listed with no context

Areas of weakness have been identified based on an evaluation of own ability, although the context for the areas of weakness is limited but sufficient

Areas of weakness have been identified based on an evaluation of own ability and a detailed context is provided for each area

/ 8 (min. of 4)

Pass or Referral

AC 3.3 Create a personal development plan to improve own performance when managing meetings


A personal development plan to improve own performance when managing meetings is not created, or the personal development plan is inappropriate or deficient, or the personal development plan is not based on an evaluation of own ability, or the personal development plan does not address areas of weakness

A limited but sufficient and appropriate personal development plan to improve own performance when managing meetings is created and is based on an evaluation of own ability and addresses areas of weakness, although further work on the plan is required for full implementation

A comprehensive and appropriate personal development plan to improve own performance when managing meetings is created that is based on a full evaluation of own ability and addresses all areas of weakness and requires no further work for full implementation

/ 12 (min. of 6)

Pass or Referral


4 Learning Outcome / Section 4: Be able to follow up and effectively manage actions from meetings




AC 4.1 Monitor the progress of actions agreed by relevant meeting attendees


There is no evidence that the progress of actions agreed by relevant meeting attendees is monitored, or the monitoring is incorrect or inappropriate or deficient

Limited but sufficient evidence is provided that the progress of actions agreed by relevant meeting attendees is monitored correctly and appropriately

Comprehensive evidence is provided that the progress of actions agreed by relevant meeting attendees is monitored correctly and appropriately

/ 8 (min. of 4)

Pass or Referral

AC 4.2 Manage any personal actions from the meeting to deadlines


There is no evidence that personal actions from the meeting are managed to

Limited but sufficient evidence is provided that personal actions from the

Comprehensive evidence is provided that personal actions from the meeting

of 598

deadlines, or the management of personal actions to deadlines is incorrect or inappropriate or deficient

meeting are correctly and appropriately managed to deadlines

are correctly and appropriately managed to deadlines

/ 8


AC 4.3 Evaluate the impact on the organisation of all the actions agreed at the meeting


The impact on the organisation of all the actions agreed at the meeting is not evaluated, or the evaluation is incorrect or deficient, or the impact on the organisation is merely stated or described with no evaluation to provide a conclusion or recommendations

A limited but sufficient and correct evaluation of the impact on the organisation of all the actions agreed at the meeting provides a conclusion or recommendations, although the evidence base for the evaluation is subjective or narrow

A full and correct evaluation of the impact on the organisation of all the actions agreed at the meeting provides a conclusion or recommendations based on a wide and objective evidence base

/ 16 (min. of 8)

Pass or Referral


/ 100 TOTAL MARKS




Date of QA Check:


Signature of QA:

Date of QA check:

of 598

MARK SHEET – MANAGING MEETINGS













1 Learning Outcome / Section 1: Understand different types of meetings and their suitability for different purposes




AC 1.1 Describe the different types of meetings in the organisation


The different types of meetings in the organisation are not described, or the descriptions are incorrect or deficient, or only one type of meeting is described

Different types of meetings are merely listed with no description of their principal features

Limited but sufficient principal features of the different types of meetings in the organisation are correctly described

The principal features of the different types of meetings in the organisation are correctly and comprehensively described

/ 4 (min. of 2)

Pass or Referral

AC 1.2 Explain why it is necessary to have different types of meeting


Why it is necessary to have different types of meetings is not explained, or the explanation is incorrect or deficient, or it is merely stated with no account of the practices of different types of meetings to explain why they are necessary

A limited but sufficient and correct account of the practices of different types of meetings is provided to explain why each is necessary

A full and correct account of the practices of different types of meetings is provided to explain why each is necessary

/ 8 (min. of 4)

Pass or Referral

of 598


Learning Outcome / Section 2: Understand how to prepare effectively for a meeting




AC 2.1 Define the purpose for, and objectives of, a meeting


The purpose for, and objectives of, a meeting have not been defined before the meeting, or the purpose or the objectives is defined but not both

The objectives are inappropriate for the purpose for the meeting, or the objectives cannot be measured, or the objectives are entirely unclear or unrealistic

The purpose for, and objectives of, a meeting have both been defined before the meeting, although the boundaries of the meeting are imprecise

The objectives are clear, appropriate and realistic for the purpose for the meeting, although how the objectives will be measured is imprecise or is not made explicit

The purpose for, and objectives of, a meeting have both been clearly defined before the meeting and have established precise boundaries for the meeting

The objectives are clear, appropriate and realistic for the purpose for the meeting with precise measures made explicit

/ 4 (min. of 2)

Pass or Referral

AC 2.2 Identify the resources required to support and manage the meeting


The resources required to support and manage the meeting are not identified, or the resources are incorrect, inappropriate or deficient for the meeting’s purpose and objectives

Limited but sufficient, correct and appropriate resources required to support and manage the meeting’s purpose and objectives are identified, although why they have been identified is imprecise or is not made explicit

All resources required to support and manage the meeting’s purpose and objectives are identified and are correct and appropriate and why they have been identified is made explicit

/ 4 (min. of 2)

Pass or Referral

AC 2.3 Explain the reasoning behind who is to be invited to the meeting


The reasoning behind who is to be invited to the meeting is not explained, or who is to be invited is merely stated with no explanation as to why, or the reasoning to explain who is to be invited is

Limited but sufficient and correct reasons are provided to explain who is to be invited to the meeting, although the contribution each is expected to make to the meeting’s purpose and objectives is imprecise or

Detailed and correct reasons are provided to fully explain who is to be invited to the meeting and the contribution each is expected to make to the meetings purpose and objectives is precise and made explicit

of 598

incorrect or inappropriate for the meeting’s purpose and objectives

not made explicit

/ 8 (min. of 4)

Pass or Referral

AC 2.4 Justify the information that attendees will be provided with in advance of the meeting


The information that attendees will be provided with in advance of the meeting is not justified or is deficient, or the justification is incorrect or inappropriate for the meeting’s purpose and objectives, or the information is merely listed or described with no argument presented to justify the information in terms of the meeting’s purpose and objectives

A limited but sufficient argument is correctly and appropriately presented in terms of the meeting’s purpose and objectives to justify the information that attendees will be provided with in advance of the meeting

A detailed argument is correctly and appropriately presented in terms of the meeting’s purpose and objectives to justify the information that attendees will be provided with in advance of the meeting

/ 8 (min. of 4)

Pass or Referral


Learning Outcome / Section 3: Be able to develop own performance in managing meetings




AC 3.1 Evaluate own ability to be able to chair / lead a meeting gaining feedback from others


Own ability to be able to chair / lead a meeting has not been evaluated by gaining feedback from others, or the feedback is insufficient to undertake a meaningful evaluation, or the evaluation is inappropriate or deficient, or own ability to be able to chair / lead a meeting is merely described with no evaluation using feedback from others to provide a conclusion or recommendations

A limited but sufficient and meaningful evaluation of own ability to be able to chair / lead a meeting has been undertaken by gaining appropriate feedback from others to provide a conclusion or recommendations, although the feedback covers a limited but sufficient range of the meeting’s activities, items or discussions

A comprehensive and meaningful evaluation of own ability to be able to chair / lead a meeting has been undertaken to provide a conclusion or recommendations by gaining detailed appropriate feedback from others that addresses the full scope of all the meeting’s activities, items or discussions

/ 12 (min. of 6)

Pass or Referral

of 598

AC 3.2 Identify areas of weakness in own performance when managing meetings


Areas of weakness have not been identified, or areas of weakness are not based on an evaluation of own ability, or areas of weakness are merely listed with no context

Areas of weakness have been identified based on an evaluation of own ability, although the context for the areas of weakness is limited but sufficient

Areas of weakness have been identified based on an evaluation of own ability and a detailed context is provided for each area

/ 8 (min. of 4)

Pass or Referral

AC 3.3 Create a personal development plan to improve own performance when managing meetings


A personal development plan to improve own performance when managing meetings is not created, or the personal development plan is inappropriate or deficient, or the personal development plan is not based on an evaluation of own ability, or the personal development plan does not address areas of weakness

A limited but sufficient and appropriate personal development plan to improve own performance when managing meetings is created and is based on an evaluation of own ability and addresses areas of weakness, although further work on the plan is required for full implementation

A comprehensive and appropriate personal development plan to improve own performance when managing meetings is created that is based on a full evaluation of own ability and addresses all areas of weakness and requires no further work for full implementation

/ 12 (min. of 6)

Pass or Referral


4 Learning Outcome / Section 4: Be able to follow up and effectively manage actions from meetings




AC 4.1 Monitor the progress of actions agreed by relevant meeting attendees


There is no evidence that the progress of actions agreed by relevant meeting attendees is monitored, or the monitoring is incorrect or inappropriate or deficient

Limited but sufficient evidence is provided that the progress of actions agreed by relevant meeting attendees is monitored correctly and appropriately

Comprehensive evidence is provided that the progress of actions agreed by relevant meeting attendees is monitored correctly and appropriately

/ 8 (min. of 4)

Pass or Referral

AC 4.2 Manage any personal actions from the meeting to deadlines


There is no evidence that personal actions from the meeting are managed to

Limited but sufficient evidence is provided that personal actions from the

Comprehensive evidence is provided that personal actions from the meeting

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deadlines, or the management of personal actions to deadlines is incorrect or inappropriate or deficient

meeting are correctly and appropriately managed to deadlines

are correctly and appropriately managed to deadlines

/ 8


AC 4.3 Evaluate the impact on the organisation of all the actions agreed at the meeting


The impact on the organisation of all the actions agreed at the meeting is not evaluated, or the evaluation is incorrect or deficient, or the impact on the organisation is merely stated or described with no evaluation to provide a conclusion or recommendations

A limited but sufficient and correct evaluation of the impact on the organisation of all the actions agreed at the meeting provides a conclusion or recommendations, although the evidence base for the evaluation is subjective or narrow

A full and correct evaluation of the impact on the organisation of all the actions agreed at the meeting provides a conclusion or recommendations based on a wide and objective evidence base

/ 16 (min. of 8)

Pass or Referral


/ 100 TOTAL MARKS




Date of QA Check:


Signature of QA:

Date of QA check:

of 598

Title: Managing Marketing Activities (M4.36)

Level: 4

Credit value: 3


1 Understand the concepts involved in

managing marketing

1.1

1.2

1.3

Explain the differences between product and service marketing Explain how the marketing mix is used to summarise the main factors involved in a marketing strategy Evaluate a range of marketing strategies

2 Be able to review the effectiveness of

marketing in an organisation

2.1

2.2

2.3

Review the effectiveness of an organisation in identifying and segmenting consumer markets Review the effectiveness of the marketing mix for a product or service in an organisation Make recommendations for improving the management of marketing in an organisation


Unit purpose and aim(s) To develop understanding of marketing

management as required by a practising or







Links to MSC 2004 NOS: C2, F9



appropriate)



required)




Business Management

of 598


unit






Indicative Content:

1

Marketing management as a process that allocates organisational resources to marketing activities and monitors and evaluates the use of those resources

Using marketing management to increase customer base, improve organisational image, and to increase perceived value

Environmental scanning and situation analysis

Development, implementation and monitoring of a Marketing Plan

Industrial and consumer market segmentation

Product differentiation strategies

The marketing mix and the extended marketing mix

Product and service marketing and business-to-business marketing

The product life cycle

The generic strategy framework (Porter 1984)

Marketing strategies such as generic, growth and innovation strategies

2

Primary and secondary data collection and analysis

Presentation of information to support recommendations

of 598

ASSIGNMENT TASK for Unit: Managing marketing activities



TASK The purpose of this unit is to develop understanding of marketing management as required by a practising or potential middle manager. NOTE: An ILM Assessment Task provides an opportunity to relate your learning directly to your current organisation. It is recommended that you discuss the assignment with your line manager to explore and agree how the task could be used to support the needs of your employer (as well as evidencing your learning as part of completing your ILM qualification). If you are not currently working within an organisation, then you may complete this task in relation to an organisation with which you are familiar. This could include experience working in a voluntary capacity The nominal word count for this assignment is 2500 words: The suggested range is between 2000 and 3000 words, however individuals have different writing styles, and there is no penalty if the word-count range is exceeded.


Understand the concepts involved in managing marketing Provide accounts of the different practices, or the reasons for the different practices, of product and service marketing in order to explain the differences between the two. You are then required to explain how the elements of the marketing mix and their interdependencies are used to summarise or encapsulate the main factors involved in a marketing strategy, and to go on to evaluate a range of marketing strategies to provide a conclusion or recommendations.

Explain the differences between

product and service marketing (8 marks)

Explain how the marketing mix is used to summarise the main factors involved in a marketing strategy (12 marks)

Evaluate a range of marketing strategies (20 marks)

Be able to review the effectiveness of marketing in an organisation use a combination of evidence and relevant theory to review and make a judgement and recommendations on:

the effectiveness of an organisation in identifying and segmenting consumer markets

the effectiveness of the marketing mix for a product or service in an organisation

You are then required to use the reviews to make recommendations for improving the management of marketing in an organisation.

Review the effectiveness of an organisation in identifying and segmenting consumer markets (20 marks)

Review the effectiveness of the marketing mix for a product or service in an organisation (20 marks)

Make recommendations for improving the management of marketing in an organisation (20 marks)


of 598

MARK SHEET –MANAGING MARKETING ACTIVITIES













Learning Outcome / Section 1: Understand the concepts involved in managing marketing




AC 1.1 Explain the differences between product and service marketing


The differences between product and service marketing are not addressed or are incorrect

Differences are merely listed with no accounts of the different practices, or reasons for the different practices, of product and service marketing that explain the differences between product and service marketing

Accounts are provided of the different practices, or reasons for the different practices, of product and service marketing that explain the differences between product and service marketing, although accounts may sometimes be vague and require further development

Comprehensive accounts are provided of the different practices, or reasons for the different practices, of product and service marketing that fully explain the differences between product and service marketing

/ 8 (min. of 4)

Pass or Referral

AC 1.2 Explain how the marketing mix is used to summarise the main factors involved in a marketing strategy


The marketing mix is not addressed, or is incorrect, or is incomplete

How the marketing mix is used is merely listed with no accounts of the practices associated with the

Accounts of the practices associated with the marketing mix are provided that explain how the marketing mix is used in summarising the main

Comprehensive accounts of the practices associated with the marketing mix are provided that accurately reflect the contributions and interdependencies of all the

of 598

marketing mix that explain its use in summarising the main factors involved in a marketing strategy, or the explanation is incorrect or incomplete

factors involved in a marketing strategy, although the contributions of the elements of the marketing mix or their interdependencies may not always be accurately reflected

elements of the marketing mix and fully explain how the marketing mix is used in summarising the main factors involved in a marketing strategy

/ 12 (min. of 6)

Pass or Referral

AC 1.3 Evaluate a range of marketing strategies


Marketing strategies are not addressed, or marketing strategies are merely listed or described with no evaluation to provide a conclusion or recommendations, or the evaluation is incorrect

A range of marketing strategies are evaluated to provide a conclusion or recommendations, although the range may be limited to one type or category of strategy

A wide range of marketing strategies from different types or categories of strategy are evaluated to provide a conclusion or recommendations

/ 20 (min. of 10)

Pass or Referral


Learning Outcome / Section 2: Be able to review the effectiveness of marketing in an organisation




AC 2.1 Review the effectiveness of an organisation in identifying and segmenting consumer markets


The effectiveness of an organisation in identifying and segmenting consumer markets is not addressed, or is addressed incorrectly or inappropriately, or how the organisation identifies and segments consumer markets is listed or described with no review using evidence and relevant theory to make a judgement and recommendations

The effectiveness of an organisation in identifying and segmenting consumer markets is reviewed using a combination of evidence and relevant theory to make a judgement and recommendations, although the evidence may sometimes lack detail or be subjective or application of the theory may be limited

Comprehensive objective evidence is combined with rigorous application of a relevant theory to review and make a judgement and recommendations on the effectiveness of an organisation in identifying and segmenting consumer markets

/ 20 (min. of 10)

Pass or Referral

of 598

AC 2.2 Review the effectiveness of the marketing mix for a product or service in an organisation


The effectiveness of the marketing mix for a product or service in an organisation is not addressed, or is addressed incorrectly or inappropriately, or the effectiveness of the marketing mix for a product or service in an organisation is described with no review using evidence and relevant theory to make a judgement and recommendations

The effectiveness of the marketing mix for a product or service in an organisation is reviewed using evidence and relevant theory to make a judgement and recommendations, although the evidence may sometimes lack detail or be subjective or application of the theory may be limited

Comprehensive objective evidence is combined with rigorous application of a relevant theory to review and make a judgement and recommendations on the marketing mix for a product or service in an organisation

/ 20 (min. of 10)

Pass or Referral

AC 2.3 Make recommendations for improving the management of marketing in an organisation


No recommendations are made for improving the management of marketing in an organisation, or the recommendations are incorrect or inappropriate, or recommendations are not based on any evaluation of the organisation’s marketing activities

Recommendations for improving the management of marketing in an organisation are based on evaluations of the organisation’s marketing activities, although the recommendations may not take full account of the evaluations or may not always be fully consistent with the evaluations

Recommendations for improving the management of marketing in an organisation take full account of evaluations of the organisation’s marketing activities and are consistent with those evaluations

/ 20



/ 100 TOTAL MARKS




Date of QA Check:


Signature of QA:

Date of QA check:

of 598

MARK SHEET –MANAGING MARKETING ACTIVITIES













Learning Outcome / Section 1: Understand the concepts involved in managing marketing




AC 1.1 Explain the differences between product and service marketing


The differences between product and service marketing are not addressed or are incorrect

Differences are merely listed with no accounts of the different practices, or reasons for the different practices, of product and service marketing that explain the differences between product and service marketing

Accounts are provided of the different practices, or reasons for the different practices, of product and service marketing that explain the differences between product and service marketing, although accounts may sometimes be vague and require further development

Comprehensive accounts are provided of the different practices, or reasons for the different practices, of product and service marketing that fully explain the differences between product and service marketing

/ 8 (min. of 4)

Pass or Referral

AC 1.2 Explain how the marketing mix is used to summarise the main factors involved in a marketing strategy


The marketing mix is not addressed, or is incorrect, or is incomplete

How the marketing mix is used is merely listed with no accounts of the practices associated with the

Accounts of the practices associated with the marketing mix are provided that explain how the marketing mix is used in summarising the main

Comprehensive accounts of the practices associated with the marketing mix are provided that accurately reflect the contributions and interdependencies of all the

of 598

marketing mix that explain its use in summarising the main factors involved in a marketing strategy, or the explanation is incorrect or incomplete

factors involved in a marketing strategy, although the contributions of the elements of the marketing mix or their interdependencies may not always be accurately reflected

elements of the marketing mix and fully explain how the marketing mix is used in summarising the main factors involved in a marketing strategy

/ 12 (min. of 6)

Pass or Referral

AC 1.3 Evaluate a range of marketing strategies


Marketing strategies are not addressed, or marketing strategies are merely listed or described with no evaluation to provide a conclusion or recommendations, or the evaluation is incorrect

A range of marketing strategies are evaluated to provide a conclusion or recommendations, although the range may be limited to one type or category of strategy

A wide range of marketing strategies from different types or categories of strategy are evaluated to provide a conclusion or recommendations

/ 20 (min. of 10)

Pass or Referral


Learning Outcome / Section 2: Be able to review the effectiveness of marketing in an organisation




AC 2.1 Review the effectiveness of an organisation in identifying and segmenting consumer markets


The effectiveness of an organisation in identifying and segmenting consumer markets is not addressed, or is addressed incorrectly or inappropriately, or how the organisation identifies and segments consumer markets is listed or described with no review using evidence and relevant theory to make a judgement and recommendations

The effectiveness of an organisation in identifying and segmenting consumer markets is reviewed using a combination of evidence and relevant theory to make a judgement and recommendations, although the evidence may sometimes lack detail or be subjective or application of the theory may be limited

Comprehensive objective evidence is combined with rigorous application of a relevant theory to review and make a judgement and recommendations on the effectiveness of an organisation in identifying and segmenting consumer markets

/ 20 (min. of 10)

Pass or Referral

of 598

AC 2.2 Review the effectiveness of the marketing mix for a product or service in an organisation


The effectiveness of the marketing mix for a product or service in an organisation is not addressed, or is addressed incorrectly or inappropriately, or the effectiveness of the marketing mix for a product or service in an organisation is described with no review using evidence and relevant theory to make a judgement and recommendations

The effectiveness of the marketing mix for a product or service in an organisation is reviewed using evidence and relevant theory to make a judgement and recommendations, although the evidence may sometimes lack detail or be subjective or application of the theory may be limited

Comprehensive objective evidence is combined with rigorous application of a relevant theory to review and make a judgement and recommendations on the marketing mix for a product or service in an organisation

/ 20 (min. of 10)

Pass or Referral

AC 2.3 Make recommendations for improving the management of marketing in an organisation


No recommendations are made for improving the management of marketing in an organisation, or the recommendations are incorrect or inappropriate, or recommendations are not based on any evaluation of the organisation’s marketing activities

Recommendations for improving the management of marketing in an organisation are based on evaluations of the organisation’s marketing activities, although the recommendations may not take full account of the evaluations or may not always be fully consistent with the evaluations

Recommendations for improving the management of marketing in an organisation take full account of evaluations of the organisation’s marketing activities and are consistent with those evaluations

/ 20



/ 100 TOTAL MARKS




Date of QA Check:


Signature of QA:

Date of QA check:

of 598

Title: Data collection and analysis to justify management

decision-making (M4.37)

Level: 4

Credit value: 2


1 Understand how to gather, analyse,

and present data

1.1

1.2

1.3

Gather data on an organisational issue from a range of sources Analyse data, identifying patterns and anomalies Present analysis of data in a suitable format for the intended audience

2 Be able to use data analysis to justify a

management decision

2.1

Justify a management decision, using data analysis to support your rationale



able to gather, analyse and present data, as

required by a practising or potential middle

manager.

Unit expiry date 31/12/2015








appropriate)



required)




Business Management


unit




of 598



Indicative Content:

1

Data collection as a planned process

Sources of primary and secondary data

Types of data collection such as e-mail, questionnaires, observing, interviewing, focus group, and their uses and limitations

Desk research, and its uses and limitations

Methods of analysing primary and secondary data

Characteristics of good data

Data validation

Importance of combining different data collection techniques

Referencing

Bias and ethical issues in collecting data

Data, information and knowledge

Methods of presenting data such as tables, mean, median and mode, and frequency distributions

Charts and diagrams – construction and use

Range of applications of spreadsheets for management

Creation of spreadsheets, including calculations and graphical presentation

2

Data analysis and decision-making

Decision-making models and techniques

of 598

ASSIGNMENT TASK for Unit: Data collection and analysis to justify management decision-making



TASK The purpose of this unit is to develop understanding and ability to be able to gather, analyse and present data, as required by a practising or potential middle manager. NOTE An ILM Assessment Task provides an opportunity to relate your learning directly to your current organisation. It is recommended that you discuss the assignment with your line manager to explore and agree how the task could be used to support the needs of your employer (as well as evidencing your learning as part of completing your ILM qualification). If you are not currently working within an organisation, then you may complete this task in relation to an organisation with which you are familiar. This could include experience working in a voluntary capacity The nominal word count for this assignment is 2500 words: The suggested range is between 2000 and 3000 words, however individuals have different writing styles, and there is no penalty if the word-count range is exceeded.


Understand how to gather, analyse, and present data Gather data that is relevant to, and appropriate for, an identified and appropriate organisational issue. The data gathered must allow for a meaningful analysis to be undertaken and should be verified and referenced. The data must then be appropriately and correctly analysed to discover its meaning or essential features, or to identify possible causation and/or draw conclusions from identified patterns or anomalies, and the analysis presented correctly in an appropriate format with reference to an identified intended audience.

Gather data on an organisational issue

from a range of sources (24 marks)

Analyse data, identifying patterns and anomalies (24 marks)

Present analysis of data in a suitable format for the intended audience (24 marks)

Be able to use data analysis to justify a management decision Justify a management decision by presenting a rationale for a particular action or choice that is supported by a correct and appropriate interpretation of the data analysis that supports the rationale.

Justify a management decision, using data analysis to support your rationale (28 marks)


of 598

MARK SHEET –DATA COLLECTION AND ANALYSIS TO JUSTIFY MANAGEMENT DECISION-MAKING













Learning Outcome / Section 1: Understand how to gather, analyse, and present data




AC 1.1 Gather data on an organisational issue from a range of sources


Data on an organisational issue is not gathered

An organisational issue is not identified, or is inappropriate

Data is gathered that is not relevant to, or appropriate for, the organisational issue identified, or data has merely been gathered with no reference to an appropriate organisational issue

The data gathered: is not verified or the sources

are not referenced is not sufficient to enable a

meaningful analysis to be undertaken

is from one source is not sufficient to

meaningfully address the scope of the organisational issue

The data gathered is sufficient to undertake a meaningful analysis, although the data may not always be clearly verified or wholly referenced, or the data gathered may not address the full scope of the organisational issue, or the data is gathered from a limited range of sources in comparison to the organisational issue identified

Comprehensive data that is relevant to, and appropriate for, an identified and appropriate organisational issue is gathered from a wide range of sources that reflect the full scope of the organisational issue

The data gathered is always verified or referenced and permits a meaningful analysis to be undertaken with a high level of confidence

/ 24 (min. of 12)

Pass or Referral

of 598

AC 1.2 Analyse data, identifying patterns and anomalies


Data has not been analysed to discover the meaning or essential features of the data or to identify possible causation and/or draw conclusions from identified patterns or anomalies, or the analysis is inappropriate, incomplete, or incorrect

Data has been appropriately and correctly analysed to discover the meaning or essential features of the data or to identify possible causation and/or draw conclusions from identified patterns or anomalies, although the analysis may be limited in comparison to the data gathered

The full range of data has been appropriately and correctly analysed to discover the meaning or essential features of the data or to identify possible causation and/or draw conclusions from identified patterns or anomalies

/ 24


AC 1.3 Present analysis of data in a suitable format for the intended audience


Analysis of data is presented with no reference to the intended audience, or the intended audience is not identified or is unclear, or the analysis of data is not presented in a suitable format for the identified intended audience, or the analysis of data is presented inappropriately or incorrectly

Analysis of data is presented correctly in an appropriate format with reference to an identified intended audience, although the presentation may require some additional effort to attain a professional standard

Analysis of data is presented correctly in an appropriate format and to a professional standard with reference to an identified intended audience

/ 24 (min. of 12)

Pass or Referral


Learning Outcome / Section 2: Be able to use data analysis to justify a management decision




AC 2.1 Justify a management decision, using data analysis to support your rationale


A management decision has not been justified by presenting a rationale for a particular action or choice, or a management decision has been justified with no

A management decision is justified by presenting a rationale for a particular action or choice that is supported by a correct and appropriate interpretation of the data

The full scope of a management decision is justified by presenting a rationale for a particular action or choice that is supported by a correct and appropriate

of 598

reference to the data analysis, or the data analysis has been interpreted incorrectly or inappropriately and does not support the rationale for the management decision

analysis that supports the rationale, although the full scope of the management decision may not always be entirely justified by the analysis or the implications of the management decision have not always been considered

interpretation of the data analysis that supports the rationale with full consideration given to the implications of the decision

/ 28 (min. of 14)

Pass or Referral


/ 100 TOTAL MARKS




Date of QA Check:


Signature of QA:

Date of QA check:

of 598

MARK SHEET –DATA COLLECTION AND ANALYSIS TO JUSTIFY MANAGEMENT DECISION-MAKING













Learning Outcome / Section 1: Understand how to gather, analyse, and present data




AC 1.1 Gather data on an organisational issue from a range of sources


Data on an organisational issue is not gathered

An organisational issue is not identified, or is inappropriate

Data is gathered that is not relevant to, or appropriate for, the organisational issue identified, or data has merely been gathered with no reference to an appropriate organisational issue

The data gathered: is not verified or the sources




meaningfully address the scope of the organisational issue

The data gathered is sufficient to undertake a meaningful analysis, although the data may not always be clearly verified or wholly referenced, or the data gathered may not address the full scope of the organisational issue, or the data is gathered from a limited range of sources in comparison to the organisational issue identified

Comprehensive data that is relevant to, and appropriate for, an identified and appropriate organisational issue is gathered from a wide range of sources that reflect the full scope of the organisational issue

The data gathered is always verified or referenced and permits a meaningful analysis to be undertaken with a high level of confidence

/ 24 (min. of 12)

Pass or Referral

of 598

AC 1.2 Analyse data, identifying patterns and anomalies


Data has not been analysed to discover the meaning or essential features of the data or to identify possible causation and/or draw conclusions from identified patterns or anomalies, or the analysis is inappropriate, incomplete, or incorrect

Data has been appropriately and correctly analysed to discover the meaning or essential features of the data or to identify possible causation and/or draw conclusions from identified patterns or anomalies, although the analysis may be limited in comparison to the data gathered

The full range of data has been appropriately and correctly analysed to discover the meaning or essential features of the data or to identify possible causation and/or draw conclusions from identified patterns or anomalies

/ 24


AC 1.3 Present analysis of data in a suitable format for the intended audience


Analysis of data is presented with no reference to the intended audience, or the intended audience is not identified or is unclear, or the analysis of data is not presented in a suitable format for the identified intended audience, or the analysis of data is presented inappropriately or incorrectly

Analysis of data is presented correctly in an appropriate format with reference to an identified intended audience, although the presentation may require some additional effort to attain a professional standard

Analysis of data is presented correctly in an appropriate format and to a professional standard with reference to an identified intended audience

/ 24 (min. of 12)

Pass or Referral


Learning Outcome / Section 2: Be able to use data analysis to justify a management decision




AC 2.1 Justify a management decision, using data analysis to support your rationale


A management decision has not been justified by presenting a rationale for a particular action or choice, or a management decision has been justified with no

A management decision is justified by presenting a rationale for a particular action or choice that is supported by a correct and appropriate interpretation of the data

The full scope of a management decision is justified by presenting a rationale for a particular action or choice that is supported by a correct and appropriate

of 598

reference to the data analysis, or the data analysis has been interpreted incorrectly or inappropriately and does not support the rationale for the management decision

analysis that supports the rationale, although the full scope of the management decision may not always be entirely justified by the analysis or the implications of the management decision have not always been considered

interpretation of the data analysis that supports the rationale with full consideration given to the implications of the decision

/ 28 (min. of 14)

Pass or Referral


/ 100 TOTAL MARKS




Date of QA Check:


Signature of QA:

Date of QA check:

of 598

Title: Motivating people in the workplace

Level: 4

Credit value: 2



1 Understand the factors that may affect performance and motivation in the work place

1.1

1.2

Evaluate theories of motivation relevant to your workplace Evaluate the principal factors that may affect performance and motivation in the workplace

2 Be able to improve levels of motivation

and increase performance in the workplace

2.1

2.2

Select a theory of motivation and apply this to your workplace Evaluate the impact of applying the theory of motivation on performance in the workplace


Unit purpose and aim(s) To be able to examine how levels of

motivation can be improved to increase

performance in the workplace.







NOS



appropriate)



required)



required)

M4.07 Motivating People in the Workplace

Location of the unit within the 15.3 Business Management

of 598



unit




Indicative Content:

1

Theories of motivation, including ‘Content’ and ‘Process’ theories, and their application to teams and individuals

Factors that affect performance and motivation (individual differences/needs, manager behaviour, the job and organisational context etc)

Assumptions about human behaviour and the limitations of traditional theories of motivation

Case studies and research evidence on using motivation theory in the workplace

Styles and patterns of behaviour at work

Individual motivation and team motivation and potential conflicts between the two

Incentive systems and the impact on performance

2

Theories of motivation and their application to teams and individuals

Understanding how individuals and teams are motivated

Tools and techniques for the identification of different motivational needs

Range of techniques to motivate individuals and monitor performance

Positive approaches to offset negative attitudes in the workplace

Measures for evaluating performance such as productivity, quality, cost, time

of 598

ASSIGNMENT TASK for Unit: Motivating people in the workplace



TASK The purpose of this unit is to be able to examine how levels of motivation can be improved to increase performance in the workplace. NOTE: An ILM Assessment Task provides an opportunity to relate your learning directly to your current organisation. It is recommended that you discuss the assignment with your line manager to explore and agree how the task could be used to support the needs of your employer (as well as evidencing your learning as part of completing your ILM qualification). If you are not currently working within an organisation, then you may complete this task in relation to an organisation with which you are familiar. This could include experience working in a voluntary capacity NOTE: You should plan to spend approximately 13 hours researching your workplace context, preparing for and writing or presenting the outcomes of this assignment for assessment. The nominal word count for this assignment is 2000 words: The suggested range is between 1500 and 2500 words, however individuals have different writing styles, and there is no penalty if the word-count range is exceeded.


Understand the factors that may affect performance and motivation in the work place Evaluate two or more theories of motivation that are clearly relevant to your workplace to provide a conclusion or recommendations, and evaluate the principal factors that may affect performance and motivation in the workplace to provide a conclusion or recommendations.

Evaluate theories of motivation relevant

to your workplace (28 marks)

Evaluate the principal factors that may affect performance and motivation in the workplace (20 marks)

Be able to improve levels of motivation and increase performance in the workplace Select and correctly apply an appropriate theory of motivation and then to evaluate the impact on performance in the workplace of applying the theory to provide a conclusion or recommendations.

Select a theory of motivation and apply

this to your workplace (24 marks)

Evaluate the impact applying the theory of motivation had on performance in the workplace (28 marks)


of 598

MARK SHEET – M4.07 MOTIVATING PEOPLE IN THE WORKPLACE













Learning Outcome / Section 1: Understand the factors that may affect performance and motivation in the work place




AC 1.1

Evaluate theories of motivation relevant to your workplace


Theories of motivation relevant to your workplace have not been evaluated, or only one theory of motivation relevant to your workplace has been evaluated

Theories of motivation have been evaluated incorrectly, or the theories of motivation are not relevant to your workplace

Theories of motivation relevant to your workplace are merely identified or listed with no evaluation to provide a conclusion or recommendations

Two or more theories of motivation that are clearly relevant to your workplace have been correctly and appropriately evaluated to provide a conclusion or recommendations, although the evidence base for the conclusion or recommendations may be subjective and/or limited

Two or more theories of motivation that are clearly relevant to your workplace have been correctly and appropriately evaluated using a wide and objective evidence base to provide a conclusion or recommendations

/ 28 (min. of 14)

Pass or Referral

of 598

AC 1.2

Evaluate the principal factors that may affect performance and motivation in the workplace


The principal factors that may affect performance and motivation in the workplace are not addressed, or are incorrect or incomplete

The principal factors that may affect performance and motivation in the workplace are merely identified or listed with no evaluation to provide a conclusion or recommendations

The principal factors that may affect performance and motivation in the workplace are correct and appropriate and the principal factors have been correctly and appropriately evaluated to provide a conclusion or recommendations, although the evidence base for the conclusion or recommendations may be subjective and/or limited

The principal factors that may affect performance and motivation in the workplace are correct and appropriate, and the principal factors have been correctly and appropriately evaluated using a wide and objective evidence base to provide a conclusion or recommendations

/ 20 (min. of 10)

Pass or Referral


Learning Outcome / Section 2: Be able to improve levels of motivation and increase performance in the workplace



result]


AC 2.1

Select a theory of motivation and apply this to your workplace


No theory of motivation has been selected and applied, or the theory of motivation selected is incorrect or inappropriate, or the theory of motivation has been applied incorrectly or inappropriately

An appropriate theory of motivation has been selected and correctly applied, although the application of the theory is limited

An appropriate theory of motivation has been selected and correctly applied in full

/ 24 (min. of 12)

Pass or Referral

AC 2.2

Evaluate the impact of applying the theory of motivation on performance in the workplace


The impact on performance in the workplace of applying the theory of motivation has not been evaluated, or has been evaluated incorrectly or inappropriately, or the impact on performance in the workplace has merely been listed or described with no evaluation to provide a conclusion or

The impact on performance in the workplace of applying the theory of motivation has been correctly and appropriately evaluated to provide a conclusion or recommendations, although the evidence base for the conclusion or recommendations may be subjective and/or limited

The impact on performance in the workplace of applying the theory of motivation has been correctly and appropriately evaluated using a wide and objective evidence base to provide a conclusion or recommendations

/ 28


of 598

recommendations


/ 100 TOTAL MARKS




Date of QA Check:


Signature of QA:

Date of QA check:

of 598

MARK SHEET – M4.07 MOTIVATING PEOPLE IN THE WORKPLACE













Learning Outcome / Section 1: Understand the factors that may affect performance and motivation in the work place




AC 1.1

Evaluate theories of motivation relevant to your workplace


Theories of motivation relevant to your workplace have not been evaluated, or only one theory of motivation relevant to your workplace has been evaluated

Theories of motivation have been evaluated incorrectly, or the theories of motivation are not relevant to your workplace

Theories of motivation relevant to your workplace are merely identified or listed with no evaluation to provide a conclusion or recommendations

Two or more theories of motivation that are clearly relevant to your workplace have been correctly and appropriately evaluated to provide a conclusion or recommendations, although the evidence base for the conclusion or recommendations may be subjective and/or limited

Two or more theories of motivation that are clearly relevant to your workplace have been correctly and appropriately evaluated using a wide and objective evidence base to provide a conclusion or recommendations

/ 28 (min. of 14)

Pass or Referral

of 598

AC 1.2

Evaluate the principal factors that may affect performance and motivation in the workplace


The principal factors that may affect performance and motivation in the workplace are not addressed, or are incorrect or incomplete

The principal factors that may affect performance and motivation in the workplace are merely identified or listed with no evaluation to provide a conclusion or recommendations

The principal factors that may affect performance and motivation in the workplace are correct and appropriate and the principal factors have been correctly and appropriately evaluated to provide a conclusion or recommendations, although the evidence base for the conclusion or recommendations may be subjective and/or limited

The principal factors that may affect performance and motivation in the workplace are correct and appropriate, and the principal factors have been correctly and appropriately evaluated using a wide and objective evidence base to provide a conclusion or recommendations

/ 20 (min. of 10)

Pass or Referral


Learning Outcome / Section 2: Be able to improve levels of motivation and increase performance in the workplace



result]


AC 2.1

Select a theory of motivation and apply this to your workplace


No theory of motivation has been selected and applied, or the theory of motivation selected is incorrect or inappropriate, or the theory of motivation has been applied incorrectly or inappropriately

An appropriate theory of motivation has been selected and correctly applied, although the application of the theory is limited

An appropriate theory of motivation has been selected and correctly applied in full

/ 24 (min. of 12)

Pass or Referral

AC 2.2

Evaluate the impact of applying the theory of motivation on performance in the workplace


The impact on performance in the workplace of applying the theory of motivation has not been evaluated, or has been evaluated incorrectly or inappropriately, or the impact on performance in the workplace has merely been listed or described with no evaluation to provide a conclusion or

The impact on performance in the workplace of applying the theory of motivation has been correctly and appropriately evaluated to provide a conclusion or recommendations, although the evidence base for the conclusion or recommendations may be subjective and/or limited

The impact on performance in the workplace of applying the theory of motivation has been correctly and appropriately evaluated using a wide and objective evidence base to provide a conclusion or recommendations

/ 28


of 598

recommendations


/ 100 TOTAL MARKS




Date of QA Check:


Signature of QA:

Date of QA check:

of 598

Title: Solving problems by making effective decisions in the

workplace

Level: 4

Credit value: 3



1 Be able to analyse a complex problem

in the context of the workplace

1.1

1.2

Define a complex problem in the workplace including its scope and impact Analyse information on the identified problem, to help inform the decision making process

2 Be able to apply decision making

techniques when assessing possible solutions

2.1

2.2

Propose a range of alternative solutions to the problem Using a decision making technique, evaluate a range of solutions to identify the most appropriate option

3 Be able to plan how you will implement

the solution

3.1

3.2

3.3

Develop a detailed plan for implementing the solution Communicate the plan to relevant stakeholders Assess appropriate monitoring and review techniques to ensure successful implementation of solution


Unit purpose and aim(s) To enable candidates to make effective

decisions to solve complex problems in the

workplace.






Links to Management & Leadership 2004 NOS: C2, C5, C6, F6

of 598



appropriate)



required)



required)

M4.08 solving problems by making effective

decisions





unit




Indicative Content:

1

Complex problems with multiple possible solutions as a challenge and an opportunity for improvement

Ways to recognise, investigate, and analyse complex problems such as Root Cause Analysis (RCA), Cause and Effect, Ishikawa, Why-Why, and brainstorming and a range of other creative thinking techniques

Framing and scoping problems with a ‘Problem Definition’

Setting objectives in relation to problems

Collecting primary and secondary data for decision making

Data analysis techniques for quantitative and qualitative data

Differences between ‘data’ and ‘information’

2

Conditions under which decisions are made (certainty, uncertainty)

Creative and rational decision-making

Techniques for generating creative solutions and rational solutions in decision-making

Establishing criteria for decision-making

Setting priorities

Evaluating options

Rational decision making models and techniques such as grid analysis, paired comparison analysis, decision trees, ‘pros and cons’

Creative decision-making using brainstorming and a range of other creative thinking techniques

Types of decisions (routine, adaptive, innovative etc)

Decision making in relation to goals which specify the quality or quantity of the desired results

of 598

3

Implementation planning (for example – human resources, finance, marketing, operations, health and safety)

Resource allocation (money, people, facilities, equipment etc)

Implementation planning tools and techniques such as GANTT charts, PDCA Cycle (plan-do-check-act), PDSA (plan-do-study-act)

SMART objectives

Communication plans

Monitoring and review techniques such as Critical Path Analysis (CPA), Programme Evaluation and Review (PERT)

of 598

ASSIGNMENT TASK for Unit: Solving problems by making effective decisions in the workplace



TASK The purpose of this unit is enable candidates to make effective decisions to solve complex problems in the workplace. NOTE: An ILM Assessment Task provides an opportunity to relate your learning directly to your current organisation. It is recommended that you discuss the assignment with your line manager to explore and agree how the task could be used to support the needs of your employer (as well as evidencing your learning as part of completing your ILM qualification). If you are not currently working within an organisation, then you may complete this task in relation to an organisation with which you are familiar. This could include experience working in a voluntary capacity NOTE: You should plan to spend approximately 13 hours researching your workplace context, preparing for and writing or presenting the outcomes of this assignment for assessment. The nominal word count for this assignment is 2000 words: The suggested range is between 1500 and 2500 words, however individuals have different writing styles, and there is no penalty if the word-count range is exceeded.


Be able to analyse a complex problem in the context of the workplace Define a complex problem in the workplace that makes clear the difference between the actual condition and the desired condition, taking care to ensure that the scope and impact of the problem take account of the complexity of the problem and make it clear who the owner(s) of the problem are and why a solution is needed. You are then required to analyse information that reflects the complexity, scope and impact of the problem to identify possible causes of the problem to help inform the decision-making process.

Define a complex problem in the

workplace including its scope and impact (12 marks)

Analyse information on the identified problem, to help inform the decision making process (16 marks)

Be able to apply decision making techniques when assessing possible solutions Propose alternative solutions to the problem based on the analysis of information and to use a decision-making technique correctly and appropriately to evaluate the proposed alternative solutions and identify the most appropriate option.

Propose a range of alternative

solutions to the problem (12 marks)

Using a decision making technique, evaluate a range of solutions to identify the most appropriate option (16 marks)

Be able to plan how you will implement the solution Develop a correct and appropriate detailed plan for implementing the solution that clarifies objectives, assigns tasks with deadlines and charts progress in reaching goals and milestones, and to provide evidence that the implementation plan has been communicated correctly and appropriately to meet the identified communication needs of relevant stakeholders.

Develop a detailed plan for implementing the solution (20 marks)

Communicate the plan to relevant stakeholders (12 marks)

Assess appropriate monitoring and review techniques to ensure successful implementation of solution (12 marks)

of 598

Finally, you are required to assess monitoring and review techniques to make a judgement as to their appropriateness to ensure successful implementation of the chosen solution.


of 598

MARK SHEET SOLVING PROBLEMS BY MAKING EFFECTIVE DECISIONS IN THE WORKPLACE













Learning Outcome / Section 1: Be able to analyse a complex problem in the context of the workplace


Sufficiency Descriptors [Typical standard that , if replicated across the whole submission, would produce a referral, borderline pass or good pass result]


AC 1.1

Define a complex problem in the workplace including its scope and impact


A complex problem in the workplace has not been defined

The problem defined is not a complex problem with multiple possible solutions

It is not clear what the problem is

The difference between the actual condition and the desired condition is not clear

There are no restrictions placed on the solution such as time, budget and resources

The scope and impact of the complex problem are not included in the problem definition, or the scope and/or impact is insufficient in relation to the complexity of the problem, or the owner(s) of the problem and/or why a solution is needed is not clear in the scope and impact

A complex problem in the workplace with multiple possible solutions has been defined in a way that makes clear the difference between the actual condition and the desired condition, although limited consideration has been given to restrictions placed on the solution such as time, budget and resources

The scope and impact of the complex problem take account of the complexity of the problem and make it clear who the owner(s) of the problem are and why a solution is needed, although the scope and impact are restricted to the local level and do not take account of the scope and impact across the

A complex problem in the workplace with multiple possible solutions has been defined in a way that makes clear both the difference between the actual condition and the desired condition and the restrictions placed on the solution such as time, budget and resources

The scope and impact of the complex problem are considered across the organisation and take account of the complexity of the problem and make it clear who the owner(s) of the problem are and why a solution is needed

/ 12 (min. of 6)

Pass or Referral

of 598

organisation

AC 1.2 Analyse information on the identified problem, to help inform the decision making process


Information on the identified problem has not been analysed, or the analysis does not identify possible causes of the problem, or the analysis is incorrect or inappropriate, or the analysis does not reflect the complexity or scope or impact of the problem

Information has been analysed correctly and appropriately to reflect the complexity, scope and impact of the problem and to identify possible causes of the problem, although the analysis is based on information from limited sources

Information from a wide range of sources has been analysed correctly and appropriately to reflect the complexity, scope and impact of the problem and to identify possible causes of the problem

/16



of 598

Learning Outcome / Section 2: Be able to apply decision making techniques when assessing possible solutions




AC 2.1

Propose a range of alternative solutions to the problem


No alternative solution to the problem is proposed, or only one solution is proposed

Alternative solutions are incomplete or inappropriate, or are not based on the analysis of information, or do not identify resource requirements

Alternative solutions to the problem are proposed that are complete and appropriate and are based on the analysis of information, although limited consideration is given to resource requirements

Alternative complete and appropriate solutions to the problem based on the analysis of information are proposed with detailed resource considerations

/ 12 (min. of 6)

Pass or Referral

AC 2.2 Using a decision making technique, evaluate a range of solutions to identify the most appropriate option


A decision-making technique has not been used, or:

has been used incorrectly or inappropriately

the criteria for decision-making are missing or inappropriate

has not been used on the alternative solutions proposed

does not take account of the restrictions placed on the solution in the problem definition such as time, budget and resources

A decision-making technique with appropriate criteria that takes account of the restrictions placed on the solution in the problem definition such as time, budget and resources has been used correctly and appropriately on the alternative solutions proposed, although the weightings for the alternative solutions is unclear and/or the alternative solutions have not been ranked in order of preference

A decision-making technique with appropriate criteria that takes account of the restrictions placed on the solution in the problem definition such as time, budget and resources has been used correctly and appropriately on the alternative solutions to weight each solution in a transparent manner and rank the solutions in order of preference

/ 16 (min. of 8)

Pass or Referral


of 598

Learning Outcome / Section 3 Be able to plan how you will implement the solution




AC 3.1 Develop a detailed plan for implementing the solution


A detailed plan for implementing the solution that clarifies objectives, assigns tasks with deadlines and charts progress in reaching goals and milestones has not been developed, or the implementation plan is incorrect, inappropriate or incomplete

A correct and appropriate detailed plan for implementing the solution that clarifies objectives, assigns tasks with deadlines and charts progress in reaching goals and milestones has been developed, although the implementation plan needs further development for full implementation

A correct and appropriate detailed plan for implementing the solution that clarifies objectives, assigns tasks with deadlines and charts progress in reaching goals and milestones has been developed for full implementation

/ 20


AC 3.2 Communicate the plan to relevant stakeholders


The implementation plan has not been communicated to relevant stakeholders, or has been communicated incorrectly or inappropriately, or the communication needs of relevant stakeholders have not been identified, or are incorrect, inappropriate or incomplete

Evidence is provided that the implementation plan has been communicated correctly and appropriately to meet the identified communication needs of relevant stakeholders, although a formal communication plan is not provided

Evidence is provided that the implementation plan has been communicated correctly and appropriately to meet the identified communication needs of relevant stakeholders and a formal communication plan is provided

/ 12


of 598

AC 3.3 Assess appropriate monitoring and review techniques to ensure successful implementation of solution


Monitoring and review techniques to ensure successful implementation of solution have not been assessed, or are incorrect or inappropriate, or monitoring and review techniques are merely listed or described with no assessment using criteria to make a judgement as to their appropriateness

Correct and appropriate monitoring and review techniques have been assessed to make a judgement as to their appropriateness to ensure successful implementation of the solution, although the criteria used for the assessment are subjective and/or not transparent

Correct and appropriate monitoring and review techniques have been assessed using objective and transparent criteria to make a judgement as to their appropriateness to ensure successful implementation of the solution

/ 12 (min. of 6)

Pass or Referral


/ 100 TOTAL MARKS




Date of QA Check:


Signature of QA:

Date of QA check:

of 598

MARK SHEET SOLVING PROBLEMS BY MAKING EFFECTIVE DECISIONS IN THE WORKPLACE













Learning Outcome / Section 1: Be able to analyse a complex problem in the context of the workplace


Sufficiency Descriptors [Typical standard that , if replicated across the whole submission, would produce a referral, borderline pass or good pass result]


AC 1.1

Define a complex problem in the workplace including its scope and impact


A complex problem in the workplace has not been defined

The problem defined is not a complex problem with multiple possible solutions

It is not clear what the problem is

The difference between the actual condition and the desired condition is not clear

There are no restrictions placed on the solution such as time, budget and resources

The scope and impact of the complex problem are not included in the problem definition, or the scope and/or impact is insufficient in relation to the complexity of the problem, or the owner(s) of the problem and/or why a solution is needed is not clear in the scope and impact

A complex problem in the workplace with multiple possible solutions has been defined in a way that makes clear the difference between the actual condition and the desired condition, although limited consideration has been given to restrictions placed on the solution such as time, budget and resources

The scope and impact of the complex problem take account of the complexity of the problem and make it clear who the owner(s) of the problem are and why a solution is needed, although the scope and impact are restricted to the local level and do not take account of the scope and impact across the

A complex problem in the workplace with multiple possible solutions has been defined in a way that makes clear both the difference between the actual condition and the desired condition and the restrictions placed on the solution such as time, budget and resources

The scope and impact of the complex problem are considered across the organisation and take account of the complexity of the problem and make it clear who the owner(s) of the problem are and why a solution is needed

/ 12 (min. of 6)

Pass or Referral

of 598

organisation

AC 1.2 Analyse information on the identified problem, to help inform the decision making process


Information on the identified problem has not been analysed, or the analysis does not identify possible causes of the problem, or the analysis is incorrect or inappropriate, or the analysis does not reflect the complexity or scope or impact of the problem

Information has been analysed correctly and appropriately to reflect the complexity, scope and impact of the problem and to identify possible causes of the problem, although the analysis is based on information from limited sources

Information from a wide range of sources has been analysed correctly and appropriately to reflect the complexity, scope and impact of the problem and to identify possible causes of the problem

/16



of 598

Learning Outcome / Section 2: Be able to apply decision making techniques when assessing possible solutions




AC 2.1

Propose a range of alternative solutions to the problem


No alternative solution to the problem is proposed, or only one solution is proposed

Alternative solutions are incomplete or inappropriate, or are not based on the analysis of information, or do not identify resource requirements

Alternative solutions to the problem are proposed that are complete and appropriate and are based on the analysis of information, although limited consideration is given to resource requirements

Alternative complete and appropriate solutions to the problem based on the analysis of information are proposed with detailed resource considerations

/ 12 (min. of 6)

Pass or Referral

AC 2.2 Using a decision making technique, evaluate a range of solutions to identify the most appropriate option


A decision-making technique has not been used, or:

has been used incorrectly or inappropriately

the criteria for decision-making are missing or inappropriate

has not been used on the alternative solutions proposed

does not take account of the restrictions placed on the solution in the problem definition such as time, budget and resources

A decision-making technique with appropriate criteria that takes account of the restrictions placed on the solution in the problem definition such as time, budget and resources has been used correctly and appropriately on the alternative solutions proposed, although the weightings for the alternative solutions is unclear and/or the alternative solutions have not been ranked in order of preference

A decision-making technique with appropriate criteria that takes account of the restrictions placed on the solution in the problem definition such as time, budget and resources has been used correctly and appropriately on the alternative solutions to weight each solution in a transparent manner and rank the solutions in order of preference

/ 16 (min. of 8)

Pass or Referral


of 598

Learning Outcome / Section 3 Be able to plan how you will implement the solution




AC 3.1 Develop a detailed plan for implementing the solution


A detailed plan for implementing the solution that clarifies objectives, assigns tasks with deadlines and charts progress in reaching goals and milestones has not been developed, or the implementation plan is incorrect, inappropriate or incomplete

A correct and appropriate detailed plan for implementing the solution that clarifies objectives, assigns tasks with deadlines and charts progress in reaching goals and milestones has been developed, although the implementation plan needs further development for full implementation

A correct and appropriate detailed plan for implementing the solution that clarifies objectives, assigns tasks with deadlines and charts progress in reaching goals and milestones has been developed for full implementation

/ 20


AC 3.2 Communicate the plan to relevant stakeholders


The implementation plan has not been communicated to relevant stakeholders, or has been communicated incorrectly or inappropriately, or the communication needs of relevant stakeholders have not been identified, or are incorrect, inappropriate or incomplete

Evidence is provided that the implementation plan has been communicated correctly and appropriately to meet the identified communication needs of relevant stakeholders, although a formal communication plan is not provided

Evidence is provided that the implementation plan has been communicated correctly and appropriately to meet the identified communication needs of relevant stakeholders and a formal communication plan is provided

/ 12


of 598

AC 3.3 Assess appropriate monitoring and review techniques to ensure successful implementation of solution


Monitoring and review techniques to ensure successful implementation of solution have not been assessed, or are incorrect or inappropriate, or monitoring and review techniques are merely listed or described with no assessment using criteria to make a judgement as to their appropriateness

Correct and appropriate monitoring and review techniques have been assessed to make a judgement as to their appropriateness to ensure successful implementation of the solution, although the criteria used for the assessment are subjective and/or not transparent

Correct and appropriate monitoring and review techniques have been assessed using objective and transparent criteria to make a judgement as to their appropriateness to ensure successful implementation of the solution

/ 12 (min. of 6)

Pass or Referral


/ 100 TOTAL MARKS




Date of QA Check:


Signature of QA:

Date of QA check:

of 598

Title: Managing and implementing change in the workplace

Level: 4

Credit value: 6



1 Understand the reasons for change in

an organisation

1.1

1.2

Explain reasons why organisations continually need to change Conduct an environmental and organisational analysis, to identify possible areas for change in own organisation

2 Be able to manage and implement

change in the workplace

2.1

2.2

2.3

Identify an opportunity for change, arising from an environmental and organisational analysis Assess the benefits and risks of implementing the identified opportunity for change Develop a change implementation plan including details of how you will monitor and review the implementation of change.


Unit purpose and aim(s) To be able to manage and implement change

in the workplace.







NOS: C4, C5, C6



appropriate)




of 598

required)


required)

M4.10 Managing and implementing change in

the workplace





unit




Indicative Content:

1

Reasons for organisational change such as changes in leadership, technology, business strategy, need to become more efficient

Types of change such as developmental, transitional and transformational

Environmental analysis technique, such as PESTLE

Organisational analysis, such as SWOT analysis

2

Benefits and implications of change

Methods of assessing risks and uncertainties

Principles of change management

System theory and process design

Methods for planning for change

Feasibility and viability of the change for stakeholders

Use of tools for planning change

Identification of human and financial factors in the consideration of resistance to change

Bridges’ Transition Model, 4 P’s, Purpose, Picture, Plan & Part

Clear communication of change

The importance of involving people to facilitate effective change

Techniques for monitoring and evaluating outcomes of change

of 598

ASSIGNMENT TASK for Unit: Managing and implementing change in the workplace



TASK The purpose of this unit is to be able to manage and implement change in the workplace NOTE: An ILM Assessment Task provides an opportunity to relate your learning directly to your current organisation. It is recommended that you discuss the assignment with your line manager to explore and agree how the task could be used to support the needs of your employer (as well as evidencing your learning as part of completing your ILM qualification). If you are not currently working within an organisation, then you may complete this task in relation to an organisation with which you are familiar. This could include experience working in a voluntary capacity. NOTE: You should plan to spend approximately 29 hours researching your workplace context, preparing for and writing or presenting the outcomes of this assignment for assessment. The nominal word count for this assignment is 2000 words: The suggested range is between 1500 and 2500 words, however individuals have different writing styles, and there is no penalty if the word-count range is exceeded.


Understand the reasons for change in an organisation Provide reasons that correctly explain why organisations continually need to change, and then conduct an appropriate environmental analysis and an appropriate organisational analysis to identify possible areas for change in the organisation.

Explain reasons why organisations

continually need to change (20 marks)

Conduct an environmental and organisational analysis, to identify possible areas for change in own organisation (24 marks)

Be able to manage and implement change in the workplace Identify a correct and appropriate opportunity for change from the possible areas for change identified in the first section, and then to assess and make a judgement on the benefits and risks of implementing the identified opportunity for change. You will then need to develop a correct and appropriate change implementation plan that includes details of how you will monitor and review the implementation of change.

Identify an opportunity for change,

arising from an environmental and organisational analysis (12 marks)

Assess the benefits and risks of implementing the identified opportunity for change (20 marks)

Develop a change implementation plan including details of how you will monitor and review the implementation of change (24 marks)


of 598

MARK SHEET –MANAGING AND IMPLEMENTING CHANGE IN THE WORKPLACE













Learning Outcome / Section 1: Understand the reasons for change in an organisation




AC 1.1

Explain reasons why organisations continually need to change


The reasons why organisations continually need to change is not explained, or only one reason is explained, or the explanations are incorrect, or the reasons are merely listed with no explanation as to why change is needed

The reasons why organisations continually need to change is correctly explained, although there are a limited number of reasons provided, or the reasons are similar, or the type of change needed is unclear

A wide range of unrelated reasons as to why organisations continually need to change are correctly explained and make clear the type of change needed

/ 20


of 598

AC 1.2

Conduct an environmental and organisational analysis, to identify possible areas for change in own organisation


An environmental and organisational analysis to identify possible areas for change in own organisation has not been conducted, or one analysis or both analyses is/are incorrect, inappropriate or deficient, or an environment analysis or an organisational analysis has been conducted, but not both

Possible areas for change in own organisation have not been identified, or the possible areas for change are incorrect or inappropriate, or only one possible area for change has been identified, or possible areas for change are not based on an environmental and organisational analysis

An environmental and organisational analysis to identify possible areas for change in own organisation has been conducted correctly and appropriately, although one analysis, or both analyses, does not indicate the relative importance of individual items

Two or more possible areas for change in own organisation arising out of an environmental and organisational analysis have been correctly and appropriately identified, although some features of the identified possible areas for change are not clear

An environmental and organisational analysis to identify possible areas for change in own organisation has been conducted correctly and appropriately and the relative importance of individual items is indicated in both analyses

The essential features of two or more possible areas for change in own organisation arising out of an environmental and organisational analysis have been correctly and appropriately identified

/ 24 (min. of 12)

Pass or Referral


Learning Outcome / Section 2: Be able to manage and implement change in the workplace




AC 2.1

Identify an opportunity for change, arising from an environmental and organisational analysis


An opportunity for change has not been identified, or the opportunity for change does not arise from an environmental and organisational analysis, or the opportunity for change is incorrect or inappropriate

A correct and appropriate opportunity for change arising from an environmental and organisational analysis is identified, although some features of the identified opportunity are not clear

The key features of a correct and appropriate opportunity for change arising from an environmental and organisational analysis are clearly identified

/ 12 (min. of 6)

Pass or Referral

of 598

AC 2.2

Assess the benefits and risks of implementing the identified opportunity for change


The benefits and risks of implementing the identified opportunity for change have not been assessed, or the assessments are incorrect or inappropriate, or the benefits or risks of implementation have been assessed, but not both, or the assessments are not focused on the identified opportunity for change

The benefits and risks of the identified change are merely listed or described instead of being assessed using appropriate criteria to make a judgement

The benefits and risks of the identified change are identified rather than the benefits and risks of implementing the identified opportunity for change

The benefits and risks of implementing the identified opportunity for change have been correctly and appropriately assessed to make a judgement, although the criteria for the assessment are limited or subjective

The benefits and risks of implementing the identified opportunity for change have been correctly and appropriately assessed to make a judgement based on a range of appropriate and objective criteria

/ 20 (min. of 10)

Pass or Referral

AC 2.3 Develop a change implementation plan including details of how you will monitor and review the implementation of change


A change implementation plan has not been developed, or is incorrect, inappropriate or deficient, or a change management plan does not include details of how you will monitor and review the implementation of change, or monitoring and review is incorrect, inappropriate or deficient

A correct and appropriate change implementation plan has been developed that includes details of how you will monitor and review the implementation of change, although further development is required for full implementation

A correct and appropriate change implementation plan has been developed that includes details of how you will monitor and review the implementation of change and requires no further work for full implementation

/ 24 (min. of 12)

Pass or Referral


/ 100 TOTAL MARKS

of 598




Date of QA Check:


Signature of QA:

Date of QA check:

of 598

MARK SHEET –MANAGING AND IMPLEMENTING CHANGE IN THE WORKPLACE













Learning Outcome / Section 1: Understand the reasons for change in an organisation




AC 1.1

Explain reasons why organisations continually need to change


The reasons why organisations continually need to change is not explained, or only one reason is explained, or the explanations are incorrect, or the reasons are merely listed with no explanation as to why change is needed

The reasons why organisations continually need to change is correctly explained, although there are a limited number of reasons provided, or the reasons are similar, or the type of change needed is unclear

A wide range of unrelated reasons as to why organisations continually need to change are correctly explained and make clear the type of change needed

/ 20


of 598

AC 1.2

Conduct an environmental and organisational analysis, to identify possible areas for change in own organisation


An environmental and organisational analysis to identify possible areas for change in own organisation has not been conducted, or one analysis or both analyses is/are incorrect, inappropriate or deficient, or an environment analysis or an organisational analysis has been conducted, but not both

Possible areas for change in own organisation have not been identified, or the possible areas for change are incorrect or inappropriate, or only one possible area for change has been identified, or possible areas for change are not based on an environmental and organisational analysis

An environmental and organisational analysis to identify possible areas for change in own organisation has been conducted correctly and appropriately, although one analysis, or both analyses, does not indicate the relative importance of individual items

Two or more possible areas for change in own organisation arising out of an environmental and organisational analysis have been correctly and appropriately identified, although some features of the identified possible areas for change are not clear

An environmental and organisational analysis to identify possible areas for change in own organisation has been conducted correctly and appropriately and the relative importance of individual items is indicated in both analyses

The essential features of two or more possible areas for change in own organisation arising out of an environmental and organisational analysis have been correctly and appropriately identified

/ 24 (min. of 12)

Pass or Referral


Learning Outcome / Section 2: Be able to manage and implement change in the workplace




AC 2.1

Identify an opportunity for change, arising from an environmental and organisational analysis


An opportunity for change has not been identified, or the opportunity for change does not arise from an environmental and organisational analysis, or the opportunity for change is incorrect or inappropriate

A correct and appropriate opportunity for change arising from an environmental and organisational analysis is identified, although some features of the identified opportunity are not clear

The key features of a correct and appropriate opportunity for change arising from an environmental and organisational analysis are clearly identified

/ 12 (min. of 6)

Pass or Referral

of 598

AC 2.2

Assess the benefits and risks of implementing the identified opportunity for change


The benefits and risks of implementing the identified opportunity for change have not been assessed, or the assessments are incorrect or inappropriate, or the benefits or risks of implementation have been assessed, but not both, or the assessments are not focused on the identified opportunity for change

The benefits and risks of the identified change are merely listed or described instead of being assessed using appropriate criteria to make a judgement

The benefits and risks of the identified change are identified rather than the benefits and risks of implementing the identified opportunity for change

The benefits and risks of implementing the identified opportunity for change have been correctly and appropriately assessed to make a judgement, although the criteria for the assessment are limited or subjective

The benefits and risks of implementing the identified opportunity for change have been correctly and appropriately assessed to make a judgement based on a range of appropriate and objective criteria

/ 20 (min. of 10)

Pass or Referral

AC 2.3 Develop a change implementation plan including details of how you will monitor and review the implementation of change


A change implementation plan has not been developed, or is incorrect, inappropriate or deficient, or a change management plan does not include details of how you will monitor and review the implementation of change, or monitoring and review is incorrect, inappropriate or deficient

A correct and appropriate change implementation plan has been developed that includes details of how you will monitor and review the implementation of change, although further development is required for full implementation

A correct and appropriate change implementation plan has been developed that includes details of how you will monitor and review the implementation of change and requires no further work for full implementation

/ 24 (min. of 12)

Pass or Referral


/ 100 TOTAL MARKS

of 598




Date of QA Check:


Signature of QA:

Date of QA check:

of 598

Title: Understanding the organisational culture and context

Level: 4

Credit value: 6



1 Understand the culture and context of

the organisation

1.1

1.2

1.3

Evaluate the organisation within its broader environment using appropriate environmental and organisational analysis techniques Examine the implications of the policies, procedures and legal requirements that are relevant to your area of work Evaluate the cultural and ethical behaviour present in the organisation

2 Understand own ability to function

within organisational culture and ethical norms

2.1

2.2

Evaluate own cultural and ethical behaviour in relation to the organisation Propose how to uphold the ethical standards across the organisation


Unit purpose and aim(s) To develop understanding of the

organisational culture and context in order to

improve own ability to function within the

organisational norms.







NOS: B9



appropriate)




of 598

required)


required)

M4.12 Understanding organisation culture

and context





unit




Indicative Content:

1

Impact of external forces on the organisation (for example political, social, economic, technological, legal, environmental) and related environmental and organisational analysis techniques (eg PESTLE and SWOT analysis)

Law and policies governing the organisation

The nature and purpose of organisations

Formal and informal relationships between departments and people

Legal duties in relation to sex, race, age, disability and unfair discrimination

Organisational culture, ethos and values

Corporate social and environmental responsibility

Organisation policies/guidelines governing behaviour

2

Personal SWOT analysis

Organisation’s role and objectives

Personal ethical standards, values and beliefs

Communication channels for sharing information and building relationships

Barriers to effective functioning in the organisation and ways to overcome these

Available support mechanisms

Share own success stories and those of others

of 598

ASSIGNMENT TASK for Unit - Understanding the organisational culture and context



TASK The purpose of this unit is to develop understanding of the organisational culture and context in order to improve own ability to function within the organisational norms. NOTE An ILM Assessment Task provides an opportunity to relate your learning directly to your current organisation. It is recommended that you discuss the assignment with your line manager to explore and agree how the task could be used to support the needs of your employer (as well as evidencing your learning as part of completing your ILM qualification). If you are not currently working within an organisation, then you may complete this task in relation to an organisation with which you are familiar. This could include experience working in a voluntary capacity. NOTE: You should plan to spend approximately 31 hours researching your workplace context, preparing for and writing or presenting the outcomes of this assignment for assessment. The nominal word count for this assignment is 2000 words: The suggested range is between 1500 and 2500 words, however individuals have different writing styles, and there is no penalty if the word-count range is exceeded.


Understand the culture and context of the organisation The first part of this task is to evaluate the organisation within its broader environment using appropriate environmental and organisational analysis techniques to provide a conclusion or recommendations. You are then required to examine two or more correct and appropriate implications of the policies and procedures and legal requirements that are relevant to your area of work, and then evaluate the cultural and ethical behaviour present in the organisation to provide a conclusion or recommendations.

Evaluate the organisation within its

broader environment using appropriate environmental and organisational analysis techniques (24 marks)

Examine the implications of the policies, procedures and legal requirements that are relevant to your area of work (24 marks)

Evaluate the cultural and ethical behaviour present in the organisation (24 marks)

Understand own ability to function within organisational culture and ethical norms The second part of the task requires you to evaluate your own cultural and ethical behaviour in relation to the organisation to provide a conclusion or recommendations and propose how to uphold the ethical standards across the organisation.

Evaluate own cultural and ethical

behaviour in relation to the organisation (16 marks)

Propose how to uphold the ethical standards across the organisation (12 marks)


of 598

MARK SHEET –UNDERSTANDING THE ORGANISATIONAL CULTURE AND CONTEXT













Learning Outcome / Section 1: Understand the culture and context of the organisation




AC 1.1 Evaluate the organisation within its broader environment using appropriate environmental and organisational analysis techniques


The organisation within its broader environment has not been evaluated using appropriate environmental and organisational analysis techniques, or is merely listed or described with no evaluation to provide a conclusion or recommendations, or the evaluation is incorrect or inappropriate

The organisation within its broader environment has been evaluated using only appropriate environmental or appropriate organisational analysis techniques, but not both.

The organisation within its broader environment has been correctly and appropriately evaluated using appropriate environmental and organisational analysis techniques to provide a conclusion or recommendations, although the conclusion or recommendations require further development to cover all aspects of the organisation within its broader environment.

The organisation within its broader environment has been correctly and appropriately evaluated using appropriate environmental and organisational analysis techniques to provide a conclusion or recommendations that cover all aspects of the organisation within its broader environment.

/ 24 (min. of 12)

Pass or Referral

of 598

AC 1.2 Examine the implications of the policies, procedures and legal requirements that are relevant to your area of work


The implications of the policies, procedures and legal requirements that are relevant to your area of work have not been examined, or the implications are incorrect or inappropriate

Two or more correct and appropriate but limited implications of the policies and procedures and legal requirements that are relevant to your area of work have been appropriately examined

Two or more wide-ranging implications of the policies and procedures and legal requirements that are relevant to your area of work have been appropriately examined

/ 24


AC 1.3 Evaluate the cultural and ethical behaviour present in the organisation


The cultural and ethical behaviour present in the organisation has not been evaluated, or is merely listed or described with no evaluation to provide a conclusion or recommendations.

The cultural and ethical behaviour present in the organisation has been evaluated to provide a conclusion or recommendations, although the evidence base for the evaluation is limited or subjective

The cultural and ethical behaviour present in the organisation has been evaluated to provide a conclusion or recommendations using a wide and objective evidence base

/ 24 (min. of 12)

Pass or Referral


Learning Outcome / Section 2: Understand own ability to function within organisational culture and ethical norms




AC 2.1

Evaluate own cultural and ethical behaviour in relation to the organisation


Own cultural and ethical behaviour in relation to the organisation is not evaluated, or is merely listed or described with no evaluation to provide a conclusion or recommendations.

Own cultural and ethical behaviour is evaluated but not in relation to the organisation, or the evaluation is incorrect or inappropriate

Own cultural and ethical behaviour in relation to the organisation is correctly and appropriately evaluated to provide a conclusion or recommendations, although the evidence base for the evaluation may be subjective or limited.

Own cultural and ethical behaviour in relation to the organisation is evaluated to provide a conclusion or recommendations, the evidence base for the evaluation being objective and detailed.


of 598

(min. of 8)

AC 2.2

Propose how to uphold the ethical standards across the organisation


How to uphold the ethical standards across the organisation is not proposed, or the proposal is incorrect or inappropriate

How to uphold the ethical standards across the organisation is correctly and appropriately proposed, although the proposal requires further clarification

A correct and appropriate proposal on how to uphold the ethical standards across the organisation requires no further clarification

/ 12 (min. of 6)

Pass or Referral


/ 100 TOTAL MARKS




Date of QA Check:


Signature of QA:

Date of QA check:

of 598

MARK SHEET –UNDERSTANDING THE ORGANISATIONAL CULTURE AND CONTEXT













Learning Outcome / Section 1: Understand the culture and context of the organisation




AC 1.1 Evaluate the organisation within its broader environment using appropriate environmental and organisational analysis techniques


The organisation within its broader environment has not been evaluated using appropriate environmental and organisational analysis techniques, or is merely listed or described with no evaluation to provide a conclusion or recommendations, or the evaluation is incorrect or inappropriate

The organisation within its broader environment has been evaluated using only appropriate environmental or appropriate organisational analysis techniques, but not both.

The organisation within its broader environment has been correctly and appropriately evaluated using appropriate environmental and organisational analysis techniques to provide a conclusion or recommendations, although the conclusion or recommendations require further development to cover all aspects of the organisation within its broader environment.

The organisation within its broader environment has been correctly and appropriately evaluated using appropriate environmental and organisational analysis techniques to provide a conclusion or recommendations that cover all aspects of the organisation within its broader environment.

/ 24 (min. of 12)

Pass or Referral

of 598

AC 1.2 Examine the implications of the policies, procedures and legal requirements that are relevant to your area of work


The implications of the policies, procedures and legal requirements that are relevant to your area of work have not been examined, or the implications are incorrect or inappropriate

Two or more correct and appropriate but limited implications of the policies and procedures and legal requirements that are relevant to your area of work have been appropriately examined

Two or more wide-ranging implications of the policies and procedures and legal requirements that are relevant to your area of work have been appropriately examined

/ 24


AC 1.3 Evaluate the cultural and ethical behaviour present in the organisation


The cultural and ethical behaviour present in the organisation has not been evaluated, or is merely listed or described with no evaluation to provide a conclusion or recommendations.

The cultural and ethical behaviour present in the organisation has been evaluated to provide a conclusion or recommendations, although the evidence base for the evaluation is limited or subjective

The cultural and ethical behaviour present in the organisation has been evaluated to provide a conclusion or recommendations using a wide and objective evidence base

/ 24 (min. of 12)

Pass or Referral


Learning Outcome / Section 2: Understand own ability to function within organisational culture and ethical norms




AC 2.1

Evaluate own cultural and ethical behaviour in relation to the organisation


Own cultural and ethical behaviour in relation to the organisation is not evaluated, or is merely listed or described with no evaluation to provide a conclusion or recommendations.

Own cultural and ethical behaviour is evaluated but not in relation to the organisation, or the evaluation is incorrect or inappropriate

Own cultural and ethical behaviour in relation to the organisation is correctly and appropriately evaluated to provide a conclusion or recommendations, although the evidence base for the evaluation may be subjective or limited.

Own cultural and ethical behaviour in relation to the organisation is evaluated to provide a conclusion or recommendations, the evidence base for the evaluation being objective and detailed.


of 598

(min. of 8)

AC 2.2

Propose how to uphold the ethical standards across the organisation


How to uphold the ethical standards across the organisation is not proposed, or the proposal is incorrect or inappropriate

How to uphold the ethical standards across the organisation is correctly and appropriately proposed, although the proposal requires further clarification

A correct and appropriate proposal on how to uphold the ethical standards across the organisation requires no further clarification

/ 12 (min. of 6)

Pass or Referral


/ 100 TOTAL MARKS




Date of QA Check:


Signature of QA:

Date of QA check:

of 598

Title: Understanding work in contemporary society

Level: 4

Credit value: 3



1 Understand the nature and purpose of

own organisation

1.1

1.2

Assess the nature and purpose of own organisation Assess the strengths and weaknesses of organisational type and structure in enabling it to achieve its goals

2 Understand the potential impact of the

external environment on the organisation

2.1

2.2

Evaluate changes in the external environment that may have an effect on the way the organisation operates Make recommendations for changes that may be required to respond to these external factors


Unit purpose and aim(s) To enable candidates to understand work in

contemporary society.







NOS: B2



appropriate)



required)



required)

M4.16 Understanding work in contemporary

society

Location of the unit within the 15.3 Business Management

of 598



unit




Indicative Content:

1

Nature and purpose of organisations

Organisational models/structures and formats

Organisational types such as Charity, Franchise, Public Sector, LTD

Advantages and disadvantages of organisational types (nature and purpose)

2

Changes in the nature of work organisations as a result of technological, competitive and social development

Availability of information

Learning organisations and the role of professionals

Gender, diversity, demographic trends, work and employment

Factors which inevitably cause changes,

Possible ways of responding to external factors that have an influence on organisations

of 598

ASSIGNMENT TASK for Unit - Understanding work in contemporary society



TASK The purpose of this unit is to enable candidates to understand work in contemporary society. NOTE An ILM Assessment Task provides an opportunity to relate your learning directly to your current organisation. It is recommended that you discuss the assignment with your line manager to explore and agree how the task could be used to support the needs of your employer (as well as evidencing your learning as part of completing your ILM qualification). If you are not currently working within an organisation, then you may complete this task in relation to an organisation with which you are familiar. This could include experience working in a voluntary capacity NOTE: You should plan to spend approximately 19 hours researching your workplace context, preparing for and writing or presenting the outcomes of this assignment for assessment. The nominal word count for this assignment is 2000 words: The suggested range is between 1500 and 2500 words, however individuals have different writing styles, and there is no penalty if the word-count range is exceeded.


Understand the nature and purpose of own organisation The first part of this task is to assess the nature and purpose of own organisation to make a judgement based on relevant criteria, and then to assess the strengths and weaknesses of the organisational type and structure in enabling it to achieve its goals.

Assess the nature and purpose of own

organisation (20 marks)

Assess the strengths and weaknesses of organisational type and structure in enabling it to achieve its goals (28 marks)

Understand the potential impact of the external environment on the organisation The second part of the task requires an evaluation of changes in the external environment that may have an effect on the way the organisation operates, and then go on to make appropriate recommendations for changes that may be required to respond to these external factors.

Evaluate changes in the external

environment that may have an effect on the way the organisation operates (28 marks)

Make recommendations for changes that may be required to respond to these external factors (24 marks)


of 598

MARK SHEET –UNDERSTANDING WORK IN CONTEMPORARY SOCIETY













Learning Outcome / Section 1: Understand the nature and purpose of own organisation




AC 1.1 Assess the nature and purpose of own organisation


The nature and purpose of own organisation has not been assessed, or the assessment is incorrect or inappropriate, or the nature and purpose of own organisation has merely been listed or described with no assessment to make a judgement based on relevant criteria

The nature and purpose of own organisation has been correctly and appropriately assessed to make a judgement based on relevant criteria, although the criteria are limited or subjective

The nature and purpose of own organisation has been correctly and appropriately assessed to make a judgement based on a wide range of objective relevant criteria

/ 20 (min. of 10)

Pass or Referral

AC 1.2 Assess the strengths and weaknesses of organisational type and structure in enabling it to achieve its goals


The strengths and weaknesses of organisational type and structure in enabling it to achieve its goals has not been assessed, or the assessment is incorrect or inappropriate, or the

The strengths and weaknesses of organisational type and structure in enabling it to achieve its goals has been correctly and appropriately assessed to make a judgement based on

The strengths and weaknesses of organisational type and structure in enabling it to achieve its goals has been correctly and appropriately assessed to make a judgement based on a

of 598

strengths and weaknesses have merely been listed or described with no assessment to make a judgement based on relevant criteria

relevant criteria, although the criteria are limited or subjective

wide range of objective relevant criteria

/ 28 (min. of 14)

Pass or Referral


Learning Outcome / Section 2: Understand the potential impact of the external environment on the organisation




AC 2.1 Evaluate changes in the external environment that may have an effect on the way the organisation operates


Changes in the external environment that may have an effect on the way the organisation operates have not been evaluated to provide a conclusion or recommendations, or changes have been merely listed or described, or are incorrect or inappropriate

Changes in the external environment that may have an effect on the way the organisation operates have been correctly and appropriately evaluated to provide a conclusion or recommendations, although the evidence base for the evaluation is limited or subjective

Changes in the external environment that may have an effect on the way the organisation operates have been correctly and appropriately evaluated using a wide and objective evidence base to provide a conclusion or recommendations

/ 28


AC 2.2 Make recommendations for changes that may be required to respond to these external factors


Recommendations for changes that may be required to respond to these external factors have not been made, or are incorrect or inappropriate, or are not based on an evaluation of external factors

Recommendations for changes that may be required to respond to these external factors are correct and appropriate, although further development is required for full implementation

Recommendations for changes that may be required to respond to these external factors are correct and appropriate and require no further development for full implementation

/ 24 (min. of 12)

Pass or Referral


/ 100 TOTAL MARKS


Outcome (delete as applicable): Signature of Assessor: Outcome (delete as applicable): Signature of QA:

of 598

PASS / REFERRAL

Date of QA Check: PASS / REFERRAL

Date of QA check:

of 598

MARK SHEET –UNDERSTANDING WORK IN CONTEMPORARY SOCIETY













Learning Outcome / Section 1: Understand the nature and purpose of own organisation




AC 1.1 Assess the nature and purpose of own organisation


The nature and purpose of own organisation has not been assessed, or the assessment is incorrect or inappropriate, or the nature and purpose of own organisation has merely been listed or described with no assessment to make a judgement based on relevant criteria

The nature and purpose of own organisation has been correctly and appropriately assessed to make a judgement based on relevant criteria, although the criteria are limited or subjective

The nature and purpose of own organisation has been correctly and appropriately assessed to make a judgement based on a wide range of objective relevant criteria

/ 20 (min. of 10)

Pass or Referral

AC 1.2 Assess the strengths and weaknesses of organisational type and structure in enabling it to achieve its goals


The strengths and weaknesses of organisational type and structure in enabling it to achieve its goals has not been assessed, or the assessment is incorrect or inappropriate, or the

The strengths and weaknesses of organisational type and structure in enabling it to achieve its goals has been correctly and appropriately assessed to make a judgement based on

The strengths and weaknesses of organisational type and structure in enabling it to achieve its goals has been correctly and appropriately assessed to make a judgement based on a

of 598

strengths and weaknesses have merely been listed or described with no assessment to make a judgement based on relevant criteria

relevant criteria, although the criteria are limited or subjective

wide range of objective relevant criteria

/ 28 (min. of 14)

Pass or Referral


Learning Outcome / Section 2: Understand the potential impact of the external environment on the organisation




AC 2.1 Evaluate changes in the external environment that may have an effect on the way the organisation operates


Changes in the external environment that may have an effect on the way the organisation operates have not been evaluated to provide a conclusion or recommendations, or changes have been merely listed or described, or are incorrect or inappropriate

Changes in the external environment that may have an effect on the way the organisation operates have been correctly and appropriately evaluated to provide a conclusion or recommendations, although the evidence base for the evaluation is limited or subjective

Changes in the external environment that may have an effect on the way the organisation operates have been correctly and appropriately evaluated using a wide and objective evidence base to provide a conclusion or recommendations

/ 28


AC 2.2 Make recommendations for changes that may be required to respond to these external factors


Recommendations for changes that may be required to respond to these external factors have not been made, or are incorrect or inappropriate, or are not based on an evaluation of external factors

Recommendations for changes that may be required to respond to these external factors are correct and appropriate, although further development is required for full implementation

Recommendations for changes that may be required to respond to these external factors are correct and appropriate and require no further development for full implementation

/ 24 (min. of 12)

Pass or Referral


/ 100 TOTAL MARKS



of 598

PASS / REFERRAL


Date of QA check:

of 598

Title: Budgetary planning and control

Level: 4

Credit value: 3



1 Understand how budgetary planning

and the effective and controlled implementation of budgets both support and deliver the organisation’s objectives

1.1

1.2

1.3

1.4

Review the effectiveness of the organisation’s budgetary planning process in supporting the delivery of the organisation’s strategic objectives and policies

Review the effectiveness of the organisation in allocating responsibilities for budget management and control

Review the effectiveness of the organisation in relating budgets to clear objectives and outputs to achieve the organisation’s objectives

Recommend improvements to the organisation’s budgetary planning and implementation processes

2 Understand how to measure and

monitor performance against budgets and their objectives

2.1

2.2

Review the organisation’s systems, procedures and reporting mechanisms that are used to monitor progress against budgets and their objectives Recommend improvements to the measurement, monitoring and reporting of performance against budgets and their objectives


Unit purpose and aim(s) To understand how the proper construction

and control of budgets is used by

organisations to manage performance to meet

financial and strategic objectives.


of 598






NOS: E1



appropriate)



required)



required)

N/A





unit




Indicative Content:

1

Differences between budgetary control and financial control

Budgetary control as the establishment of budgets and associated responsibilities of budget holders and the continuous comparisons of actual and budget

Budgets as a planned and integral part of the strategic and operational management of the organisation

Budget preparation and the principal budget factor

Alignment of budgets with managerial responsibilities

Elements of a system of budgetary planning and control, such as developing plans to achieve objectives, communicating proposed plans, motivating people to achieve the plans, reporting performance

Characteristics of a good budget

Budget organisation and administration

Advantages of, and problems with, budgetary planning and control

2

Budget planning and control systems

Monitoring budgets to verify expenditure or income against targets and to identify changing patterns or circumstances that may give rise to the need for corrective management action or changes in policy

Reporting back the variances between ‘budgeted’ and ‘actual cost’

Comparing actual results with budgets and assigning responsibilities for variances to individuals who can either exercise control action or revise the original budgets

Budgetary control and responsibility centres

of 598

Variance analysis

Management action and cost control

of 598

ASSIGNMENT TASK for Unit - Budgetary planning and control



TASK The purpose of this unit is to understand how the proper construction and control of budgets is used by organisations to manage performance to meet financial and strategic objectives. NOTE An ILM Assessment Task provides an opportunity to relate your learning directly to your current organisation. It is recommended that you discuss the assignment with your line manager to explore and agree how the task could be used to support the needs of your employer (as well as evidencing your learning as part of completing your ILM qualification). If you are not currently working within an organisation, then you may complete this task in relation to an organisation with which you are familiar. This could include experience working in a voluntary capacity. NOTE: You should plan to spend approximately 22 hours researching your workplace context, preparing for and writing or presenting the outcomes of this assignment for assessment. The nominal word count for this assignment is 2000 words: The suggested range is between 1500 and 2500 words, however individuals have different writing styles, and there is no penalty if the word-count range is exceeded.


Understand how budgetary planning and the effective and controlled implementation of budgets both support and deliver the organisation’s objectives The first part of this task requires you to review each of the following to make a judgement based on a combination of evidence and practice:

the effectiveness of the organisation’s budgetary planning process in supporting the delivery of the organisation’s strategic objectives and policies

the effectiveness of the organisation in allocating responsibilities for budget management and control

the effectiveness of the organisation in relating budgets to clear objectives and outputs to achieve the organisation’s objectives

You are then required to recommend improvements to the organisation’s budgetary planning and implementation processes based on the review of budgetary planning and implementation.

Review the effectiveness of the

organisation’s budgetary planning process in supporting the delivery of the organisation’s strategic objectives and policies (18 marks)

Review the effectiveness of the organisation in allocating responsibilities for budget management and control (18 marks)

Review the effectiveness of the organisation in relating budgets to clear objectives and outputs to achieve the organisation’s objectives (18 marks)

Recommend improvements to the organisation’s budgetary planning and implementation processes (14 marks)

Understand how to measure and monitor performance against budgets and their objectives The second part of the task requires you to review the organisation’s systems, procedures and reporting mechanisms that are used to monitor progress against budgets and their objectives, and then to recommend improvements to the measurement, monitoring and reporting of performance against budgets and their objectives.

Review the organisation’s systems,

procedures and reporting mechanisms that are used to monitor progress against budgets and their objectives (18 marks)

Recommend improvements to the measurement, monitoring and reporting of performance against budgets and their objectives (14 marks)

of 598


of 598

MARK SHEET –BUDGETARY PLANNING AND CONTROL













Learning Outcome / Section 1: Understand how budgetary planning and the effective and controlled implementation of budgets both support and deliver the organisation’s objectives




AC 1.1 Review the effectiveness of the organisation’s budgetary planning process in supporting the delivery of the organisation’s strategic objectives and policies


The effectiveness of the organisation’s budgetary planning process in supporting the delivery of the organisation’s strategic objectives and policies has not been reviewed, or the review is incorrect or inappropriate, or the effectiveness of the budgetary planning process has merely been stated or described with no judgement made based on a combination of evidence and practice

The effectiveness of the organisation’s budgetary planning process in supporting the delivery of the organisation’s strategic objectives and policies has been correctly and appropriately reviewed and a judgement made based on a combination of evidence and practice, although the evidence base for the review is limited

The effectiveness of the organisation’s budgetary planning process in supporting the delivery of the organisation’s strategic objectives and policies has been correctly and appropriately reviewed using a wide evidence base and a judgement made based on a combination of evidence and practice

/ 16 (min. of 8)

Pass or Referral

AC 1.2 Review the effectiveness of the


The effectiveness of the organisation in allocating responsibilities for budget



of 598

organisation in allocating responsibilities for budget management and control

management and control has not been reviewed, or the review is incorrect or inappropriate, or the effectiveness of the organisation in allocating responsibilities has merely been stated or described with no judgement made based on a combination of evidence and practice

management and control has been correctly and appropriately reviewed and a judgement made based on a combination of evidence and practice, although the evidence base for the review is limited

management and control has been correctly and appropriately reviewed using a wide evidence base and a judgement made based on a combination of evidence and practice

/ 16 (min. of 8)

Pass or Referral

AC 1.3 Review the effectiveness of the organisation in relating budgets to clear objectives and outputs to achieve the organisation’s objectives


The effectiveness of the organisation in relating budgets to clear objectives and outputs to achieve the organisation’s objectives has not been reviewed, or the review is incorrect or inappropriate, or the effectiveness of the organisation in relating budgets to clear objectives and outputs has merely been stated or described with no judgement made based on a combination of evidence and practice

The effectiveness of the organisation in relating budgets to clear objectives and outputs to achieve the organisation’s objectives has been correctly and appropriately reviewed and a judgement made based on a combination of evidence and practice, although the evidence base for the review is limited

The effectiveness of the organisation in relating budgets to clear objectives and outputs to achieve the organisation’s objectives has been correctly and appropriately reviewed using a wide evidence base and a judgement made based on a combination of evidence and practice

/ 16 (min. of 8)

Pass or Referral

AC 1.4 Recommend improvements to the organisation’s budgetary planning and implementation processes


Recommended improvements to the organisation’s budgetary planning and implementation processes have not been made, or recommendations are incorrect or inappropriate, or recommendations are not based on a review of budgetary planning and implementation

Recommended improvements to the organisation’s budgetary planning and implementation processes are correct and appropriate and are based on a review of budgetary planning and implementation, although further development is required for full implementation

Recommended improvements to the organisation’s budgetary planning and implementation processes are correct and appropriate and fully developed for implementation and are based on a review of budgetary planning and implementation

/ 16 (min. of 8)

Pass or Referral


of 598

Learning Outcome / Section 2: Understand how to measure and monitor performance against budgets and their objectives




AC 2.1 Review the organisation’s systems, procedures and reporting mechanisms that are used to monitor progress against budgets and their objectives


The organisation’s systems, procedures and reporting mechanisms that are used to monitor progress against budgets and their objectives have not been reviewed, or the review is incorrect or inappropriate, or the organisation’s systems, procedures and reporting mechanisms have merely been stated or described with no judgement made based on a combination of evidence and practice

The organisation’s systems, procedures and reporting mechanisms that are used to monitor progress against budgets and their objectives have been correctly and appropriately reviewed and a judgement made based on a combination of evidence and practice, although the evidence base for the review is limited

The organisation’s systems, procedures and reporting mechanisms that are used to monitor progress against budgets and their objectives have been correctly and appropriately reviewed using a wide evidence base and a judgement made based on a combination of evidence and practice

/ 20


AC 2.2 Recommend improvements to the measurement, monitoring and reporting of performance against budgets and their objectives


Recommended improvements to the measurement, monitoring and reporting of performance against budgets and their objectives have not been made, or recommendations are incorrect or inappropriate, or recommendations are not based on a review of the organisation’s systems, procedures and reporting mechanisms

Recommended improvements to the measurement, monitoring and reporting of performance against budgets and their objectives are correct and appropriate and are based on a review of the organisation’s systems, procedures and reporting mechanisms, although further development is required for full implementation

Recommended improvements to the measurement, monitoring and reporting of performance against budgets and their objectives are correct and appropriate and are fully developed for implementation and are based on a review of the organisation’s systems, procedures and reporting mechanisms

/ 16 (min. of 8)

Pass or Referral


/ 100 TOTAL MARKS


of 598



Date of QA Check:


Signature of QA:

Date of QA check:

of 598

MARK SHEET –BUDGETARY PLANNING AND CONTROL













Learning Outcome / Section 1: Understand how budgetary planning and the effective and controlled implementation of budgets both support and deliver the organisation’s objectives




AC 1.1 Review the effectiveness of the organisation’s budgetary planning process in supporting the delivery of the organisation’s strategic objectives and policies


The effectiveness of the organisation’s budgetary planning process in supporting the delivery of the organisation’s strategic objectives and policies has not been reviewed, or the review is incorrect or inappropriate, or the effectiveness of the budgetary planning process has merely been stated or described with no judgement made based on a combination of evidence and practice

The effectiveness of the organisation’s budgetary planning process in supporting the delivery of the organisation’s strategic objectives and policies has been correctly and appropriately reviewed and a judgement made based on a combination of evidence and practice, although the evidence base for the review is limited

The effectiveness of the organisation’s budgetary planning process in supporting the delivery of the organisation’s strategic objectives and policies has been correctly and appropriately reviewed using a wide evidence base and a judgement made based on a combination of evidence and practice

/ 16 (min. of 8)

Pass or Referral

AC 1.2 Review the effectiveness of the





of 598

organisation in allocating responsibilities for budget management and control

management and control has not been reviewed, or the review is incorrect or inappropriate, or the effectiveness of the organisation in allocating responsibilities has merely been stated or described with no judgement made based on a combination of evidence and practice

management and control has been correctly and appropriately reviewed and a judgement made based on a combination of evidence and practice, although the evidence base for the review is limited

management and control has been correctly and appropriately reviewed using a wide evidence base and a judgement made based on a combination of evidence and practice

/ 16 (min. of 8)

Pass or Referral

AC 1.3 Review the effectiveness of the organisation in relating budgets to clear objectives and outputs to achieve the organisation’s objectives


The effectiveness of the organisation in relating budgets to clear objectives and outputs to achieve the organisation’s objectives has not been reviewed, or the review is incorrect or inappropriate, or the effectiveness of the organisation in relating budgets to clear objectives and outputs has merely been stated or described with no judgement made based on a combination of evidence and practice

The effectiveness of the organisation in relating budgets to clear objectives and outputs to achieve the organisation’s objectives has been correctly and appropriately reviewed and a judgement made based on a combination of evidence and practice, although the evidence base for the review is limited

The effectiveness of the organisation in relating budgets to clear objectives and outputs to achieve the organisation’s objectives has been correctly and appropriately reviewed using a wide evidence base and a judgement made based on a combination of evidence and practice

/ 16 (min. of 8)

Pass or Referral

AC 1.4 Recommend improvements to the organisation’s budgetary planning and implementation processes


Recommended improvements to the organisation’s budgetary planning and implementation processes have not been made, or recommendations are incorrect or inappropriate, or recommendations are not based on a review of budgetary planning and implementation

Recommended improvements to the organisation’s budgetary planning and implementation processes are correct and appropriate and are based on a review of budgetary planning and implementation, although further development is required for full implementation

Recommended improvements to the organisation’s budgetary planning and implementation processes are correct and appropriate and fully developed for implementation and are based on a review of budgetary planning and implementation

/ 16 (min. of 8)

Pass or Referral


of 598

Learning Outcome / Section 2: Understand how to measure and monitor performance against budgets and their objectives




AC 2.1 Review the organisation’s systems, procedures and reporting mechanisms that are used to monitor progress against budgets and their objectives


The organisation’s systems, procedures and reporting mechanisms that are used to monitor progress against budgets and their objectives have not been reviewed, or the review is incorrect or inappropriate, or the organisation’s systems, procedures and reporting mechanisms have merely been stated or described with no judgement made based on a combination of evidence and practice

The organisation’s systems, procedures and reporting mechanisms that are used to monitor progress against budgets and their objectives have been correctly and appropriately reviewed and a judgement made based on a combination of evidence and practice, although the evidence base for the review is limited

The organisation’s systems, procedures and reporting mechanisms that are used to monitor progress against budgets and their objectives have been correctly and appropriately reviewed using a wide evidence base and a judgement made based on a combination of evidence and practice

/ 20


AC 2.2 Recommend improvements to the measurement, monitoring and reporting of performance against budgets and their objectives


Recommended improvements to the measurement, monitoring and reporting of performance against budgets and their objectives have not been made, or recommendations are incorrect or inappropriate, or recommendations are not based on a review of the organisation’s systems, procedures and reporting mechanisms

Recommended improvements to the measurement, monitoring and reporting of performance against budgets and their objectives are correct and appropriate and are based on a review of the organisation’s systems, procedures and reporting mechanisms, although further development is required for full implementation

Recommended improvements to the measurement, monitoring and reporting of performance against budgets and their objectives are correct and appropriate and are fully developed for implementation and are based on a review of the organisation’s systems, procedures and reporting mechanisms

/ 16 (min. of 8)

Pass or Referral


/ 100 TOTAL MARKS


of 598



Date of QA Check:


Signature of QA:

Date of QA check:

of 598

Title: Interpreting financial statements to assess

organisational performance using financial ratios

Level: 4

Credit value: 3



1 Understand the purpose of financial

statements and the financial expectations of organisational stakeholders

1.1

1.2

Explain, using figures extracted from a set of financial statements, the purpose of each of the financial statements produced by the organisation Identify the organisation’s stakeholders and users of accounts and explain their various expectations in terms of the financial performance of the organisation

2 Understand how to use and interpret

financial ratios to assess a range of performance areas relevant to organisational stakeholders

2.1

2.2

2.3

Calculate a set of financial ratios across a range of performance areas using actual figures extracted from the organisation’s financial statements Interpret the set of financial ratios to provide an assessment of the organisation’s financial performance in a way that is relevant to each of its stakeholders Explain the limitations of the set of financial ratios as a truly accurate assessment of organisational performance


Unit purpose and aim(s) To enable candidates to understand and

interpret financial statements so as to provide

an assessment of organisational performance

through a range of financial ratios that is

relevant and meaningful to stakeholders.


of 598






NOS: E2



appropriate)



required)



required)

M4.19 Understanding and interpreting

financial data





unit




Indicative Content:

1

Range of stakeholders and their various and sometimes differing and conflicting financial expectations of the organisation, such as distribute or invest profit

Balance sheet (statement of financial position), profit and loss account (income statement), income and expenditure accounts, statement of activities, statement of cash flows, statement of changes in equity

2

The hierarchy of ratios

Financial ratio analysis, including profitability, financial efficiency, liquidity and gearing and shareholder return ratios

Calculating and interpreting financial ratios

Limitations of ratio analysis and the organisational context, such as using past data to predict the future, the objectives of the organisation, the state of the market, the organisation’s stage of development, the importance of non-quantitative data, benchmarking

of 598

ASSIGNMENT TASK for Unit - Interpreting financial statements to assess organisational performance using financial ratios



TASK The purpose of this unit is to enable candidates to understand and interpret financial statements so as to provide an assessment of organisational performance through a range of financial ratios that is relevant and meaningful to stakeholders. NOTE An ILM Assessment Task provides an opportunity to relate your learning directly to your current organisation. It is recommended that you discuss the assignment with your line manager to explore and agree how the task could be used to support the needs of your employer (as well as evidencing your learning as part of completing your ILM qualification). If you are not currently working within an organisation, then you may complete this task in relation to an organisation with which you are familiar. This could include experience working in a voluntary capacity. NOTE: You should plan to spend approximately 19 hours researching your workplace context, preparing for and writing or presenting the outcomes of this assignment for assessment. The nominal word count for this assignment is 2000 words: The suggested range is between 1500 and 2500 words, however individuals have different writing styles, and there is no penalty if the word-count range is exceeded.


Understand the purpose of financial statements and the financial expectations of organisational stakeholders The first part of this task is to use correct and appropriate figures extracted from the financial statements in order to explain the purpose of each of the financial statements produced by the organisation, and then to identify the organisation’s stakeholders and users of accounts and give reasons that explain their various expectations in terms of the financial performance of the organisation.

Explain, using figures extracted from a

set of financial statements, the purpose of each of the financial statements produced by the organisation (20 marks)

Identify the organisation’s stakeholders and users of accounts and explain their various expectations in terms of the financial performance of the organisation (20 marks)

Understand how to use and interpret financial ratios to assess a range of performance areas relevant to organisational stakeholders The second part of the task is to calculate and interpret a set of financial ratios using actual figures extracted from the organisation’s financial statements in order to assess and make a judgement on the organisation’s financial performance for each stakeholder based on criteria relevant to each stakeholder. The limitations of the set of financial ratios as a truly accurate assessment must then be explained using criteria relevant to organisational performance.

Calculate a set of financial ratios

across a range of performance areas using actual figures extracted from the organisation’s financial statements (20 marks)

Interpret the set of financial ratios to provide an assessment of the organisation’s financial performance in a way that is relevant to each of its stakeholders (28 marks)

Explain the limitations of the set of financial ratios as a truly accurate assessment of organisational performance (12 marks)


of 598

of 598

MARK SHEET –INTERPRETING FINANCIAL STATEMENTS TO ASSESS ORGANISATIONAL PERFORMANCE USING FINANCIAL RATIOS













Learning Outcome / Section 1: Understand the purpose of financial statements and the financial expectations of organisational stakeholders




AC 1.1 Explain, using figures extracted from a set of financial statements, the purpose of each of the financial statements produced by the organisation


The purpose of each of the financial statements produced by the organisation is not explained, or the purpose of only a selection of financial statements is explained, or the purpose of each of the financial statements is incorrect or inappropriate, or the purpose of each of the financial statements is merely described with no figures extracted from the financial statements to provide an explanation, or the figures extracted from the financial statements are incorrect or inappropriate

The purpose of each of the financial statements produced by the organisation is explained using correct and appropriate figures extracted from the financial statements, although the explanations require further development

The purpose of each of the financial statements produced by the organisation is fully explained using correct and appropriate figures extracted from the financial statements

/ 20 (min. of 10)

Pass or Referral

of 598

AC 1.2 Identify the organisation’s stakeholders and users of accounts and explain their various expectations in terms of the financial performance of the organisation


The organisation’s stakeholders and users of accounts are not identified or are incorrectly identified, or their various expectations in terms of the financial performance of the organisation are not explained or are explained incorrectly, or their various expectations are merely listed or stated with no reasons given that correctly explain their expectations

The organisation’s stakeholders and users of accounts are correctly identified and reasons for their various expectations in terms of the financial performance of the organisation are correctly explained, although the explanations require further development

The organisation’s stakeholders and users of accounts are correctly identified and reasons for their various expectations in terms of the financial performance of the organisation are correctly and fully explained

/ 20 (min. of 10)

Pass or Referral


Learning Outcome / Section 2: Understand how to use and interpret financial ratios to assess a range of performance areas relevant to organisational stakeholders




AC 2.1 Calculate a set of financial ratios across a range of performance areas using actual figures extracted from the organisation’s financial statements


A set of financial ratios have not been calculated, or have been calculated incorrectly or inappropriately, or have not been calculated using actual figures extracted from the organisation’s financial statements, or the financial ratios are restricted to one performance area or financial aspect of the business

A set of financial ratios have been correctly and appropriately calculated using actual figures extracted from the organisation’s financial statements, although the financial ratios are limited to two performance areas or financial aspects of the business

A set of financial ratios for more than two performance areas or financial aspects of the business have been correctly and appropriately calculated using actual figures extracted from the organisation’s financial statements

/ 20


AC 2.2 Interpret the set of


The set of financial ratios have not been interpreted

The set of financial ratios have been correctly and


of 598

financial ratios to provide an assessment of the organisation’s financial performance in a way that is relevant to each of its stakeholders

to provide an assessment, or have been interpreted incorrectly or inappropriately, or the relevance of the interpretation for each stakeholder has merely been listed or described with no assessment to make a judgement based on criteria relevant to each stakeholder

appropriately interpreted and assessed to make a judgement on the organisation’s financial performance for each stakeholder based on criteria relevant to each stakeholder, although the relevance for each stakeholder needs further development

appropriately interpreted and assessed to make a comprehensive judgement on the organisation’s financial performance for each stakeholder based on criteria relevant to each stakeholder

/ 28 (min. of 14)

Pass or Referral

AC 2.3 Explain the limitations of the set of financial ratios as a truly accurate assessment of organisational performance


The limitations of the set of financial ratios as a truly accurate assessment has not been explained, or the explanation is incorrect or inaccurate, or the limitations have merely been stated or listed with no explanation based on an assessment of organisational performance

The limitations of the set of financial ratios as a truly accurate assessment has been explained using criteria relevant to organisational performance, although the evidence base for the explanation is limited

The limitations of the set of financial ratios as a truly accurate assessment has been explained using a wide evidence base

/ 12 (min. of 6)

Pass or Referral


/ 100 TOTAL MARKS




Date of QA Check:


Signature of QA:

Date of QA check:

of 598

MARK SHEET –INTERPRETING FINANCIAL STATEMENTS TO ASSESS ORGANISATIONAL PERFORMANCE USING FINANCIAL RATIOS













Learning Outcome / Section 1: Understand the purpose of financial statements and the financial expectations of organisational stakeholders




AC 1.1 Explain, using figures extracted from a set of financial statements, the purpose of each of the financial statements produced by the organisation


The purpose of each of the financial statements produced by the organisation is not explained, or the purpose of only a selection of financial statements is explained, or the purpose of each of the financial statements is incorrect or inappropriate, or the purpose of each of the financial statements is merely described with no figures extracted from the financial statements to provide an explanation, or the figures extracted from the financial statements are incorrect or inappropriate

The purpose of each of the financial statements produced by the organisation is explained using correct and appropriate figures extracted from the financial statements, although the explanations require further development

The purpose of each of the financial statements produced by the organisation is fully explained using correct and appropriate figures extracted from the financial statements

/ 20 (min. of 10)

Pass or Referral

of 598

AC 1.2 Identify the organisation’s stakeholders and users of accounts and explain their various expectations in terms of the financial performance of the organisation


The organisation’s stakeholders and users of accounts are not identified or are incorrectly identified, or their various expectations in terms of the financial performance of the organisation are not explained or are explained incorrectly, or their various expectations are merely listed or stated with no reasons given that correctly explain their expectations

The organisation’s stakeholders and users of accounts are correctly identified and reasons for their various expectations in terms of the financial performance of the organisation are correctly explained, although the explanations require further development

The organisation’s stakeholders and users of accounts are correctly identified and reasons for their various expectations in terms of the financial performance of the organisation are correctly and fully explained

/ 20 (min. of 10)

Pass or Referral


Learning Outcome / Section 2: Understand how to use and interpret financial ratios to assess a range of performance areas relevant to organisational stakeholders




AC 2.1 Calculate a set of financial ratios across a range of performance areas using actual figures extracted from the organisation’s financial statements


A set of financial ratios have not been calculated, or have been calculated incorrectly or inappropriately, or have not been calculated using actual figures extracted from the organisation’s financial statements, or the financial ratios are restricted to one performance area or financial aspect of the business

A set of financial ratios have been correctly and appropriately calculated using actual figures extracted from the organisation’s financial statements, although the financial ratios are limited to two performance areas or financial aspects of the business

A set of financial ratios for more than two performance areas or financial aspects of the business have been correctly and appropriately calculated using actual figures extracted from the organisation’s financial statements

/ 20


AC 2.2 Interpret the set of


The set of financial ratios have not been interpreted



of 598

financial ratios to provide an assessment of the organisation’s financial performance in a way that is relevant to each of its stakeholders

to provide an assessment, or have been interpreted incorrectly or inappropriately, or the relevance of the interpretation for each stakeholder has merely been listed or described with no assessment to make a judgement based on criteria relevant to each stakeholder

appropriately interpreted and assessed to make a judgement on the organisation’s financial performance for each stakeholder based on criteria relevant to each stakeholder, although the relevance for each stakeholder needs further development

appropriately interpreted and assessed to make a comprehensive judgement on the organisation’s financial performance for each stakeholder based on criteria relevant to each stakeholder

/ 28 (min. of 14)

Pass or Referral

AC 2.3 Explain the limitations of the set of financial ratios as a truly accurate assessment of organisational performance


The limitations of the set of financial ratios as a truly accurate assessment has not been explained, or the explanation is incorrect or inaccurate, or the limitations have merely been stated or listed with no explanation based on an assessment of organisational performance

The limitations of the set of financial ratios as a truly accurate assessment has been explained using criteria relevant to organisational performance, although the evidence base for the explanation is limited

The limitations of the set of financial ratios as a truly accurate assessment has been explained using a wide evidence base

/ 12 (min. of 6)

Pass or Referral


/ 100 TOTAL MARKS




Date of QA Check:


Signature of QA:

Date of QA check:

of 598

Title: Understanding the importance of marketing for an

organisation

Level: 4

Credit value: 4



1 Understand the market within which an

organisation operates

1.1

1.2

Review the market within which own organisation operates, focussing on market size, the organisation’s share of that market and its competitor profile Explain the role of the marketing function and activities within own organisation

2 Understand the effectiveness of

marketing within own organisation

2.1

2.2

Evaluate the effectiveness of a marketing campaign within own organisation Make recommendations to improve the effectiveness of a marketing campaign within own organisation.


Unit purpose and aim(s) Understand the importance of marketing for

an organisation.







NOS: C2, F9



appropriate)



required)


Equivalencies agreed for the unit (if M4.20 Understanding the importance of

of 598

required) marketing for an organisation





unit




Indicative Content:

1

Marketing management as a process that allocates organisational resources to marketing activities and monitors and evaluates the use of those resources

Using marketing management to increase customer base, improve organisational image, and to increase perceived value

Environmental scanning and situation analysis

Market share as an indicator of market competitiveness, total market growth or decline and consumer tastes

Primary and secondary research to determine market trends

Industrial and consumer market segmentation

Product differentiation strategies

Product and service marketing and business-to-business marketing

The product life cycle

Competitor profiling

2

Marketing campaign as a method to increase awareness for a particular product or service, or to increase consumer awareness of a business or organisation, or to portray a business or organisation image, core message or theme

Different types of marketing campaign such as direct and indirect, integrated, cause-related, creative, social media, SMS, web, digital, e-mail, viral, guerrilla

Reviewing a marketing campaign to determine what worked well and to identify any improvements that could be made, such as a better message, better response rate, better contact method, a different target audience, cost reductions, better return on investment

http://www.businessdictionary.com/definition/awareness.html

http://www.businessdictionary.com/definition/product.html

http://www.businessdictionary.com/definition/final-good-service.html

http://www.businessdictionary.com/definition/consumer-awareness.html

http://www.businessdictionary.com/definition/business.html

of 598

ASSIGNMENT TASK for Unit - Understanding the importance of marketing for an organisation



TASK The purpose of this unit is to understand the importance of marketing for an organisation. NOTE An ILM Assessment Task provides an opportunity to relate your learning directly to your current organisation. It is recommended that you discuss the assignment with your line manager to explore and agree how the task could be used to support the needs of your employer (as well as evidencing your learning as part of completing your ILM qualification). If you are not currently working within an organisation, then you may complete this task in relation to an organisation with which you are familiar. This could include experience working in a voluntary capacity. NOTE: You should plan to spend approximately 28 hours researching your workplace context, preparing for and writing or presenting the outcomes of this assignment for assessment. The nominal word count for this assignment is 2000 words: The suggested range is between 1500 and 2500 words, however individuals have different writing styles, and there is no penalty if the word-count range is exceeded.


Understand the market within which an organisation operates The first part of this task is to review, using a combination of evidence and an appropriate marketing model or theory to make a judgement, the market within which the organisation operates, the market size and the organisation’s share of that market, and the organisation’s own competitive profile. You are then required to explain how the marketing function and marketing activities work within the organisation.

Review the market within which own

organisation operates, focussing on market size, the organisation’s share of that market and its competitor profile (32 marks)

Explain the role of the marketing function and activities within own organisation (20 marks)

Understand the effectiveness of marketing within own organisation The second part of the task requires you to evaluate the effectiveness of a marketing campaign and make recommendations for improvement.

Evaluate the effectiveness of a

marketing campaign within own organisation (32 marks)

Make recommendations to improve the effectiveness of a marketing campaign within own organisation (16 marks)


of 598

MARK SHEET –UNDERSTANDING THE IMPORTANCE OF MARKETING FOR AN ORGANISATION













Learning Outcome / Section 1: Understand the market within which an organisation operates




AC 1.1 Review the market within which own organisation operates, focussing on market size, the organisation’s share of that market and its competitor profile


The market within which own organisation operates has not been reviewed, or the market size or the organisation’s share of that market or the organisation’s own competitive profile has not been addressed in the review, or the review is incorrect or inappropriate

The market, market size, share of the market and own competitor profile have been merely listed or described with no review to make a judgement based upon a combination of evidence and an appropriate theoretical marketing model

The market within which own organisation operates and the market size and the organisation’s share of that market and the organisation’s own competitive profile has been correctly reviewed to make a judgement based upon a combination of evidence and an appropriate theoretical marketing model, although the evidence base for the review is limited

The market within which own organisation operates and the market size and the organisation’s share of that market and the organisation’s own competitive profile has been correctly reviewed to make a judgement based upon a combination of extensive evidence and an appropriate theoretical marketing model

/ 32 (min. of 16)

Pass or Referral

of 598

AC 1.2 Explain the role of the marketing function and activities within own organisation


The role of the marketing function and activities within own organisation has not been explained, or the explanation is incorrect, or the role and activities have merely been listed with no account provided to explain how they work

Accounts have been provided to explain how the role of the marketing function and activities works within own organisation, although the evidence does not take into account the full range of marketing activities

Accounts have been provided to explain how the role of the marketing function and activities works within own organisation that take into account the full range of marketing activities

/ 20 (min. of 10)

Pass or Referral


Learning Outcome / Section 2: Understand the effectiveness of marketing within own organisation




AC 2.1 Evaluate the effectiveness of a marketing campaign within own organisation


The effectiveness of a marketing campaign has not been evaluated, or the evaluation is incorrect or inappropriate, or a marketing campaign has been merely described with no evaluation to provide a conclusion or recommendations

The effectiveness of a marketing campaign has been correctly and appropriately evaluated to provide a conclusion or recommendations, although the evidence base for the evaluation is limited

The effectiveness of a marketing campaign has been correctly and appropriately evaluated using a wide evidence base that addresses all aspects of the marketing campaign to provide a conclusion or recommendations

/ 32 (min. of 16)

Pass or Referral

AC 2.2 Make recommendations to improve the effectiveness of a marketing campaign within own organisation


Recommendations are incorrect or inappropriate, or are not based on an evaluation

Recommendations are based on a correct and appropriate evaluation, although limited metrics are provided to show how the recommendations will improve the effectiveness of a marketing campaign within own organisation

Recommendations are based on a correct and appropriate evaluation and detailed metrics are provided to show the recommendations will improve the effectiveness of a marketing campaign within own organisation

/ 16 (min. of 8)

Pass or Referral


TOTAL MARKS

of 598

/ 100




Date of QA Check:


Signature of QA:

Date of QA check:

of 598

MARK SHEET –UNDERSTANDING THE IMPORTANCE OF MARKETING FOR AN ORGANISATION













Learning Outcome / Section 1: Understand the market within which an organisation operates




AC 1.1 Review the market within which own organisation operates, focussing on market size, the organisation’s share of that market and its competitor profile


The market within which own organisation operates has not been reviewed, or the market size or the organisation’s share of that market or the organisation’s own competitive profile has not been addressed in the review, or the review is incorrect or inappropriate

The market, market size, share of the market and own competitor profile have been merely listed or described with no review to make a judgement based upon a combination of evidence and an appropriate theoretical marketing model

The market within which own organisation operates and the market size and the organisation’s share of that market and the organisation’s own competitive profile has been correctly reviewed to make a judgement based upon a combination of evidence and an appropriate theoretical marketing model, although the evidence base for the review is limited

The market within which own organisation operates and the market size and the organisation’s share of that market and the organisation’s own competitive profile has been correctly reviewed to make a judgement based upon a combination of extensive evidence and an appropriate theoretical marketing model

/ 32 (min. of 16)

Pass or Referral

of 598

AC 1.2 Explain the role of the marketing function and activities within own organisation


The role of the marketing function and activities within own organisation has not been explained, or the explanation is incorrect, or the role and activities have merely been listed with no account provided to explain how they work

Accounts have been provided to explain how the role of the marketing function and activities works within own organisation, although the evidence does not take into account the full range of marketing activities

Accounts have been provided to explain how the role of the marketing function and activities works within own organisation that take into account the full range of marketing activities

/ 20 (min. of 10)

Pass or Referral


Learning Outcome / Section 2: Understand the effectiveness of marketing within own organisation




AC 2.1 Evaluate the effectiveness of a marketing campaign within own organisation


The effectiveness of a marketing campaign has not been evaluated, or the evaluation is incorrect or inappropriate, or a marketing campaign has been merely described with no evaluation to provide a conclusion or recommendations

The effectiveness of a marketing campaign has been correctly and appropriately evaluated to provide a conclusion or recommendations, although the evidence base for the evaluation is limited

The effectiveness of a marketing campaign has been correctly and appropriately evaluated using a wide evidence base that addresses all aspects of the marketing campaign to provide a conclusion or recommendations

/ 32 (min. of 16)

Pass or Referral

AC 2.2 Make recommendations to improve the effectiveness of a marketing campaign within own organisation


Recommendations are incorrect or inappropriate, or are not based on an evaluation

Recommendations are based on a correct and appropriate evaluation, although limited metrics are provided to show how the recommendations will improve the effectiveness of a marketing campaign within own organisation

Recommendations are based on a correct and appropriate evaluation and detailed metrics are provided to show the recommendations will improve the effectiveness of a marketing campaign within own organisation

/ 16 (min. of 8)

Pass or Referral


TOTAL MARKS

of 598

/ 100




Date of QA Check:


Signature of QA:

Date of QA check:

of 598

Title: Using quantitative methods to solve management

problems

Level: 4

Credit value: 6



1. Be able to collect data relevant to a

management problem

1.1

1.2

Identify a management problem that would benefit from quantitative analysis Research the management problem using relevant method(s) to collect quantitative data

2. Be able to analyse data using quantitative methods to make recommendations

2.1

2.2

Analyse data using quantitative methods Recommend solutions to the management problem based on conclusions from the quantitative evaluation


Unit purpose and aim(s) To be able to analyse data using quantitative

methods to solve management problems.







NOS: C2



appropriate)



required)



required)

N/A

of 598





unit




Indicative Content:

1 Developing questions in quantitative research

Issue of validity and reliability

Methods of collecting data from numerous sources

Random and non-random methods of sampling

The importance of statistical and mathematical concepts in business decision-making

Different types of data and different data collection processes

Main sources and types of data such as primary and secondary data, discrete and continuous

Sampling methods, surveys, questionnaire design and the concept of sampling error and bias

Data presentation

2 The use of spread sheet software

Tabulation charts and graphs

Normal distribution, measures of central tendency (mean, median, mode) and dispersion (range, standard deviation)

Computing and interpreting summary statistics

Frequency distributions

Probability and probability distributions

Analysing business decision-making under conditions of uncertainty

Hypothesis testing and confidence intervals

Correlation and regression analysis

of 598

ASSIGNMENT TASK for Unit - Using quantitative methods to solve management problems



TASK The purpose of this unit is to be able to analyse data using quantitative methods to solve management problems. NOTE An ILM Assessment Task provides an opportunity to relate your learning directly to your current organisation. It is recommended that you discuss the assignment with your line manager to explore and agree how the task could be used to support the needs of your employer (as well as evidencing your learning as part of completing your ILM qualification). If you are not currently working within an organisation, then you may complete this task in relation to an organisation with which you are familiar. This could include experience working in a voluntary capacity. NOTE: You should plan to spend approximately 36 hours researching your workplace context, preparing for and writing or presenting the outcomes of this assignment for assessment. The nominal word count for this assignment is 2000 words: The suggested range is between 1500 and 2500 words, however individuals have different writing styles, and there is no penalty if the word-count range is exceeded.


Be able to collect data relevant to a management problem The first part of this task is to identify an appropriate management problem of sufficient depth or complexity to benefit from quantitative analysis, and then to research the problem correctly using an appropriate research method(s) to collect appropriate quantitative data that accurately reflects the scale of the problem.

Identify a management problem that

would benefit from quantitative analysis (16 marks)

Research the management problem using relevant method(s) to collect quantitative data (32 marks)

Be able to analyse data using quantitative methods to make recommendations The second part of the task requires the data to be analysed correctly and appropriately using quantitative methods to identify possible causation, meaning or essential features, and to draw conclusions. You are then required to recommend appropriate solutions to the management problem based on the analysis and conclusions.

Analyse data using quantitative

methods (32 marks)

Recommend solutions to the management problem based on conclusions from the quantitative evaluation (20 marks)


of 598

MARK SHEET - USING QUANTITATIVE METHODS TO SOLVE MANAGEMENT PROBLEMS













Learning Outcome / Section 1: Be able to collect data relevant to a management problem




AC 1.1 Identify a management problem that would benefit from quantitative analysis


A management problem that would benefit from quantitative analysis is not identified, or the problem is inappropriate, or the problem is not of sufficient depth or complexity to benefit from quantitative analysis

An appropriate management problem of sufficient depth or complexity to benefit from quantitative analysis has been identified, although the benefits of undertaking quantitative analysis are not explicit

An appropriate management problem of sufficient depth or complexity to benefit from quantitative analysis has been identified and the benefits of undertaking quantitative analysis are made explicit

/ 16 (min. of 8)

Pass or Referral

AC 1.2 Research the management problem using relevant method(s) to collect quantitative data


The management problem has not been researched, or the research method(s) is incorrect or inappropriate, or the research and/or quantitative data collected is insufficient in relation to the scope of the management problem

The management problem has been researched correctly using an appropriate research method(s), although the data collected is from a narrow range of sources in relation to the scope of the management problem

The management problem has been researched correctly using an appropriate research method(s) and the data collected is from a wide range of sources that fully address the scope of the management problem

/ 32


of 598


Learning Outcome / Section 2: Be able to analyse data using quantitative methods to make recommendations




AC 2.1 Analyse data using quantitative methods


Data has not been analysed using quantitative methods, or the methods and/or analysis are incorrect or inappropriate, or the data has merely been described or presented with no appropriate analysis using quantitative methods to identify possible causation, meaning or essential features and to draw conclusions

Data has been correctly and appropriately analysed using quantitative methods to identify possible causation, meaning or essential features and to draw conclusions, although the conclusions are limited in comparison to the scope of the management problem

Data has been correctly and appropriately analysed using quantitative methods to identify possible causation, meaning or essential features and to draw conclusions that fully address the scope of the management problem

/ 32 (min. of 16)

Pass or Referral

AC 2.2 Recommend solutions to the management problem based on conclusions from the quantitative evaluation


Solutions to the management problem are not recommended, or the recommended solutions are incorrect or inappropriate, or the recommended solutions are incompatible with the conclusions drawn from the analysed data

Recommended solutions to the management problem are accurately based on the analysis, appropriate and compatible with the conclusions drawn from the analysed data, although the recommended solutions do not take full account of any resource and implementation requirements

Recommended solutions to the management problem are accurately based on the analysis, appropriate and compatible with the conclusions drawn from the analysed data and take full account of any resource and implementation requirements

/ 20 (min. of 10)

Pass or Referral


/ 100 TOTAL MARKS


of 598



Date of QA Check:


Signature of QA:

Date of QA check:

of 598

MARK SHEET - USING QUANTITATIVE METHODS TO SOLVE MANAGEMENT PROBLEMS













Learning Outcome / Section 1: Be able to collect data relevant to a management problem




AC 1.1 Identify a management problem that would benefit from quantitative analysis


A management problem that would benefit from quantitative analysis is not identified, or the problem is inappropriate, or the problem is not of sufficient depth or complexity to benefit from quantitative analysis

An appropriate management problem of sufficient depth or complexity to benefit from quantitative analysis has been identified, although the benefits of undertaking quantitative analysis are not explicit

An appropriate management problem of sufficient depth or complexity to benefit from quantitative analysis has been identified and the benefits of undertaking quantitative analysis are made explicit

/ 16 (min. of 8)

Pass or Referral

AC 1.2 Research the management problem using relevant method(s) to collect quantitative data


The management problem has not been researched, or the research method(s) is incorrect or inappropriate, or the research and/or quantitative data collected is insufficient in relation to the scope of the management problem

The management problem has been researched correctly using an appropriate research method(s), although the data collected is from a narrow range of sources in relation to the scope of the management problem

The management problem has been researched correctly using an appropriate research method(s) and the data collected is from a wide range of sources that fully address the scope of the management problem

/ 32


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Learning Outcome / Section 2: Be able to analyse data using quantitative methods to make recommendations




AC 2.1 Analyse data using quantitative methods


Data has not been analysed using quantitative methods, or the methods and/or analysis are incorrect or inappropriate, or the data has merely been described or presented with no appropriate analysis using quantitative methods to identify possible causation, meaning or essential features and to draw conclusions

Data has been correctly and appropriately analysed using quantitative methods to identify possible causation, meaning or essential features and to draw conclusions, although the conclusions are limited in comparison to the scope of the management problem

Data has been correctly and appropriately analysed using quantitative methods to identify possible causation, meaning or essential features and to draw conclusions that fully address the scope of the management problem

/ 32 (min. of 16)

Pass or Referral

AC 2.2 Recommend solutions to the management problem based on conclusions from the quantitative evaluation


Solutions to the management problem are not recommended, or the recommended solutions are incorrect or inappropriate, or the recommended solutions are incompatible with the conclusions drawn from the analysed data

Recommended solutions to the management problem are accurately based on the analysis, appropriate and compatible with the conclusions drawn from the analysed data, although the recommended solutions do not take full account of any resource and implementation requirements

Recommended solutions to the management problem are accurately based on the analysis, appropriate and compatible with the conclusions drawn from the analysed data and take full account of any resource and implementation requirements

/ 20 (min. of 10)

Pass or Referral


/ 100 TOTAL MARKS


of 598



Date of QA Check:


Signature of QA:

Date of QA check:

of 598

Title: Understanding the economics of the marketplace

Level: 4

Credit value: 6



1 Understand economic principles to explain how prices are determined in an organisations market

1.1

1.2

1.3

Evaluate the factors affecting the prices of goods or services in the market in which the organisation operates, using micro economic principles Evaluate the impact of market conditions on the organisations financial performance Evaluate the responsiveness of consumers and suppliers to price changes in the organisations market

2 Understand economic principles to explain the impact of competition on an organisations market

2.1

2.2

Describe the current barriers to entry and exit for the market in which the organisation operates, for new and existing suppliers Evaluate the implications the competitive environment has for the organisations prices and financial performance


Unit purpose and aim(s) To enable learners to understand the

economics of the marketplace.






Links to Management & Leadership 2004 NOS: B2



appropriate)

of 598



required)



required)

M4.22 Understanding the economics of the marketplace





unit




Indicative Content:

1 Economic principles and determinates of supply and demand

Use of demand and supply curves to illustrate price equilibrium

Increases and decreases in supply and demand, and their impact on equilibrium price

Concept, types, determinates and implications of elasticity of supply and demand

Industrial (Business to Business) and consumer (Business to Consumer) markets and the implications of consumer price and income elasticity on markets further up the supply chain

2 Models of market competition (perfect and imperfect competition, monopoly and

oligopoly) and their impact on price and financial performance

The nature and impact of barriers to entry and exit to the market for new suppliers

Likely economic, political, social and technological developments and their potential impact on the market

Indicators of financial performance such as Gross profit margin, Operating margin, Net profit margin, Return on capital employed

of 598

ASSIGNMENT TASK for Unit - Understanding the economics of the marketplace



TASK The purpose of this unit is to enable learners to understand the economics of the marketplace. NOTE An ILM Assessment Task provides an opportunity to relate your learning directly to your current organisation. It is recommended that you discuss the assignment with your line manager to explore and agree how the task could be used to support the needs of your employer (as well as evidencing your learning as part of completing your ILM qualification). If you are not currently working within an organisation, then you may complete this task in relation to an organisation with which you are familiar. This could include experience working in a voluntary capacity. NOTE: You should plan to spend approximately 35 hours researching your workplace context, preparing for and writing or presenting the outcomes of this assignment for assessment. The nominal word count for this assignment is 2000 words: The suggested range is between 1500 and 2500 words, however individuals have different writing styles, and there is no penalty if the word-count range is exceeded.


Understand economic principles to explain how prices are determined in an organisation’s market The first part of this task requires you to evaluate each of the following to provide conclusions or recommendations:

factors affecting the prices of goods or services in the market in which the organisation operates

the impact of market conditions on the organisation’s financial performance

consumer and supplier responsiveness to price changes in the organisation’s market

Evaluate the factors affecting the prices

of goods or services in the market in which the organisation operates, using micro economic principles (20 marks)

Evaluate the impact of market conditions on the organisation’s financial performance (20 marks)

Evaluate the responsiveness of consumers and suppliers to price changes in the organisation’s market (20 marks)

Understand economic principles to explain the impact of competition on an organisation’s market The second part of the task requires you to describe the principal features of barriers to entry and barriers to exit for new and existing suppliers for the market in which the organisation operates, and then to evaluate the implications of the competitive environment on the organisation’s prices and financial performance in order to provide a conclusion or recommendations.

Describe the current barriers to entry

and exit for the market in which the organisation operates, for new and existing suppliers (20 marks)

Evaluate the implications the competitive environment has for the organisation’s prices and financial performance (20 marks)


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MARK SHEET –UNDERSTANDING THE ECONOMICS OF THE MARKETPLACE













Learning Outcome / Section 1: Understand economic principles to explain how prices are determined in an organisation’s market




AC 1.1 Evaluate the factors affecting the prices of goods or services in the market in which the organisation operates, using micro economic principles


Factors affecting the price of goods or services in the market place in which the organisation operates have not been evaluated or have been evaluated but not using micro economic principles

Factors have been evaluated incorrectly or not applied to the organisation’s market, or factors have been merely listed or described with no evaluation to provide a conclusion or recommendations

A narrow range of factors affecting the prices of goods or services in the market in which the organisation operates are correctly evaluated using micro economic principles to provide a limited conclusion or recommendations

A wide range of factors affecting the price of goods or services in the market in which the organisation operates are evaluated using a range of micro economic principles to provide a detailed conclusion or recommendations

/ 20 (min. of 10)

Pass or Referral

AC 1.2 Evaluate the impact of market conditions on


The impact of market conditions on the organisation financial performance has been

The impact of market conditions on the organisation’s financial performance is correctly


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the organisation’s financial performance

incorrectly evaluated, or has been evaluated but is not relevant to the organisations financial performance, or the impact of market conditions has merely been described with no evaluation to provide a conclusion or recommendation

evaluated using a narrow range of appropriate financial indicators to provide a limited conclusion or recommendations

evaluated using a wide range of appropriate financial indicators to provide a detailed conclusion or recommendations

/ 20 (min. of 10)

Pass or Referral

AC 1.3 Evaluate the responsiveness of consumers and suppliers to price changes in the organisation’s market


The responsiveness of consumers and suppliers to price changes in the organisation’s market is not evaluated, or is not evaluated in terms of the responsiveness of both customers and suppliers, or the responsiveness of consumers and suppliers to price changes in the organisation’s market has merely been described with no evaluation to provide a conclusion or recommendations

Consumer and supplier responsiveness to price changes in the organisation’s market is evaluated to provide a limited conclusion or recommendations, although the evidence base for the evaluation is limited

Consumer and supplier responsiveness to price changes in the organisation’s market is determined using a wide objective evidence base to provide a detailed conclusion or recommendations

/ 20 (min. of 10)

Pass or Referral


Learning Outcome / Section 2: Understand economic principles to explain the impact of competition on an organisation’s market




AC 2.1

Describe the current barriers to entry and exit from the market in which the organisation operates, for new and existing suppliers


Current barriers to entry and exit for new and existing suppliers for the market in which the organisation operates are not described, or are incorrect or inappropriate, or are simply listed with no description of their principal features

The principal features of a limited range of correct and appropriate barriers to entry and exit for new and existing suppliers for the market in which the organisation operates are correctly and appropriately described

The principal features of a wide range of correct and appropriate barriers to entry and exit for new and existing suppliers for the market in which the organisation operates are correctly and appropriately described in detail

of 598

Only entry barriers or exit barriers are described, but not both

/ 20 (min. of 10)

Pass or Referral

AC 2.2 Evaluate the implications the competitive environment has for the organisations prices and financial performance.


The implications of the competitive environment on the organisation’s prices and financial performance are not evaluated, or the implications for the organisation’s prices or financial performance are evaluated but not both, or implications are merely listed or described with no evaluation to provide a conclusion or recommendations as to their impact on the organisation’s prices and financial performance

The implications of the competitive environment on the organisation’s prices and financial performance are correctly and appropriately evaluated to provide a conclusion or recommendations as to their impact on the organisation’s prices and financial performance, although the evidence base for the evaluation is limited

The implications of the competitive environment on the organisation’s prices and financial performance are correctly and appropriately evaluated to provide a conclusion or recommendations as to their impact on the organisation’s prices and financial performance using a wide and objective evidence base

/ 20 (min. of 10)

Pass or Referral


/ 100 TOTAL MARKS




Date of QA Check:


Signature of QA:

Date of QA check:

of 598

MARK SHEET –UNDERSTANDING THE ECONOMICS OF THE MARKETPLACE













Learning Outcome / Section 1: Understand economic principles to explain how prices are determined in an organisation’s market




AC 1.1 Evaluate the factors affecting the prices of goods or services in the market in which the organisation operates, using micro economic principles


Factors affecting the price of goods or services in the market place in which the organisation operates have not been evaluated or have been evaluated but not using micro economic principles

Factors have been evaluated incorrectly or not applied to the organisation’s market, or factors have been merely listed or described with no evaluation to provide a conclusion or recommendations

A narrow range of factors affecting the prices of goods or services in the market in which the organisation operates are correctly evaluated using micro economic principles to provide a limited conclusion or recommendations

A wide range of factors affecting the price of goods or services in the market in which the organisation operates are evaluated using a range of micro economic principles to provide a detailed conclusion or recommendations

/ 20 (min. of 10)

Pass or Referral

AC 1.2 Evaluate the impact of market conditions on


The impact of market conditions on the organisation financial performance has been



of 598

the organisation’s financial performance

incorrectly evaluated, or has been evaluated but is not relevant to the organisations financial performance, or the impact of market conditions has merely been described with no evaluation to provide a conclusion or recommendation

evaluated using a narrow range of appropriate financial indicators to provide a limited conclusion or recommendations

evaluated using a wide range of appropriate financial indicators to provide a detailed conclusion or recommendations

/ 20 (min. of 10)

Pass or Referral

AC 1.3 Evaluate the responsiveness of consumers and suppliers to price changes in the organisation’s market


The responsiveness of consumers and suppliers to price changes in the organisation’s market is not evaluated, or is not evaluated in terms of the responsiveness of both customers and suppliers, or the responsiveness of consumers and suppliers to price changes in the organisation’s market has merely been described with no evaluation to provide a conclusion or recommendations

Consumer and supplier responsiveness to price changes in the organisation’s market is evaluated to provide a limited conclusion or recommendations, although the evidence base for the evaluation is limited

Consumer and supplier responsiveness to price changes in the organisation’s market is determined using a wide objective evidence base to provide a detailed conclusion or recommendations

/ 20 (min. of 10)

Pass or Referral


Learning Outcome / Section 2: Understand economic principles to explain the impact of competition on an organisation’s market




AC 2.1

Describe the current barriers to entry and exit from the market in which the organisation operates, for new and existing suppliers


Current barriers to entry and exit for new and existing suppliers for the market in which the organisation operates are not described, or are incorrect or inappropriate, or are simply listed with no description of their principal features

The principal features of a limited range of correct and appropriate barriers to entry and exit for new and existing suppliers for the market in which the organisation operates are correctly and appropriately described

The principal features of a wide range of correct and appropriate barriers to entry and exit for new and existing suppliers for the market in which the organisation operates are correctly and appropriately described in detail

of 598

Only entry barriers or exit barriers are described, but not both

/ 20 (min. of 10)

Pass or Referral

AC 2.2 Evaluate the implications the competitive environment has for the organisations prices and financial performance.


The implications of the competitive environment on the organisation’s prices and financial performance are not evaluated, or the implications for the organisation’s prices or financial performance are evaluated but not both, or implications are merely listed or described with no evaluation to provide a conclusion or recommendations as to their impact on the organisation’s prices and financial performance

The implications of the competitive environment on the organisation’s prices and financial performance are correctly and appropriately evaluated to provide a conclusion or recommendations as to their impact on the organisation’s prices and financial performance, although the evidence base for the evaluation is limited

The implications of the competitive environment on the organisation’s prices and financial performance are correctly and appropriately evaluated to provide a conclusion or recommendations as to their impact on the organisation’s prices and financial performance using a wide and objective evidence base

/ 20 (min. of 10)

Pass or Referral


/ 100 TOTAL MARKS




Date of QA Check:


Signature of QA:

Date of QA check:

230

Title: Developing a culture to support innovation and

improvement

Level: 4

Credit value: 3



1 Understand an organisation’s culture

1.1

1.2

1.3

Describe the underlying culture within the organisation Explain how this influences the management style and team structure Explain own responsibility in promoting the organisation’s vision and helping to shape the culture

2 Understand the importance of values in

underpinning the culture for innovation and improvement

2.1

2.2

2.3

Explain how your own values and beliefs affect how you deal with change and innovation Explain own responsibility to manage your personal behaviour, actions and words to reinforce an innovation and change culture Explain the importance of being aware of other’s needs, feelings and motivations to minimise the resistance to change and innovation

3 Understand the roles of different

functions in supporting innovation and change

3.1 3.2 3.3

Identify possible tasks of the innovator during the innovation process Explain the role of managers during the innovation process Explain the role of senior members of the organisation in defining the strategy for innovation and encouraging potential innovation activity

4 Know how to develop a culture that

supports the growth and implementation of ideas

4.1 4.2 4.3

Describe how to encourage individuals to think innovatively and contribute ideas in the work place Explain the importance of giving constructive feedback to innovators in order to sustain their energy and input Explain how to provide the support and guidance needed to implement ideas

5 Understand the importance of risk

5.1

Describe how to recognise and

231

management in creating a culture that supports creativity and innovation

5.2 5.3 5.4

manage risk in innovation Explain how to develop the organisational culture so that people are risk aware but prepared to take acceptable risks in undertaking activities Explain the importance of communicating information on identified risks to relevant people across the organisation Explain the need to comply with legal requirements, industry regulations, organisational policies and professional codes when dealing with innovation activity

6 Understand the important role of

communication during the innovation process

6.1 6.2 6.3 6.4

Explain the importance of establishing and communicating a clear and well understood vision of the future for your team and/or area of responsibility resulting from an innovation activity Explain the purpose of an elevator pitch to secure sponsorship for innovation ideas Describe the key actions required when developing an effective business case promoting the benefits of an innovation idea in order to secure ongoing support from sponsors and the work team Explain the importance of communicating outcomes of innovation activities to maintain momentum and interest


Unit purpose and aim(s) To develop knowledge and understanding of

culture to support innovation and

improvement as required by a practising or

potential first line manager.







NOS: B6



appropriate)

232



required)



required)


subject/sector classification system 15.3 – Business Management


unit Institute of Leadership & Management



Indicative Content:

1

Types of organisational culture and how they are manifest in terms of structure of teams and management style

Concepts of values and vision and their relevance to the first line manager role

2

Different management styles and the effects they have on the culture of a business

The importance of valuing diversity to support innovation activity

Understanding what resistance to change is and how to work with it

The importance of management commitment to ensure sustainability

3

The two key phases of innovation activity – exploration and exploitation

Preferences and limitations of innovators

Providing the space to innovate

The role of senior management in setting a strategy for innovation

4

The factors that motivate people (Maslow’s hierarchy of needs / Herzberg’s motivation and hygiene factors)

The challenges and benefits of introducing reward and recognition systems to support creativity and innovation

The use of simple tools to evaluate and validate ideas so as to provide balanced feedback for innovators

Developing an effective business case to promote the innovation idea

5

Stage gate processes and how they support decision making

The importance of defining when to stop and walk away

Creating an environment that is aligned to ‘learning from mistakes’

The importance of Intellectual Property and Intellectual Property Rights

Controlling trials and experimentation to minimise risks

233

6

The role of communication in motivating others

Engaging staff by sharing the vision

Building momentum by communicating the benefits and success of quick wins

Gaining the support of key sponsors by presenting your ideas / concepts in a limited time frame

How to develop a business case to clarify the benefits of your ideas / concepts

234

Assignment Task for Unit: Developing a culture to support innovation and improvement



TASK The purpose of this unit is to develop knowledge and understanding of the culture required to support innovation and improvement within the context of your own workplace. The task requires you to review your own, or an organisation with which you are familiar (this could include experience working in a voluntary capacity) in respect of innovation and improvement. NOTE: You should plan to spend approximately 17 hours researching your workplace context, preparing for and writing or presenting the outcomes of this assignment for assessment. The 'nominal' word count for this assignment is 2000 words: the suggested range is between 1500 and 2500 words. Check your assignment carefully prior to submission using the assessment criteria.

Please use the sub-headings shown below when structuring your Assignment Assessment Criteria

The organisation’s culture Describe the underlying culture of your organisation and explain the influence this has on the organisation management style and organisational structure. Explain your own role in helping to promote the organisations vision and helping shape the culture.

Describe the underlying culture within the organisation (4 marks)

Explain how this influences the management style and team structure (4 marks)

Explain own responsibility in promoting the organisation’s vision and helping to shape the culture (4 marks)

The importance of values in underpinning the culture for innovation and improvement Explain the effect your own values and beliefs have on how you deal with innovation and change. Recognising own responsibility to manage personal behaviour and actions when reinforcing innovation and a change in culture. Explain the importance of having an awareness to other’s feelings, needs and motivations in order to minimise the resistance to change.

Explain how your own values and beliefs affect how you deal with change and innovation (4 marks)

Explain own responsibility to manage your personal behaviour, actions and words to reinforce an innovation and change culture (4 marks)

Explain the importance of being aware of other’s needs, feelings and motivations to minimise the resistance to change and innovation (4 marks)

The roles of different functions in supporting innovation and change Identifying the tasks required of the innovator during the innovation process, explain the role of managers during this process and also senior members of the organisation in helping to define the innovation strategy and in encouraging innovation.

Identify possible tasks of the innovator during the innovation process (4 marks)

Explain the role of managers during the innovation process (8 marks)

Explain the role of senior members of the organisation in defining the strategy for innovation and encouraging potential innovation

235

activity (4 marks)

Developing a culture that supports the growth and implementation of ideas Describe the process involved in engaging and motivating individuals to think innovatively and contribute ideas to the team. Explain the importance of giving constructive feedback to the innovators as part of this process, in order to sustain their energy and input while providing support and guidance to successfully implement ideas.

Describe how to encourage individuals to think innovatively and contribute ideas in the work place (8 marks)

Explain the importance of giving constructive feedback to innovators in order to sustain their energy and input (4 marks)

Explain how to provide the support and guidance needed to implement ideas (4 marks)

The importance of risk management in creating a culture that supports creativity and innovation Describe how risk is recognised and managed during the innovation process, explaining how an organisational culture is developed where people are risk aware but still prepared to take acceptable risks. When undertaking an innovation activity, explain the importance of communicating identified risk data to the relevant people across the organisation and:

the need to comply with legal requirements;

industry regulations and;

organisational policies.

Describe how to recognise and manage risk in innovation (4 marks)

Explain how to develop the organisational culture so that people are risk aware but prepared to take acceptable risks in undertaking activities (8 marks)

Explain the importance of communicating information on identified risks to relevant people across the organisation (4 marks)

Explain the need to comply with legal requirements, industry regulations, organisational policies and professional codes when dealing with innovation activity (4 marks)

The important role of communication during the innovation process When planning to undertake an innovation activity, describe the key actions required to develop an effective business case to successfully promote the benefits of the idea and secure ongoing support from sponsors. Explain:

The purpose of an elevator pitch in securing sponsorship;

The importance of establishing and communicating a clear and well understood vision for your team and/or area of responsibility in the aftermath of an innovation activity; and

The importance of communicating outcomes of innovative activity in order to maintain interest and momentum.

Explain the importance of establishing and communicating a clear and well understood vision of the future for your team and/or area of responsibility resulting from an innovation activity (8 marks)

Explain the purpose of an elevator pitch to secure sponsorship for innovation ideas (4 marks)

Describe the key actions required when developing an effective business case promoting the benefits of an innovation idea in order to secure ongoing support from sponsors and the work team (8 marks)

Explain the importance of communicating outcomes of innovation activities to maintain momentum and interest (4 marks)

By submitting I confirm that this assignment is my own work

236

MARK SHEET – Developing a culture to support innovation and improvement





Assessors will normally award marks for every AC and then total them into a percentage. However, for greater simplicity, there is the option to not use marks at all and merely indicate with a ‘Pass’ or ‘Referral’ in the box (below right). In order to pass the unit every AC must receive a ‘Pass.’








Learning Outcome / Section 1: Understand an organisation’s culture



Assessor feedback on AC

AC 1.1 Describe the underlying culture within the organisation


No description is given of the underlying culture within the organisation

A description is given of culture but is not recognisably that within the organisation or is inappropriate or minimal

A description is given of the underlying culture within the organisation although the description may be limited

A thorough and detailed description is given of the underlying culture within the organisation

/ 4 (min. of 2)

Pass or Referral

AC 1.2 Explain how this influences the management style and team structure

Referral [ca. 1/4] Pass [2/4] Good Pass [ca. 3/4] Assessor feedback on AC

How the underlying culture identified in AC 1.1 influences the management style and/or team structure is merely stated as opposed to explained

An explanation is given of how the underlying culture identified in AC 1.1 influences the management style or team structure but not both

An explanation is given of how the underlying culture identified in AC 1.1 influences the

An explanation is given of how the underlying culture identified in AC 1.1 influences the management style and team structure although the explanation may be limited

How the underlying culture identified in AC 1.1 influences the management style and team structure are both thoroughly explained in detail

237

management style and team structure but the explanation is incorrect or minimal

/ 4 (min. of 2)

Pass or Referral

AC 1.3 Explain own responsibility in promoting the organisation’s vision and helping to shape the culture


Own responsibility in promoting the organisation’s vision and/or helping to shape the culture is merely stated as opposed to explained

An explanation is given of own responsibility in promoting the organisation’s vision or helping to shape the culture but not both

An explanation is given of own responsibility in promoting the organisation’s vision and helping to shape the culture but the explanation is inappropriate or minimal

An explanation is given of own responsibility in promoting the organisation’s vision and helping to shape the culture although the explanation may be limited or the organisation’s vision may be more implicit than explicit

A thorough and detailed explanation is given of own responsibility in promoting several clearly stated organisational visions and helping to shape the culture

/ 4 (min. of 2)

Pass or Referral


238

Learning Outcome / Section 2: Understand the importance of values in underpinning the culture for innovation and improvement




AC 2.1 Explain how your own values and beliefs affect how you deal with change and innovation


How your own values and beliefs affect how you deal with change and innovation is merely stated as opposed to explained

An explanation is given of how your own values or beliefs affect how you deal with change and innovation but not both

An explanation is given of how your own values and beliefs affect how you deal with change and innovation but the explanation is inappropriate or minimal

An explanation is given of how your own values and beliefs affect how you deal with change and innovation although the explanation may be limited

A thorough and detailed explanation is given of how your own values and beliefs affect how you deal with change and innovation

/ 4 (min. of 2)

Pass or Referral

AC 2.2 Explain own responsibility to manage your personal behaviour, actions and words to reinforce an innovation and change culture


Own responsibility to manage your personal behaviour and/or actions and/or words to reinforce an innovation and change culture is merely stated as opposed to explained

An explanation is given of own responsibility to manage your personal behaviour or actions or words to reinforce an innovation and change culture but not all three

An explanation is given of own responsibility to manage your personal behaviour, actions and words to reinforce an innovation and change culture but the explanation is incorrect, inappropriate or minimal

An explanation is given of own responsibility to manage your personal behaviour and actions and words to reinforce an innovation and change culture although the explanation may be limited

A thorough and detailed explanation is given of own responsibility to manage your personal behaviour and actions and words to reinforce an innovation and change culture which may be supported by relevant examples

/ 4 (min. of 2)

Pass or Referral

239

AC 2.3 Explain the importance of being aware of other’s needs, feelings and motivations to minimise the resistance to change and innovation


The importance of being aware of other’s needs and/or feelings and/or motivations to minimise the resistance to change and innovation is merely stated as opposed to explained

An explanation is given of the importance of being aware of other’s needs or feelings or motivations to minimise the resistance to change and innovation but not all three

An explanation is given of the importance of being aware of other’s needs, feelings and motivations to minimise the resistance to change and innovation but the explanation is incorrect, inappropriate or minimal

An explanation is given of the importance of being aware of other’s needs and feelings and motivations to minimise the resistance to change and innovation although the explanation may be limited

A thorough and detailed explanation is given of the importance of being aware of other’s needs and feelings and motivations to minimise the resistance to change and innovation which may be supported by relevant examples

/ 4 (min. of 2)

Pass or Referral


Learning Outcome / Section 3: Understand the roles of different functions in supporting innovation and change




AC 3.1 Identify possible tasks of the innovator during the innovation process


Possible tasks of the innovator during the innovation process are not identified

Possible tasks of the innovator during the innovation process but are inappropriate or minimal

At least two possible tasks of the innovator during the innovation process are appropriately identified

A range of possible tasks of the innovator during the innovation process are appropriately identified in detail

/ 4 (min. of 2)

Pass or Referral

240

AC 3.2 Explain the role of managers during the innovation process


The role of managers during the innovation process is merely stated as opposed to explained

An explanation is given of the role of managers during the innovation process but the explanation is incorrect, inappropriate or minimal

An explanation is given of the role of managers during the innovation process although the explanation may be limited

A thorough and detailed explanation is given of the role of managers during the innovation process

/ 8 (min. of 4)

Pass or Referral

AC 3.3 Explain the role of senior members of the organisation in defining the strategy for innovation and encouraging potential innovation activity


The role of senior members of the organisation in defining the strategy for innovation and/or encouraging potential innovation activity is merely stated as opposed to explained

An explanation is given of the role of senior members of the organisation in defining the strategy for innovation or encouraging potential innovation activity but not both

An explanation is given of the role of senior members of the organisation in defining the strategy for innovation and encouraging potential innovation activity but the explanation is incorrect, inappropriate or minimal

An explanation is given of the role of senior members of the organisation in defining the strategy for innovation and encouraging potential innovation activity although the explanation may be limited or the role of senior members may be more implicit than explicit

A thorough and detailed explanation is given of the senior members of the organisation in defining the strategy for innovation and encouraging potential innovation activity, the roles of the senior members being explicitly stated

/ 4 (min. of 2)

Pass or Referral


241

Learning Outcome / Section 4: Know how to develop a culture that supports the growth and implementation of ideas




AC 4.1 Describe how to encourage individuals to think innovatively and contribute ideas in the work place


How to encourage individuals to think innovatively and contribute ideas in the work place is merely stated as opposed to described

A description is given of how to encourage individuals to think innovatively and contribute ideas in the work place but the description is incorrect, inappropriate or minimal

A description is given of how to encourage individuals to think innovatively or to contribute ideas in the work place but not both

A description is given of how to encourage individuals to think innovatively and contribute ideas in the work place although the description may be limited

A thorough and detailed description is given of how to encourage individuals to think innovatively and contribute ideas in the work place

/ 8 (min. of 4)

Pass or Referral

AC 4.2 Explain the importance of giving constructive feedback to innovators in order to sustain their energy and input


The importance of giving constructive feedback to innovators in order to sustain their energy and input is merely stated as opposed to explained

An explanation is given of the importance of giving constructive feedback to innovators in order to sustain their energy and input but the explanation is incorrect, inappropriate or minimal

An explanation is given of the importance of giving constructive feedback to innovators in order to sustain their energy and input , although the explanation may be limited

A thorough and detailed explanation is given of the importance of giving constructive feedback to innovators in order to sustain their energy and input

/ 4 (min. of 2)

Pass or Referral

242

AC 4.3 Explain how to provide the support and guidance needed to implement ideas


How to provide the support and guidance needed to implement ideas is merely stated as opposed to explained

An explanation is given of how to provide the support or guidance needed to implement ideas but not both

An explanation is given of how to provide the support and guidance needed to implement ideas but the explanation is incorrect, inappropriate or minimal

An explanation is given of how to provide the support and guidance needed to implement ideas although the explanation may be limited

A thorough and detailed explanation is given of how to provide the support and guidance needed to implement ideas

/ 4 (min. of 2)

Pass or Referral


Learning Outcome / Section 5: Understand the importance of risk management in creating a culture that supports creativity and innovation




AC 5.1 Describe how to recognise and manage risk in innovation


How to recognise and manage risk in innovation is merely stated as opposed to described

A description is given of how to recognise and manage risk in innovation but the description is incorrect, inappropriate or minimal

A description is given of how to recognise or manage risk in innovation but not both

A description is given of how to recognise and manage risk in innovation although the description may be limited

A thorough and detailed description is given of how to recognise and manage risk in innovation

/ 4 (min. of 2)

Pass or Referral

243

AC 5.2 Explain how to develop the organisational culture so that people are risk aware but prepared to take acceptable risks in undertaking activities


How to develop the organisational culture so that people are risk aware but prepared to take acceptable risks in undertaking activities is merely stated as opposed to explained

An explanation is given of how to develop the organisational culture so that people are risk aware but prepared to take acceptable risks in undertaking activities but the explanation is incorrect, inappropriate or minimal

An explanation is given of how to develop the organisational culture so that people are risk aware but prepared to take acceptable risks in undertaking activities although the explanation may be limited

A thorough and detailed explanation is given of how to develop the organisational culture so that people are risk aware but prepared to take acceptable risks in undertaking activities which may example the typical risks involved

/ 8 (min. of 4)

Pass or Referral

AC 5.3 Explain the importance of communicating information on identified risks to relevant people across the organisation


The importance of communicating information on identified risks to relevant people across the organisation is merely stated as opposed to explained

An explanation is given of the importance of communicating information on identified risks to relevant people across the organisation but the explanation is incorrect, inappropriate or minimal

An explanation is given of the importance of communicating information on identified risks to relevant people across the organisation although the explanation may be limited or the roles of the relevant people may be more implicit than explicit

A thorough and detailed explanation is given of the importance of communicating information on identified risks to relevant people across the organisation, the roles of the relevant people being made explicit

/ 4 (min. of 2)

Pass or Referral

244

AC 5.4 Explain the need to comply with legal requirements, industry regulations, organisational policies and professional codes when dealing with innovation activity


The need to comply with legal requirements, industry regulations, organisational policies and professional codes when dealing with innovation activity is merely stated as opposed to explained

An explanation is given of the need to comply with legal requirements and/or industry regulations and/or organisational policies and/or professional codes when dealing with innovation activity but not all four

An explanation is given of the need to comply with legal requirements, industry regulations, organisational policies and professional codes when dealing with innovation activity but the explanation is incorrect, inappropriate or minimal

An explanation is given of the need to comply with legal requirements and industry regulations and organisational policies and professional codes when dealing with innovation activity although the explanation may be limited

A thorough and detailed explanation is given of the need to comply with legal requirements and industry regulations and organisational policies and professional codes when dealing with innovation activity and may include the consequences of non-compliance

/ 4 (min. of 2)

Pass or Referral


245

Learning Outcome / Section 6: Understand the important role of communication during the innovation process




AC 6.1 Explain the importance of establishing and communicating a clear and well understood vision of the future for your team and/or area of responsibility resulting from an innovation activity


The importance of establishing and communicating a clear and well understood vision of the future for your team and/or area of responsibility resulting from an innovation activity is merely stated as opposed to explained

An explanation is given of the importance of establishing and communicating a clear and well understood vision of the future for your team and/or area of responsibility resulting from an innovation activity but the explanation is incorrect, inappropriate or minimal

An explanation is given of the importance of establishing or communicating a clear and well understood vision of the future for your team and/or area of responsibility resulting from an innovation activity but not both

An explanation is given of the importance of establishing and communicating a clear and well understood vision of the future for your team and/or area of responsibility resulting from an innovation activity although the explanation may be limited

A thorough and detailed explanation is given of the importance of establishing and communicating a clear and well understood vision of the future for your team and/or area of responsibility resulting from an innovation activity

/ 8 (min. of 4)

Pass or Referral

AC 6.2 Explain the purpose of an elevator pitch to secure sponsorship for innovation ideas


The purpose of an elevator pitch to secure sponsorship for innovation ideas is merely stated as opposed to explained

An explanation is given of the purpose of an elevator pitch to secure sponsorship for innovation ideas but the explanation is incorrect, inappropriate or minimal

An explanation is given of the purpose of an elevator pitch to secure sponsorship for innovation ideas although the explanation may be limited

A thorough and detailed explanation is given of the purpose of an elevator pitch to secure sponsorship for innovation ideas

/ 4 (min. of 2)

Pass or Referral

246

AC 6.3 Describe the key actions required when developing an effective business case promoting the benefits of an innovation idea in order to secure ongoing support from sponsors and the work team


The key actions required when developing an effective business case promoting the benefits of an innovation idea in order to secure ongoing support from sponsors and the work team is merely stated as opposed to described

A description is given of the key actions required when developing an effective business case promoting the benefits of an innovation idea in order to secure ongoing support from sponsors and the work team but the description is incorrect, inappropriate or minimal

Less than two key actions required when developing an effective business case promoting the benefits of an innovation idea in order to secure ongoing support from both sponsors and the work team are described

A description is given of the key actions required when developing an effective business case promoting the benefits of an innovation idea in order to secure ongoing support from sponsors or the work team but not both

A description is given of two or more key actions required when developing an effective business case promoting the benefits of an innovation idea in order to secure ongoing support from sponsors and the work team although the description may be limited

A thorough and detailed description is given of a range of key actions required when developing an effective business case promoting the benefits of an innovation idea in order to secure ongoing support from sponsors and the work team

/ 8 (min. of 4)

Pass or Referral

AC 6.4 Explain the importance of communicating outcomes of innovation activities to maintain momentum and interest


The importance of communicating outcomes of innovation activities to maintain momentum and interest is merely stated as opposed to explained

An explanation is given of the importance of communicating outcomes of innovation activities to maintain momentum and interest but

An explanation is given of the importance of communicating outcomes of innovation activities to maintain momentum and interest although the explanation may be limited

A thorough and detailed explanation is given of the importance of communicating outcomes of innovation activities to maintain momentum and interest

247

the explanation is incorrect, inappropriate or minimal

/ 4 (min. of 2)

Pass or Referral


/ 100

TOTAL MARKS



Signature of Assessor: Date:


Signature of QA: Date of QA check:

248

Title: Managing improvement (M5.02)

Level: 5

Credit value: 3

Learning outcomes Assessment criteria

1. Understand the effectiveness of the

organisation and own ability to manage

and improve quality to meet customer

requirements

1.1 Critically assess the organisation’s

effectiveness in managing quality to meet or exceed customer requirements 1.2 Evaluate own ability to manage quality to meet or exceed customer requirements

2. Be able to plan and implement projects

to meet, and if possible exceed,

customer requirements

2.1 Develop an improvement plan that is designed to meet and, if possible, exceed customer requirements

2.2 Implement improvement plans designed to

meet or exceed customer requirements



manage quality, so as to be able to plan

improvements to meet or exceed customer

requirements, as required by a practising or







Links to MSC 2004 NOS: F2, F8, F9, F10, F11



appropriate)



required)




Business Management


unit



Units available from

249


1

Quality and customers; quality assurance, quality control and quality auditing

Quality systems such as BSI, ISO and IiP (benefits and accreditation)

Total Quality Management

Tools for maintaining quality, such as records and, where relevant to organisation, the use of statistics

Conformance and development and practical steps to improve quality

The costs of quality (positive and negative aspects)

Concept of internal and external customers and their importance as the focus of the organisation’s activities

Methods of identifying potential customers

Methods of identifying customer requirements and monitoring customer satisfaction

Benchmarking service standards

Techniques of work and improvement planning to meet customer requirements, such as specifications and service standards, scheduling, and logistics

2

Scoping an improvement plan to identify and prioritise areas for improvement, define success criteria and set targets for improvement to meet customer requirements

Developing and implementing an improvement plan

250

ASSIGNMENT TASK for Unit: Managing improvement



TASK The purpose of this unit is to develop understanding and ability to manage quality, so as to be able to plan improvements to meet or exceed customer requirements, as required by a practising or potential middle manager. NOTE An ILM Assessment Task provides an opportunity to relate your learning directly to your current organisation. It is recommended that you discuss the assignment with your line manager to explore and agree how the task could be used to support the needs of your employer (as well as evidencing your learning as part of completing your ILM qualification). If you are not currently working within an organisation, then you may complete this task in relation to an organisation with which you are familiar. This could include experience working in a voluntary capacity The nominal word count for this assignment is 2500 words: The suggested range is between 2000 and 3000 words, however individuals have different writing styles, and there is no penalty if the word-count range is exceeded.


1Understand the effectiveness of the organisation and own ability to manage and improve quality to meet customer requirements Use quality standards or any other appropriate metrics to critically assess the organisation’s effectiveness in managing quality to meet or exceed customer requirements. You are then required to evaluate your own ability to manage quality to meet or exceed customer requirements and provide a conclusion or recommendations.

Critically assess the organisation’s

effectiveness in managing quality to meet or exceed customer requirements (36 marks)

Evaluate own ability to manage quality to meet or exceed customer requirements (24 marks)

Be able to plan and implement projects to meet, and if possible exceed, customer requirements Develop and implement an improvement plan, based on issues identified in the previous section, that identifies and prioritises areas for improvement, defines success criteria, and sets targets for improvements to meet, and if possible exceed, customer requirements.

Develop an improvement plan that is designed to meet and, if possible, exceed customer requirements (24 marks)

Implement improvement plans designed to meet or exceed customer requirements (16 marks)


251

MARK SHEET – MANAGING IMPROVEMENT













Learning Outcome / Section 1: Understand the effectiveness of the organisation and own ability to manage and improve quality to meet customer requirements




AC 1.1 Critically assess the organisation’s effectiveness in managing quality to meet or exceed customer requirements


Quality standards used are generic, are not quantified, or their relevance to the customer requirements of the organisation is not clear

How the organisation meets or exceeds the standards is described rather than assessed or critically assessed

Quality outcomes are quantified and there is a limited but sufficient critical assessment using quality standards to demonstrate the organisation’s effectiveness in meeting or exceeding customer requirements

Quality outcomes are quantified and there is a detailed critical assessment using quality standards that includes benchmarking to demonstrate the organisation’s effectiveness in meeting the standards

/ 36


AC 1.2 Evaluate own ability to manage quality to meet or exceed customer requirements


Own ability to manage quality is not addressed, or is described rather than evaluated

Own ability to manage quality is evaluated, and not merely described, in order to reach a conclusion or to make recommendations

Own ability to manage quality is evaluated and benchmarked, and not merely described, in order to reach a conclusion or to make recommendations

/ 24 (min. of 12) Pass or Referral

252


Learning Outcome / Section 2: Be able to plan and implement projects to meet, and if possible exceed, customer requirements




AC 2.1 Develop an improvement plan that is designed to meet and, if possible, exceed customer requirements


An improvement plan has not been developed

An improvement plan has been developed, but the improvement plan is insufficient and/or descriptive, or the improvement plan does not address issues identified in the previous section

A limited but sufficient improvement plan has been developed based on issues identified in the previous section that identifies and prioritises areas for improvement, defines success criteria, and sets targets for improvements to meet, and if possible exceed, customer requirements

A comprehensive improvement plan has been developed based on issues identified in the previous section that identifies and prioritises areas for improvement, defines success criteria, identifies milestones, responsibilities and resources required, and sets targets for improvements to meet, and if possible exceed, customer requirements

/ 24 (min. of 12)

Pass or Referral

AC 2.2 Implement improvement plans designed to meet or exceed customer requirements


No evidence, or insufficient evidence, is provided that an improvement plan(s) has been, or is being, implemented, or the improvement plan is incorrect or inappropriate

Limited but sufficient evidence is provided that a correct and appropriate improvement plan(s) has been, or is being, implemented

Comprehensive evidence is provided that a correct and appropriate improvement plan(s) has been, or is being, implemented and the evidence is benchmarked against the improvement plan(s)

/ 16 (min. of 8)

Pass or Referral


/ 100 TOTAL MARKS





Signature of QA:

253

Date of QA Check: Date of QA check:

254

MARK SHEET – MANAGING IMPROVEMENT













Learning Outcome / Section 1: Understand the effectiveness of the organisation and own ability to manage and improve quality to meet customer requirements




AC 1.1 Critically assess the organisation’s effectiveness in managing quality to meet or exceed customer requirements


Quality standards used are generic, are not quantified, or their relevance to the customer requirements of the organisation is not clear

How the organisation meets or exceeds the standards is described rather than assessed or critically assessed

Quality outcomes are quantified and there is a limited but sufficient critical assessment using quality standards to demonstrate the organisation’s effectiveness in meeting or exceeding customer requirements

Quality outcomes are quantified and there is a detailed critical assessment using quality standards that includes benchmarking to demonstrate the organisation’s effectiveness in meeting the standards

/ 36


AC 1.2 Evaluate own ability to manage quality to meet or exceed customer requirements


Own ability to manage quality is not addressed, or is described rather than evaluated

Own ability to manage quality is evaluated, and not merely described, in order to reach a conclusion or to make recommendations

Own ability to manage quality is evaluated and benchmarked, and not merely described, in order to reach a conclusion or to make recommendations

/ 24 (min. of 12) Pass or Referral

255


Learning Outcome / Section 2: Be able to plan and implement projects to meet, and if possible exceed, customer requirements




AC 2.1 Develop an improvement plan that is designed to meet and, if possible, exceed customer requirements


An improvement plan has not been developed

An improvement plan has been developed, but the improvement plan is insufficient and/or descriptive, or the improvement plan does not address issues identified in the previous section

A limited but sufficient improvement plan has been developed based on issues identified in the previous section that identifies and prioritises areas for improvement, defines success criteria, and sets targets for improvements to meet, and if possible exceed, customer requirements

A comprehensive improvement plan has been developed based on issues identified in the previous section that identifies and prioritises areas for improvement, defines success criteria, identifies milestones, responsibilities and resources required, and sets targets for improvements to meet, and if possible exceed, customer requirements

/ 24 (min. of 12)

Pass or Referral

AC 2.2 Implement improvement plans designed to meet or exceed customer requirements


No evidence, or insufficient evidence, is provided that an improvement plan(s) has been, or is being, implemented, or the improvement plan is incorrect or inappropriate

Limited but sufficient evidence is provided that a correct and appropriate improvement plan(s) has been, or is being, implemented

Comprehensive evidence is provided that a correct and appropriate improvement plan(s) has been, or is being, implemented and the evidence is benchmarked against the improvement plan(s)

/ 16 (min. of 8)

Pass or Referral


/ 100 TOTAL MARKS





Signature of QA:

256

Date of QA Check: Date of QA check:

257

Title: Making a financial case (M5.03)

Level: 5

Credit value: 3


1. Understand financial concepts used to

inform management decisions

1.1

1.2

1.3

Explain the differences between capital and revenue expenditure, using examples Explain how costs are classified, using examples Explain how costs are allocated, using examples

2. Be able to make a financial case to inform a management decision

2.1

Use a range of financial evaluation techniques to inform a management decision



able to make a financial case as required by a







Links to MSC 2004 NOS: E2, F3, F9



appropriate)



required)




Business Management


unit




258



Indicative Content:

1

Nature of revenue costs and capital expenditure

Costs of products and services and costing techniques

Break-even analysis

Concept and application of marginal cost

Concept and application of standard cost

Allocating costs

Relevant costs in decision-making

Costing systems

Techniques to reduce costs

Activity Based Costing

Budgetary Control and Variance Analysis

2

Financial evaluation techniques such as Payback, IRR, DCF, NPV, ROCE, CBA

Factors in considering and recommending revenue expenditure, including make/buy and/or employ/subcontract decisions

Effective methods to present financial information to support recommendations

259

ASSIGNMENT TASK for Unit: Making a financial case



TASK The purpose of this unit is to develop understanding and ability to be able to make a financial case as required by a practising or potential middle manager. NOTE An ILM Assessment Task provides an opportunity to relate your learning directly to your current organisation. It is recommended that you discuss the assignment with your line manager to explore and agree how the task could be used to support the needs of your employer (as well as evidencing your learning as part of completing your ILM qualification). If you are not currently working within an organisation, then you may complete this task in relation to an organisation with which you are familiar. This could include experience working in a voluntary capacity The nominal word count for this assignment is 2500 words: The suggested range is between 2000 and 3000 words, however individuals have different writing styles, and there is no penalty if the word-count range is exceeded.


Understand financial concepts used to inform management decisions Provide an account of the practices associated with capital and revenue expenditure, together with correct and appropriate examples, that explains the differences between the two. You are then required to provide reasons, with correct and appropriate examples, to explain how costs are classified and allocated.

Explain the differences between capital

and revenue expenditure, using examples (20 marks)

Explain how costs are classified, using examples (20 marks)

Explain how costs are allocated, using examples (20 marks)

Be able to make a financial case to inform a management decision Use a range of appropriate financial evaluation techniques to inform a management decision.

Use a range of financial evaluation techniques to inform a management decision (40 marks)


260

MARK SHEET –MAKING A FINANCIAL CASE













Learning Outcome / Section 1: Understand financial concepts used to inform management decisions




AC 1.1 Explain the differences between capital and revenue expenditure, using examples


The differences between capital and revenue expenditure are not explained, or the explanation is incorrect or deficient, or no examples are used, or the examples are incorrect, or capital and revenue expenditures are merely described with no account of the practices associated with capital and revenue expenditure to explain the differences between the two

A limited but sufficient account of the practices associated with capital and revenue expenditure is provided with correct and appropriate examples that explain the differences between the two, although the context is limited

A full account of the practices associated with capital and revenue expenditure is provided with correct, appropriate and thorough examples that explain the differences between the two in a broad context

/ 20 (min. of 10)

Pass or Referral

AC 1.2 Explain how costs are classified, using examples


How costs are classified is not explained, or the

Limited but sufficient reasons are provided with

Considered and detailed reasons are provided with

261

explanation is incorrect or deficient, or no examples are used, or the examples are incorrect, or cost classifications are merely listed or stated with no reasons given to explain how they are classified

correct and appropriate examples to explain how costs are classified, although the context is limited

correct, appropriate and thorough examples to explain how costs are classified in a broad context

/ 20 (min. of 10)

Pass or Referral

AC 1.3 Explain how costs are allocated, using examples


How costs are allocated is not explained, or the explanation is incorrect or deficient, or no examples are used, or the examples are incorrect, or how costs are allocated is merely listed or stated with no reasons given to explain how they are allocated

Limited but sufficient reasons are provided with correct and appropriate examples to explain how costs are allocated, although the context is limited

Considered and detailed reasons are provided with correct, appropriate and thorough examples to explain how costs are allocated in a broad context

/ 20 (min. of 10)

Pass or Referral


Learning Outcome / Section 2: Be able to make a financial case to inform a management decision




AC 2.1 Use a range of financial evaluation techniques to inform a management decision


No financial evaluation techniques have been used, or the financial evaluation techniques are incorrect or inappropriate, or have been used incorrectly or inappropriately

There is no evidence that the financial evaluation techniques have been used to inform a management decision

Only one financial evaluation technique has been used

A limited but sufficient range of appropriate but similar financial evaluation techniques have been used to inform a management decision and the financial evaluation techniques have been used correctly and appropriately, although the extent to which the financial techniques have informed the financial decision is imprecise

A range of DCF and non-DCF financial techniques have been used correctly and appropriately to inform a management decision and the extent to which the financial techniques have informed the financial decision is explicit, detailed and precise

/ 40 (min. of 20)

Pass or Referral

262


/ 100 TOTAL MARKS




Date of QA Check:


Signature of QA:

Date of QA check:

263

MARK SHEET –MAKING A FINANCIAL CASE













Learning Outcome / Section 1: Understand financial concepts used to inform management decisions




AC 1.1 Explain the differences between capital and revenue expenditure, using examples


The differences between capital and revenue expenditure are not explained, or the explanation is incorrect or deficient, or no examples are used, or the examples are incorrect, or capital and revenue expenditures are merely described with no account of the practices associated with capital and revenue expenditure to explain the differences between the two

A limited but sufficient account of the practices associated with capital and revenue expenditure is provided with correct and appropriate examples that explain the differences between the two, although the context is limited

A full account of the practices associated with capital and revenue expenditure is provided with correct, appropriate and thorough examples that explain the differences between the two in a broad context

/ 20 (min. of 10)

Pass or Referral

AC 1.2 Explain how costs are classified, using examples


How costs are classified is not explained, or the

Limited but sufficient reasons are provided with

Considered and detailed reasons are provided with

264

explanation is incorrect or deficient, or no examples are used, or the examples are incorrect, or cost classifications are merely listed or stated with no reasons given to explain how they are classified

correct and appropriate examples to explain how costs are classified, although the context is limited

correct, appropriate and thorough examples to explain how costs are classified in a broad context

/ 20 (min. of 10)

Pass or Referral

AC 1.3 Explain how costs are allocated, using examples


How costs are allocated is not explained, or the explanation is incorrect or deficient, or no examples are used, or the examples are incorrect, or how costs are allocated is merely listed or stated with no reasons given to explain how they are allocated

Limited but sufficient reasons are provided with correct and appropriate examples to explain how costs are allocated, although the context is limited

Considered and detailed reasons are provided with correct, appropriate and thorough examples to explain how costs are allocated in a broad context

/ 20 (min. of 10)

Pass or Referral


Learning Outcome / Section 2: Be able to make a financial case to inform a management decision




AC 2.1 Use a range of financial evaluation techniques to inform a management decision


No financial evaluation techniques have been used, or the financial evaluation techniques are incorrect or inappropriate, or have been used incorrectly or inappropriately

There is no evidence that the financial evaluation techniques have been used to inform a management decision

Only one financial evaluation technique has been used

A limited but sufficient range of appropriate but similar financial evaluation techniques have been used to inform a management decision and the financial evaluation techniques have been used correctly and appropriately, although the extent to which the financial techniques have informed the financial decision is imprecise

A range of DCF and non-DCF financial techniques have been used correctly and appropriately to inform a management decision and the extent to which the financial techniques have informed the financial decision is explicit, detailed and precise

/ 40 (min. of 20)

Pass or Referral

265


/ 100 TOTAL MARKS




Date of QA Check:


Signature of QA:

Date of QA check:

266

Title: Developing Critical Thinking (M5.04)

Level: 5

Credit value: 4


1 Be able to critically assess own beliefs,

attitudes and value systems

1.1

1.2

Explain the difference between beliefs, attitudes and values

Critically assess the impact of beliefs, attitudes and values on own behaviour

2 Be able to critically assess the validity

of management theories in relation to own beliefs, attitudes and values

2.1

2.2

2.3

Identify management theories relevant to your role Critically assess the impact of own beliefs, attitudes and values on a management theory relevant to your role. Use the critical assessment to evaluate how someone with different beliefs, attitudes and values might interpret the theory differently


Unit purpose and aim(s) To develop the ability to think and reflect

critically as required by a potential or

practising middle manager.









appropriate)



required)




Business Management


unit



267




Indicative Content:

1 Basic principles of logic Use of logic to establish causal relationships Skills in presenting rational arguments and debating points of view Value and purpose of reflection in supporting learning Using structured reflection to make sense of experience Value of discussion in resolving problems How emotions, values and beliefs affect rational discourse Techniques for comparing and evaluating alternative propositions critically The development of the scientific method (observation, hypothesis, prediction and testing) and its value in natural and social sciences Inductive and deductive reasoning Techniques for testing theories (experimentation, empirical studies, observation, etc) Best practice in the development and dissemination of theories or practices

2 Theories of management such as Human Relations, Scientific Management, Contingency Theory, Systems Theory, Bureaucratic Management Significance of beliefs, attitudes and value systems in shaping human behaviour Relationship between beliefs, attitudes and value systems and culture and norms (eg socialisation) Reality and perceptions of reality

268

ASSIGNMENT TASK for Unit: Developing Critical Thinking



TASK The purpose of this unit is to develop the ability to think and reflect critically as required by a potential or practising middle manager. NOTE An ILM Assessment Task provides an opportunity to relate your learning directly to your current organisation. It is recommended that you discuss the assignment with your line manager to explore and agree how the task could be used to support the needs of your employer (as well as evidencing your learning as part of completing your ILM qualification). If you are not currently working within an organisation, then you may complete this task in relation to an organisation with which you are familiar. This could include experience working in a voluntary capacity The nominal word count for this assignment is 2500 words: The suggested range is between 2000 and 3000 words, however individuals have different writing styles, and there is no penalty if the word-count range is exceeded.


Be able to critically assess own beliefs, attitudes and value systems Provide a correct and appropriate explanation of the difference between beliefs, attitudes and values and the cognitive structure of beliefs, attitudes and values, and to use relevant theoretical models or techniques to critically assess and make a judgement on how beliefs, attitudes and values impact on own behaviour.

Explain the difference between beliefs,

attitudes and values (16 marks)

Critically assess the impact of beliefs, attitudes and values on own behaviour (24 marks)

Be able to critically assess the validity of management theories in relation to own beliefs, attitudes and values Identify management theories, making clear why they are relevant to your role, and use applicable theoretical models or techniques to critically assess the impact of own beliefs, attitudes and values on the theories to make a judgement. You are then required to use this critical assessment to evaluate and reach a conclusion as to how someone with different, beliefs, attitudes and values might interpret the theory differently.

Identify management theories relevant to your role (12 marks)

Critically assess the impact of own beliefs, attitudes and values on a management theory relevant to your role (24 marks)

Use the critical assessment to evaluate how someone with different beliefs, attitudes and values might interpret the theory differently (24 marks)


269

MARK SHEET – DEVELOPING CRITICAL THINKING













Learning Outcome / Section 1: Be able to critically assess own beliefs, attitudes and value systems




AC 1.1 Explain the difference between beliefs, attitudes and values


Beliefs, attitudes and values are merely listed or individually defined or described

There is no explanation of the difference between beliefs, attitudes and values, or the explanation is incorrect, or there is no explanation of the cognitive structure of beliefs, attitudes and values

There is a limited but sufficient and correct explanation of the difference between beliefs, attitudes and values and the cognitive structure of beliefs, attitudes and values

There is a comprehensive explanation of the difference between beliefs, attitudes and values and the cognitive structure of beliefs, attitudes and values using appropriate theoretical models

/ 16 (min. of 8)

Pass or Referral

AC 1.2 Critically assess the impact of beliefs, attitudes and values on own behaviour


No impact on behaviour is provided, or the impact is merely listed or described rather than critically assessed, or the impact is not evidenced as being attributable to beliefs,

How beliefs, attitudes and values impact on own behaviour is critically assessed using a relevant theoretical model(s) or technique(s) to make a limited but sufficient

How beliefs, attitudes and values impact on own behaviour is critically assessed using a relevant theoretical model(s) or technique(s) to make a detailed judgement

/ 24 (min. of 12)

Pass or Referral

270

attitudes and values judgement


Learning Outcome / Section 2: Be able to critically assess the validity of management theories in relation to own beliefs, attitudes and values




AC 2.1 Identify management theories relevant to your role


Management theories are not identified, or are not identified correctly, or are not identified as being relevant to own role

Management theories are identified correctly, although why they are relevant to your role is imprecise

Management theories are identified correctly and precisely evidenced as being relevant to own role

/ 12 (min. of 6)

Pass or Referral

AC 2.2 Critically assess the impact of own beliefs, attitudes and values on a management theory relevant to your role


The impact of own beliefs, attitudes and values on a management theory relevant to your role is not provided, or is incorrect, or is listed or described rather than critically assessed

The impact of own beliefs, attitudes and values on a management theory relevant to your role is critically assessed using a relevant theoretical model(s) or technique(s) to make a limited but sufficient judgement that is evidenced by examples from the workplace

The impact of own beliefs, attitudes and values on a management theory relevant to your role is critically assessed using a relevant theoretical model(s) or technique(s) to make a detailed judgement that is evidenced by detailed examples from the workplace

/ 24 (min. of 12)

Pass or Referral

AC 2.3 Use the critical assessment to evaluate how someone with different beliefs, attitudes and values might interpret the theory differently


No evaluation as to how someone with different, beliefs, attitudes and values might interpret the theory differently is provided, or is incorrect

The evaluation is insufficient as it is based on an inadequate critical assessment of the impact of own beliefs, attitudes and values on a management theory

The critical assessment and judgement is used to evaluate and reach a limited but sufficient conclusion as to how someone with different, beliefs, attitudes and values might interpret the theory differently

The critical assessment and judgement is used to evaluate and reach a detailed conclusion that is evidenced by examples from the workplace as to how someone with different, beliefs, attitudes and values might interpret the theory differently

/ 24 (min. of 12)

Pass or Referral

271


/ 100 TOTAL MARKS




Date of QA Check:


Signature of QA:

Date of QA check:

272

MARK SHEET – DEVELOPING CRITICAL THINKING













Learning Outcome / Section 1: Be able to critically assess own beliefs, attitudes and value systems




AC 1.1 Explain the difference between beliefs, attitudes and values


Beliefs, attitudes and values are merely listed or individually defined or described

There is no explanation of the difference between beliefs, attitudes and values, or the explanation is incorrect, or there is no explanation of the cognitive structure of beliefs, attitudes and values

There is a limited but sufficient and correct explanation of the difference between beliefs, attitudes and values and the cognitive structure of beliefs, attitudes and values

There is a comprehensive explanation of the difference between beliefs, attitudes and values and the cognitive structure of beliefs, attitudes and values using appropriate theoretical models

/ 16 (min. of 8)

Pass or Referral

AC 1.2 Critically assess the impact of beliefs, attitudes and values on own behaviour


No impact on behaviour is provided, or the impact is merely listed or described rather than critically assessed, or the impact is not evidenced as being attributable to beliefs,

How beliefs, attitudes and values impact on own behaviour is critically assessed using a relevant theoretical model(s) or technique(s) to make a limited but sufficient

How beliefs, attitudes and values impact on own behaviour is critically assessed using a relevant theoretical model(s) or technique(s) to make a detailed judgement

/ 24 (min. of 12)

Pass or Referral

273

attitudes and values judgement


Learning Outcome / Section 2: Be able to critically assess the validity of management theories in relation to own beliefs, attitudes and values




AC 2.1 Identify management theories relevant to your role


Management theories are not identified, or are not identified correctly, or are not identified as being relevant to own role

Management theories are identified correctly, although why they are relevant to your role is imprecise

Management theories are identified correctly and precisely evidenced as being relevant to own role

/ 12 (min. of 6)

Pass or Referral

AC 2.2 Critically assess the impact of own beliefs, attitudes and values on a management theory relevant to your role


The impact of own beliefs, attitudes and values on a management theory relevant to your role is not provided, or is incorrect, or is listed or described rather than critically assessed

The impact of own beliefs, attitudes and values on a management theory relevant to your role is critically assessed using a relevant theoretical model(s) or technique(s) to make a limited but sufficient judgement that is evidenced by examples from the workplace

The impact of own beliefs, attitudes and values on a management theory relevant to your role is critically assessed using a relevant theoretical model(s) or technique(s) to make a detailed judgement that is evidenced by detailed examples from the workplace

/ 24 (min. of 12)

Pass or Referral

AC 2.3 Use the critical assessment to evaluate how someone with different beliefs, attitudes and values might interpret the theory differently


No evaluation as to how someone with different, beliefs, attitudes and values might interpret the theory differently is provided, or is incorrect

The evaluation is insufficient as it is based on an inadequate critical assessment of the impact of own beliefs, attitudes and values on a management theory

The critical assessment and judgement is used to evaluate and reach a limited but sufficient conclusion as to how someone with different, beliefs, attitudes and values might interpret the theory differently

The critical assessment and judgement is used to evaluate and reach a detailed conclusion that is evidenced by examples from the workplace as to how someone with different, beliefs, attitudes and values might interpret the theory differently

/ 24 (min. of 12)

Pass or Referral

274


/ 100 TOTAL MARKS




Date of QA Check:


Signature of QA:

Date of QA check:

275

Title: Leading innovation and change

Level: 5

Credit value: 5


1. Understand the need for innovation

and change management within an

organisation

1.1 Explain the importance of innovation for

own organisation

1.2 Explain the importance of managing

change within own organisation

2. Be able to propose innovative solutions

to improve organisational performance

2.1

2.2

2.3

2.4

Assess an opportunity for innovation and improvement in own organisation Justify the improvement identified, in the context of organisational objectives Use a range of techniques to generate innovative options to deliver the improvement identified Evaluate options for generating the proposed improvement to determine feasibility and viability

3. Be able to lead and manage change

within an organisation

3.1

3.2

Create a change management plan that is designed to meet stakeholders’ expectations Implement the change management plan, monitoring progress against agreed targets


Unit purpose and aim(s) To develop understanding and ability of

leading innovation and change as required by

a practising or potential middle manager.






Links to MSC 2004 NOS: B1, C2, C4, C5, C6,

D2, F3, F8



appropriate)

Support for the unit from a sector skills Management Standards Centre (MSC)

276


required)



Business Management


unit






Indicative Content:

1

Innovation and business performance

Financial and social benefits of innovation

Radical and incremental innovation

Innovation as a form of competitive advantage

Need for effective management of change

Continuous Improvement Techniques

The difference between Kaizen (continuous or incremental change) and breakthrough change (eg business process re-engineering)

Leadership and change, transactional/transformational leadership and other leadership models relevant to change

Concepts of creativity and innovation and the conditions and processes required to encourage them

2

Need for environmental scanning and organisational analyses (PESTLE, core competencies, SWOT, etc)

The nature and role of vision in the change process

Techniques for critical decision-making

Methods of determining feasibility and viability of opportunities and options, and of contingency planning

Problem solving and decision-making techniques including the use of quantitative and qualitative information

Identification of human and financial factors in the consideration of change

Techniques for monitoring and evaluating outcomes of change

Methods of assessing the risks and uncertainties associated with proposed changes

3

Stakeholder mapping

Ways to identify stakeholders in change, and the benefits and costs to stakeholders, in order to overcome resistance

Skills and competencies required to manage innovation and change

Principles and practices associated with managing creativity and innovation

Direct and indirect effects upon other people, departments and organisations

Ways to organise and co-ordinate resources and activities to achieve planned change, including use of Gantt charts and network planning as tools for planning change

The role of communication in overcoming barriers and other difficulties

277

ASSIGNMENT TASK for Unit: Leading innovation and change



TASK The purpose of this unit is to develop understanding and ability of leading innovation and change as required by a practising or potential middle manager. NOTE An ILM Assessment Task provides an opportunity to relate your learning directly to your current organisation. It is recommended that you discuss the assignment with your line manager to explore and agree how the task could be used to support the needs of your employer (as well as evidencing your learning as part of completing your ILM qualification). If you are not currently working within an organisation, then you may complete this task in relation to an organisation with which you are familiar. This could include experience working in a voluntary capacity The nominal word count for this assignment is 2500 words: The suggested range is between 2000 and 3000 words, however individuals have different writing styles, and there is no penalty if the word-count range is exceeded.


Understand the need for innovation and change management within an organisation Provide an account of the practices and features of innovation and managing change that explain the importance of innovation and managing change for own organisation.

Explain the importance of innovation for

own organisation (8 marks)

Explain the importance of managing change within own organisation (8 marks)

Be able to propose innovative solutions to improve organisational performance An opportunity for innovation and improvement in own organisation to be assessed and a rationale presented to justify the innovation and improvement in the context of organisational objectives. You are then required to generate innovative options that will deliver the identified improvement and to evaluate the options to determine feasibility and viability in order to reach a conclusion or to make recommendations.

Assess an opportunity for innovation

and improvement in own organisation (16 marks)

Justify the improvement identified, in the context of organisational objectives (8 marks)

Use a range of techniques to generate innovative options to deliver the improvement identified (16 marks)

Evaluate options for generating the proposed improvement to determine feasibility and viability (20 marks)

Be able to lead and manage change within an organisation Map stakeholder expectations and create and implement a full change management plan for the innovation and improvement based on those expectations, including the monitoring of progress against targets

Create a change management plan that is designed to meet stakeholders’ expectations (16 marks)

Implement the change management plan, monitoring progress against agreed targets (8 marks)


278

MARK SHEET – Leading Innovation and Change













Learning Outcome / Section 1: Understand the need for innovation and change management within an organisation




AC 1.1 Explain the importance of innovation for own organisation


The importance of innovation for own organisation is not explained, or is incorrect or inappropriate, or is explained in generic terms with no reference, or with insufficient reference, to own organisation

‘Innovation’ is merely defined or described with no explanation as to the reasons why innovation is important for own organisation

A limited but sufficient and correct account of a narrow range of the practices associated with innovation are provided that explain the importance of innovation for own organisation

A full and correct account of a wide range of the practices associated with innovation are provided that explain the importance of innovation for own organisation

/ 8 (min. of 4)

Pass or Referral

AC 1.2 Explain the importance of managing change within own


The importance of managing change for own organisation is not

A limited but sufficient and correct account of a narrow

A full and correct account of a wide range of the

279

organisation explained, or is incorrect or inappropriate, or is explained in generic terms with no reference, or with insufficient reference, to own organisation

‘Managing change’ is merely defined or described with no explanation as to the reasons why managing change is important for own organisation

range of the practices associated with managing change are provided that explain the importance of managing change for own organisation

practices associated with managing change are provided that explain the importance of managing change for own organisation

/ 8 (min. of 4)

Pass or Referral


Learning Outcome / Section 2: Be able to propose innovative solutions to improve organisational performance




AC 2.1 Assess an opportunity for innovation and improvement in own organisation


No opportunity for innovation and improvement in own organisation is assessed, or an opportunity for innovation and improvement is merely stated or described with no evidence that criteria have been used to make an assessment

An opportunity for innovation and improvement in own organisation is assessed and a judgement made using appropriate criteria, although the evidence base is limited

An opportunity for innovation and improvement in own organisation is comprehensively assessed and a judgement made using a wide range of appropriate criteria

/ 16


AC 2.2 Justify the improvement identified, in the context of organisational objectives


The improvement identified is not justified in the context of organisational objectives to present a rationale for undertaking the improvement, or the limited organisational objectives provided do not justify the improvement identified

The improvement identified is justified in the context of a number of key organisational objectives to present a limited but sufficient rationale for undertaking the improvement

The improvement identified is justified in the context of a number of key strategic and operational organisational objectives to present a comprehensive, quantified, rationale for undertaking the improvement / 8


280

AC 2.3 Use a range of techniques to generate innovative options to deliver the improvement identified


No options are generated, or options are merely listed or presented with no evidence of how the options have been generated, or the techniques have been used inappropriately, or it is not clear how the options will deliver an improvement or a new or better product, process or service

Limited but sufficient evidence is provided that a narrow range of appropriate techniques have been correctly used to generate innovative options that will deliver an improvement or a new or better product, process or service

Evidence is provided that a wide range of appropriate techniques have been correctly used to generate innovative options that will deliver an improvement or a new or better product, process or service

/ 16


AC 2.4 Evaluate options for generating the proposed improvement to determine feasibility and viability


Options are not evaluated to determine feasibility and viability in order to reach a conclusion or to make recommendations, or the options are inappropriate, or the evaluations are not sufficiently detailed to reach a conclusion or to make recommendations

Limited but sufficient appropriate options are evaluated to determine feasibility and viability in order to reach a conclusion or to make recommendations, although the options are not always sufficiently detailed and/or the ranking of options is not explicit

Detailed and quantified appropriate options are evaluated and ranked using transparent and relevant criteria to determine feasibility and viability in order to reach a conclusion or to make recommendations

/ 20 (min. of 10)

Pass or Referral


Learning Outcome / Section 3: Be able to lead and manage change within an organisation




AC 3.1 Create a change management plan that is designed to meet stakeholders’ expectations


No stakeholder mapping is undertaken and provided in order to identify and profile key stakeholders or to identify stakeholder expectations

No change management plan for the innovation and

Limited but sufficient stakeholder mapping identifies and profiles key stakeholders and identifies stakeholder expectations

A limited but sufficient change management plan for the innovation and improvement is created that

Comprehensive stakeholder mapping identifies and profiles key stakeholders and identifies stakeholder expectations

A comprehensive and SMART change management plan for the innovation and improvement

281

improvement is created, or a change management plan is created that:

is not based on a provided stakeholder mapping

does not take account of stakeholders’ expectations

does not identify how stakeholders should be managed

lacks the detail required for implementation

is based on the stakeholder mapping and stakeholders’ expectations and includes actions needed to be taken and timescales, although further work is needed for full implementation

The change management plan identifies how the different stakeholders should be managed and who is responsible for managing the stakeholders, although key concerns, risks and mitigating factors are not fully addressed, and additional detail is required for full implementation

is created that is based on the stakeholder mapping and stakeholders’ expectations

A comprehensive change management plan details key concerns, risks and mitigating factors, identifies how the different stakeholders should be managed and who is responsible for managing the stakeholders, and provides the level of detail required for full implementation

/ 16 (min. of 8)

Pass or Referral

AC 3.2 Implement the change management plan, monitoring progress against agreed targets


There is no evidence provided that the change management plan has been, or is being, implemented

Monitoring progress against agreed targets has not been addressed in the change management plan, is incorrect, or is inappropriate or insufficient for implementation

There is limited but sufficient evidence provided that the change management plan has been, or is being, implemented

Monitoring progress against agreed targets has been addressed in the change management plan, although additional detail is required for full monitoring

Comprehensive evidence is provided that the change management plan has been, or is being, implemented

Monitoring progress against agreed targets has fully been addressed in the change management plan and has the level of detail required for full monitoring

/ 8 (min. of 4)

Pass or Referral


/ 100 TOTAL MARKS




Date of QA Check:


Signature of QA:

Date of QA check:

282

MARK SHEET – Leading Innovation and Change













Learning Outcome / Section 1: Understand the need for innovation and change management within an organisation




AC 1.1 Explain the importance of innovation for own organisation


The importance of innovation for own organisation is not explained, or is incorrect or inappropriate, or is explained in generic terms with no reference, or with insufficient reference, to own organisation

‘Innovation’ is merely defined or described with no explanation as to the reasons why innovation is important for own organisation

A limited but sufficient and correct account of a narrow range of the practices associated with innovation are provided that explain the importance of innovation for own organisation

A full and correct account of a wide range of the practices associated with innovation are provided that explain the importance of innovation for own organisation

/ 8 (min. of 4)

Pass or Referral

AC 1.2 Explain the importance of managing change within own


The importance of managing change for own organisation is not

A limited but sufficient and correct account of a narrow

A full and correct account of a wide range of the

283

organisation explained, or is incorrect or inappropriate, or is explained in generic terms with no reference, or with insufficient reference, to own organisation

‘Managing change’ is merely defined or described with no explanation as to the reasons why managing change is important for own organisation

range of the practices associated with managing change are provided that explain the importance of managing change for own organisation

practices associated with managing change are provided that explain the importance of managing change for own organisation

/ 8 (min. of 4)

Pass or Referral


Learning Outcome / Section 2: Be able to propose innovative solutions to improve organisational performance




AC 2.1 Assess an opportunity for innovation and improvement in own organisation


No opportunity for innovation and improvement in own organisation is assessed, or an opportunity for innovation and improvement is merely stated or described with no evidence that criteria have been used to make an assessment

An opportunity for innovation and improvement in own organisation is assessed and a judgement made using appropriate criteria, although the evidence base is limited

An opportunity for innovation and improvement in own organisation is comprehensively assessed and a judgement made using a wide range of appropriate criteria

/ 16


AC 2.2 Justify the improvement identified, in the context of organisational objectives


The improvement identified is not justified in the context of organisational objectives to present a rationale for undertaking the improvement, or the limited organisational objectives provided do not justify the improvement identified

The improvement identified is justified in the context of a number of key organisational objectives to present a limited but sufficient rationale for undertaking the improvement

The improvement identified is justified in the context of a number of key strategic and operational organisational objectives to present a comprehensive, quantified, rationale for undertaking the improvement / 8


284

AC 2.3 Use a range of techniques to generate innovative options to deliver the improvement identified


No options are generated, or options are merely listed or presented with no evidence of how the options have been generated, or the techniques have been used inappropriately, or it is not clear how the options will deliver an improvement or a new or better product, process or service

Limited but sufficient evidence is provided that a narrow range of appropriate techniques have been correctly used to generate innovative options that will deliver an improvement or a new or better product, process or service

Evidence is provided that a wide range of appropriate techniques have been correctly used to generate innovative options that will deliver an improvement or a new or better product, process or service

/ 16


AC 2.4 Evaluate options for generating the proposed improvement to determine feasibility and viability


Options are not evaluated to determine feasibility and viability in order to reach a conclusion or to make recommendations, or the options are inappropriate, or the evaluations are not sufficiently detailed to reach a conclusion or to make recommendations

Limited but sufficient appropriate options are evaluated to determine feasibility and viability in order to reach a conclusion or to make recommendations, although the options are not always sufficiently detailed and/or the ranking of options is not explicit

Detailed and quantified appropriate options are evaluated and ranked using transparent and relevant criteria to determine feasibility and viability in order to reach a conclusion or to make recommendations

/ 20 (min. of 10)

Pass or Referral


Learning Outcome / Section 3: Be able to lead and manage change within an organisation




AC 3.1 Create a change management plan that is designed to meet stakeholders’ expectations


No stakeholder mapping is undertaken and provided in order to identify and profile key stakeholders or to identify stakeholder expectations

No change management plan for the innovation and

Limited but sufficient stakeholder mapping identifies and profiles key stakeholders and identifies stakeholder expectations

A limited but sufficient change management plan for the innovation and improvement is created that

Comprehensive stakeholder mapping identifies and profiles key stakeholders and identifies stakeholder expectations

A comprehensive and SMART change management plan for the innovation and improvement

285

improvement is created, or a change management plan is created that:

is not based on a provided stakeholder mapping

does not take account of stakeholders’ expectations

does not identify how stakeholders should be managed

lacks the detail required for implementation

is based on the stakeholder mapping and stakeholders’ expectations and includes actions needed to be taken and timescales, although further work is needed for full implementation

The change management plan identifies how the different stakeholders should be managed and who is responsible for managing the stakeholders, although key concerns, risks and mitigating factors are not fully addressed, and additional detail is required for full implementation

is created that is based on the stakeholder mapping and stakeholders’ expectations

A comprehensive change management plan details key concerns, risks and mitigating factors, identifies how the different stakeholders should be managed and who is responsible for managing the stakeholders, and provides the level of detail required for full implementation

/ 16 (min. of 8)

Pass or Referral

AC 3.2 Implement the change management plan, monitoring progress against agreed targets


There is no evidence provided that the change management plan has been, or is being, implemented

Monitoring progress against agreed targets has not been addressed in the change management plan, is incorrect, or is inappropriate or insufficient for implementation

There is limited but sufficient evidence provided that the change management plan has been, or is being, implemented

Monitoring progress against agreed targets has been addressed in the change management plan, although additional detail is required for full monitoring

Comprehensive evidence is provided that the change management plan has been, or is being, implemented

Monitoring progress against agreed targets has fully been addressed in the change management plan and has the level of detail required for full monitoring

/ 8 (min. of 4)

Pass or Referral


/ 100 TOTAL MARKS




Date of QA Check:


Signature of QA:

Date of QA check:

286

Title: Managing individual development

Level: 5

Credit value: 4


1 Be able to evaluate individual

performance in an organisation

1.1

Conduct a performance gap analysis with an individual in your area of responsibility, to determine development needs

2 Be able to implement a personal

development plan, for an individual in an organisation

2.1

2.2

2.3

Critically assess the suitability of a range of development vehicles to meet the needs of an individual within the organisation Devise and justify a personal development plan to meet the needs of an individual within the organisation Explain how the personal development plan will be monitored


Unit purpose and aim(s) To develop ability to be able to manage

individual development as required by a







Links to MSC 2004 NOS: C5, C6, D1, D3,

D6, D7



appropriate)



required)




Business Management


unit



287



1

Performance gap analysis

Techniques for informal performance assessment and formal appraisal

Methods of ensuring fair and objective assessment/appraisal

Training needs analysis

The role of training

Links between quality, appraisal and training

2

Range of training and development techniques activities, their strengths and weaknesses

Learning styles and range/sources of learning opportunities

Learning styles and techniques for designing appropriate, cost effective training to meet identified needs

Reporting and recording performance assessment, including confidentiality

Mechanisms to provide appropriate feedback and guidance to the individual

Techniques for promoting responsibility for self appraisal and development

Career development strategies

Mechanisms to prepare development plans, including resource implications and timescales

Mentoring and the mentoring cycle, and other support techniques

Coaching techniques, including evaluation and feedback

Content and format of effective induction to meet organisational and individual needs

Methods to monitor, evaluate and record individual development

Relevant feedback techniques

Methods to evaluate effectiveness of training

Appropriate recording systems

288

ASSIGNMENT TASK for Unit: Managing individual development



TASK The purpose of this unit is to develop ability to be able to manage individual development as required by a practising or potential middle manager. NOTE An ILM Assessment Task provides an opportunity to relate your learning directly to your current organisation. It is recommended that you discuss the assignment with your line manager to explore and agree how the task could be used to support the needs of your employer (as well as evidencing your learning as part of completing your ILM qualification). If you are not currently working within an organisation, then you may complete this task in relation to an organisation with which you are familiar. This could include experience working in a voluntary capacity The nominal word count for this assignment is 2500 words: The suggested range is between 2000 and 3000 words, however individuals have different writing styles, and there is no penalty if the word-count range is exceeded.


Be able to evaluate individual performance in an organisation conduct a performance gap analysis with an individual in your area of responsibility based on an analysis of the individual’s current skills, knowledge and abilities and an analysis of the current or future performance requirements of the individual’s role. The performance gap analysis must be sufficiently detailed to allow judgements to be made on appropriate development needs for the individual

Conduct a performance gap analysis

with an individual in your area of responsibility, to determine development needs (32 marks)

Be able to implement a personal development plan, for an individual in an organisation The second part of the task requires a range of appropriate development vehicles to be critically assessed for their suitability to meet the needs of an individual in the organisation. You are then required to devise a personal development plan to meet the needs of the individual that is justified in terms of the performance gap analysis and the critical assessment of development vehicles, and to provide an explanation of how the personal development plan will be monitored.

Critically assess the suitability of a range of development vehicles to meet the needs of an individual within the organisation (32 marks)

Devise and justify a personal development plan to meet the needs of an individual within the organisation (20 marks)

Explain how the personal development plan will be monitored (16 marks)


289

MARK SHEET – MANAGING INDIVIDUAL DEVELOPMENT













Learning Outcome / Section 1: Be able to evaluate individual performance in an organisation




AC 1.1 Conduct a performance gap analysis with an individual in your area of responsibility, to determine development needs


A performance gap analysis is not conducted with an individual in own area of responsibility, or the performance gap is conducted incorrectly, or the performance gap analysis is subjective and based on inadequate information and limited analysis

Development needs are not determined, or are not based on a satisfactory performance gap analysis, or are not appropriate, or are subjective and based on inadequate information and limited analysis

A performance gap analysis is conducted based on:

an analysis of the individual’s current skills, knowledge and abilities, and

an analysis of the current or future performance requirements of the individual’s role

The performance gap analysis is sufficiently detailed to allow judgements to be made on development needs for the individual

Appropriate development needs for an individual in own area are determined based on a satisfactory performance gap analysis

A comprehensive performance gap analysis is conducted based on:



A comprehensive performance gap analysis identifies critical tasks and organisational goals and internal and external constraints, and the high level of detail allows informed judgements to be made on development needs for the individual

Detailed and appropriate development needs for an individual in own area are

290

determined based on a comprehensive performance gap analysis

/ 32 (min. of 16)

Pass or Referral


Learning Outcome / Section 2: Be able to implement a personal development plan, for an individual in an organisation




AC 2.1 Critically assess the suitability of a range of development vehicles to meet the needs of an individual within the organisation


No development vehicles have been critically assessed to ascertain their suitability to meet the needs of an individual in the organisation, or the development vehicles are inappropriate for meeting the needs of the individual

Development vehicles have been critically assessed in isolation without reference to their suitability to meet the needs of an individual in the organisation

A range of appropriate development vehicles have been critically assessed to ascertain their suitability to meet the needs of an individual in the organisation, yet the range of development vehicles is partial and limited in scope

Appropriate development vehicles have been critically assessed with reference to their suitability to meet the needs of an individual in the organisation, yet the critical assessments contain value judgements that weaken the case for the suitability of the development vehicles

A full range of appropriate development vehicles have been critically assessed to ascertain their suitability to meet the needs of an individual in the organisation

Appropriate development vehicles have been critically assessed with reference to their suitability to meet the needs of an individual in the organisation, and the critical assessments present objective and balanced overviews that confirm the case for the suitability of the development vehicles

/ 32 (min. of 16)

Pass or Referral

AC 2.2 Devise and justify a personal development plan to meet the needs of an individual within the organisation


No personal development plan has been devised, or the personal development plan is incorrect, insufficient or inappropriate

The personal development plan is not justified by a performance gap analysis and a critical assessment of a range of development vehicles to meet the needs of the individual

An limited but sufficient personal development plan is justified by a performance gap analysis and a critical assessment of a range of development vehicles to meet the needs of the individual

A comprehensive personal development plan is justified by a performance gap analysis and a critical assessment of a range of development vehicles to meet the needs of the individual / 20


291

AC 2.3 Explain how the personal development plan will be monitored


Monitoring is not addressed in the personal development plan, or monitoring is incorrect or inappropriate, or how the personal development plan will be monitored is merely listed and not explained

A limited but sufficient explanation of how the monitoring will work is provided

A full explanation of how the monitoring will work is provided

/ 16 (min. of 8)

Pass or Referral


/ 100 TOTAL MARKS




Date of QA Check:


Signature of QA:

Date of QA check:

292

MARK SHEET – MANAGING INDIVIDUAL DEVELOPMENT













Learning Outcome / Section 1: Be able to evaluate individual performance in an organisation




AC 1.1 Conduct a performance gap analysis with an individual in your area of responsibility, to determine development needs


A performance gap analysis is not conducted with an individual in own area of responsibility, or the performance gap is conducted incorrectly, or the performance gap analysis is subjective and based on inadequate information and limited analysis

Development needs are not determined, or are not based on a satisfactory performance gap analysis, or are not appropriate, or are subjective and based on inadequate information and limited analysis

A performance gap analysis is conducted based on:



The performance gap analysis is sufficiently detailed to allow judgements to be made on development needs for the individual

Appropriate development needs for an individual in own area are determined based on a satisfactory performance gap analysis

A comprehensive performance gap analysis is conducted based on:



A comprehensive performance gap analysis identifies critical tasks and organisational goals and internal and external constraints, and the high level of detail allows informed judgements to be made on development needs for the individual

Detailed and appropriate development needs for an individual in own area are

293

determined based on a comprehensive performance gap analysis

/ 32 (min. of 16)

Pass or Referral


Learning Outcome / Section 2: Be able to implement a personal development plan, for an individual in an organisation




AC 2.1 Critically assess the suitability of a range of development vehicles to meet the needs of an individual within the organisation


No development vehicles have been critically assessed to ascertain their suitability to meet the needs of an individual in the organisation, or the development vehicles are inappropriate for meeting the needs of the individual

Development vehicles have been critically assessed in isolation without reference to their suitability to meet the needs of an individual in the organisation

A range of appropriate development vehicles have been critically assessed to ascertain their suitability to meet the needs of an individual in the organisation, yet the range of development vehicles is partial and limited in scope

Appropriate development vehicles have been critically assessed with reference to their suitability to meet the needs of an individual in the organisation, yet the critical assessments contain value judgements that weaken the case for the suitability of the development vehicles

A full range of appropriate development vehicles have been critically assessed to ascertain their suitability to meet the needs of an individual in the organisation

Appropriate development vehicles have been critically assessed with reference to their suitability to meet the needs of an individual in the organisation, and the critical assessments present objective and balanced overviews that confirm the case for the suitability of the development vehicles

/ 32 (min. of 16)

Pass or Referral

AC 2.2 Devise and justify a personal development plan to meet the needs of an individual within the organisation


No personal development plan has been devised, or the personal development plan is incorrect, insufficient or inappropriate

The personal development plan is not justified by a performance gap analysis and a critical assessment of a range of development vehicles to meet the needs of the individual

An limited but sufficient personal development plan is justified by a performance gap analysis and a critical assessment of a range of development vehicles to meet the needs of the individual

A comprehensive personal development plan is justified by a performance gap analysis and a critical assessment of a range of development vehicles to meet the needs of the individual / 20


294

AC 2.3 Explain how the personal development plan will be monitored


Monitoring is not addressed in the personal development plan, or monitoring is incorrect or inappropriate, or how the personal development plan will be monitored is merely listed and not explained

A limited but sufficient explanation of how the monitoring will work is provided

A full explanation of how the monitoring will work is provided

/ 16 (min. of 8)

Pass or Referral


/ 100 TOTAL MARKS




Date of QA Check:


Signature of QA:

Date of QA check:

295

Title: Managing stress and conflict in the organisation

Level: 5

Credit value: 3


1 Understand the effectiveness of own

organisation in dealing with workplace stress and conflict

1.1

Evaluate the effectiveness of the organisation in recognising workplace stress and conflict and providing the necessary support mechanisms

2 Be able to improve the management of

workplace stress and conflict in own area of responsibility

2.1

2.2

2.3

Plan improvements to the identification and approach to dealing with workplace stress and conflict in own area of responsibility Implement improvements to the identification and approach to dealing with workplace stress and conflict in own area of responsibility Critically evaluate own ability to identify and deal with workplace stress and conflict effectively in own area of responsibility



able to manage stress and conflict in own

organisation, as required by a practising or







Links to MSC 2004 NOS: B6, D6



appropriate)



required)




Business Management

296


unit





1

Management responsibilities in relation to work-related stress

Methods to manage stress at own place of work

Workplace risk assessments

Sources of support and techniques to counsel staff

Audit and review procedures for managing stress

Possible indicators of stress in the workplace such as staff turnover

Organisational policies and procedures on bullying and harassment

Health and safety legislation in the workplace

2

Identifying and dealing with workplace stress and conflict

Causes of conflict and interpersonal friction (including bullying and harassment) and ways to resolve them

Grievance and discipline procedures, including supporting records

Organisational employment policies such as time-keeping, absenteeism, conduct, level of performance, attitude and behaviour, gross misconduct

Awareness of legal aspects of disciplinary processes

Causes, symptoms and impacts of stress and the implications/effects of stress for individuals and organisations

Stress awareness training

Causes and effects of stress and implications for workplace and non-work activities and relationships

Symptoms of stress in self and recognition of stressful situations

Setting objectives and determining priorities to balance personal and organisational needs

Sources of support, and when to seek professional advice/counselling

Active planning for stress management

Stress awareness campaigns

Symptoms of stress in self and recognition of stressful situations

Setting objectives and determining priorities to balance personal and organisational needs

Time management techniques as major factor

Benefits of delegating

297

ASSIGNMENT TASK for Unit: Managing stress and conflict in the organisation



TASK The purpose of this unit is to develop understanding and ability to be able to manage stress and conflict in own organisation, as required by a practising or potential middle manager. NOTE An ILM Assessment Task provides an opportunity to relate your learning directly to your current organisation. It is recommended that you discuss the assignment with your line manager to explore and agree how the task could be used to support the needs of your employer (as well as evidencing your learning as part of completing your ILM qualification). If you are not currently working within an organisation, then you may complete this task in relation to an organisation with which you are familiar. This could include experience working in a voluntary capacity The nominal word count for this assignment is 2500 words: The suggested range is between 2000 and 3000 words, however individuals have different writing styles, and there is no penalty if the word-count range is exceeded.


Understand the effectiveness of own organisation in dealing with workplace stress and conflict Evaluate and provide a conclusion or make recommendations on the effectiveness of the organisation in recognising workplace stress and conflict and providing the necessary support mechanisms.

Evaluate the effectiveness of the

organisation in recognising workplace stress and conflict and providing the necessary support mechanisms (28 marks)

Be able to improve the management of workplace stress and conflict in own area of responsibility Plan and implement improvements to the identification and approach to dealing with workplace stress and conflict in own area of responsibility. You are then required to critically evaluate own ability to identify and deal with workplace stress and conflict effectively in own area of responsibility in order to reach a conclusion or make recommendations.

Plan improvements to the identification and approach to dealing with workplace stress and conflict in own area of responsibility (24 marks)

Implement improvements to the identification and approach to dealing with workplace stress and conflict in own area of responsibility (20 marks)

Critically evaluate own ability to identify and deal with workplace stress and conflict effectively in own area of responsibility (28 marks)


298

MARK SHEET –MANAGING STRESS AND CONFLICT IN THE ORGANISATION













Learning Outcome / Section 1: Understand the effectiveness of own organisation in dealing with workplace stress and conflict




AC 1.1 Evaluate the effectiveness of the organisation in recognising workplace stress and conflict and providing the necessary support mechanisms


Effectiveness of the organisation in recognising workplace stress or effectiveness of the organisation in recognising workplace conflict has been evaluated, but not both

Effectiveness of the organisation in providing necessary support mechanisms for workplace stress or effectiveness of the organisation in providing necessary support mechanisms for workplace conflict has been evaluated, but not both

Effectiveness of the recognition of workplace stress or effectiveness of the recognition of workplace conflict is described rather than evaluated

Effectiveness of the organisation in recognising workplace stress and effectiveness of the organisation in recognising workplace conflict have both been evaluated sufficiently using evidence to provide a conclusion or make recommendations

Effectiveness of the provision of necessary support mechanisms for workplace stress and effectiveness of the provision of necessary support mechanisms for workplace conflict have both been evaluated sufficiently using evidence to provide a conclusion or make recommendations

Effectiveness of the organisation in recognising workplace stress and effectiveness of the organisation in recognising workplace conflict have both been evaluated by conducting a systematic evidence-based enquiry to provide a conclusion or make recommendations

Effectiveness of the provision of necessary support mechanisms for workplace stress and effectiveness of the provision of necessary support mechanisms for conflict have both been evaluated by conducting a systematic evidence-based enquiry to provide a conclusion or make

299

Effectiveness of providing necessary support mechanisms for workplace stress or effectiveness of providing necessary support mechanisms for workplace conflict is described rather than evaluated

No evidence is provided for the evaluations, or the evidence is inadequate

recommendations

/ 28 (min. of 14)

Pass or Referral


Learning Outcome / Section 2: Be able to improve the management of workplace stress and conflict in own area of responsibility




AC 2.1 Plan improvements to the identification and approach to dealing with workplace stress and conflict in own area of responsibility


No plans are provided, or planning is inadequate

Improvements to dealing with workplace stress in own area of responsibility are planned or improvements to dealing with conflict in own area of responsibility are planned, but not both

Improvements to dealing with workplace stress in own area of responsibility and improvements to dealing with conflict in own area of responsibility are both planned, although the planning is limited and requires further work for full implementation

Detailed improvements to dealing with workplace stress in own area of responsibility and detailed improvements to dealing with conflict in own area of responsibility are both fully and comprehensively planned with no further work required for full implementation

/ 24 (min. of 12)

Pass or Referral

AC 2.2 Implement improvements to the identification and approach to dealing with workplace stress and conflict in own area of responsibility


There is no evidence, or there is insufficient evidence, to indicate improvements to the identification and approach to dealing with workplace stress and conflict in own area of responsibility have been, or are being, implemented

Limited but sufficient evidence is provided that improvements to dealing with workplace stress in own area of responsibility and improvements to dealing with conflict in own area of responsibility are both implemented, or both are being implemented

Comprehensive evidence is provided that improvements to dealing with workplace stress in own area of responsibility and improvements to dealing with conflict in own area of responsibility are both implemented, or both are being implemented

/ 20 (min. of 10)

Pass or Referral

300

AC 2.3 Critically evaluate own ability to identify and deal with workplace stress and conflict effectively in own area of responsibility


Own ability to identify and deal with workplace stress and conflict effectively in own area of responsibility is not critically evaluated

Own ability to identify and deal with workplace stress effectively in own area of responsibility is critically evaluated or own ability to identify and deal with workplace conflict effectively in own area of responsibility is critically evaluated, but not both

Own ability to identify and deal with workplace stress effectively in own area of responsibility is described rather than critically evaluated, or insufficient evidence has been collected to provide a meaningful critical evaluation

Own ability to identify and deal with workplace conflict effectively in own area of responsibility is described rather than critically evaluated, or insufficient evidence has been collected to provide a meaningful critical evaluation

Own ability to identify and deal with workplace stress effectively in own area of responsibility and own ability to identify and deal with workplace conflict effectively in own area of responsibility are both critically evaluated, although the critical evaluations are based on limited collections of evidence and/or contain value judgements that weaken the case for the level of ability claimed

Own ability to identify and deal with workplace stress effectively in own area of responsibility and own ability to identify and deal with workplace conflict effectively in own area of responsibility are both critically evaluated using a wide and objective evidence base to provide a detailed and supported judgement for the level of ability claimed

/ 28 (min. of 14)

Pass or Referral


/ 100 TOTAL MARKS




Date of QA Check:


Signature of QA:

Date of QA check:

301

MARK SHEET –MANAGING STRESS AND CONFLICT IN THE ORGANISATION













Learning Outcome / Section 1: Understand the effectiveness of own organisation in dealing with workplace stress and conflict




AC 1.1 Evaluate the effectiveness of the organisation in recognising workplace stress and conflict and providing the necessary support mechanisms


Effectiveness of the organisation in recognising workplace stress or effectiveness of the organisation in recognising workplace conflict has been evaluated, but not both

Effectiveness of the organisation in providing necessary support mechanisms for workplace stress or effectiveness of the organisation in providing necessary support mechanisms for workplace conflict has been evaluated, but not both

Effectiveness of the recognition of workplace stress or effectiveness of the recognition of workplace conflict is described rather than evaluated

Effectiveness of the organisation in recognising workplace stress and effectiveness of the organisation in recognising workplace conflict have both been evaluated sufficiently using evidence to provide a conclusion or make recommendations

Effectiveness of the provision of necessary support mechanisms for workplace stress and effectiveness of the provision of necessary support mechanisms for workplace conflict have both been evaluated sufficiently using evidence to provide a conclusion or make recommendations

Effectiveness of the organisation in recognising workplace stress and effectiveness of the organisation in recognising workplace conflict have both been evaluated by conducting a systematic evidence-based enquiry to provide a conclusion or make recommendations

Effectiveness of the provision of necessary support mechanisms for workplace stress and effectiveness of the provision of necessary support mechanisms for conflict have both been evaluated by conducting a systematic evidence-based enquiry to provide a conclusion or make

302

Effectiveness of providing necessary support mechanisms for workplace stress or effectiveness of providing necessary support mechanisms for workplace conflict is described rather than evaluated

No evidence is provided for the evaluations, or the evidence is inadequate

recommendations

/ 28 (min. of 14)

Pass or Referral


Learning Outcome / Section 2: Be able to improve the management of workplace stress and conflict in own area of responsibility




AC 2.1 Plan improvements to the identification and approach to dealing with workplace stress and conflict in own area of responsibility


No plans are provided, or planning is inadequate

Improvements to dealing with workplace stress in own area of responsibility are planned or improvements to dealing with conflict in own area of responsibility are planned, but not both

Improvements to dealing with workplace stress in own area of responsibility and improvements to dealing with conflict in own area of responsibility are both planned, although the planning is limited and requires further work for full implementation

Detailed improvements to dealing with workplace stress in own area of responsibility and detailed improvements to dealing with conflict in own area of responsibility are both fully and comprehensively planned with no further work required for full implementation

/ 24 (min. of 12)

Pass or Referral

AC 2.2 Implement improvements to the identification and approach to dealing with workplace stress and conflict in own area of responsibility


There is no evidence, or there is insufficient evidence, to indicate improvements to the identification and approach to dealing with workplace stress and conflict in own area of responsibility have been, or are being, implemented

Limited but sufficient evidence is provided that improvements to dealing with workplace stress in own area of responsibility and improvements to dealing with conflict in own area of responsibility are both implemented, or both are being implemented

Comprehensive evidence is provided that improvements to dealing with workplace stress in own area of responsibility and improvements to dealing with conflict in own area of responsibility are both implemented, or both are being implemented

/ 20 (min. of 10)

Pass or Referral

303

AC 2.3 Critically evaluate own ability to identify and deal with workplace stress and conflict effectively in own area of responsibility


Own ability to identify and deal with workplace stress and conflict effectively in own area of responsibility is not critically evaluated

Own ability to identify and deal with workplace stress effectively in own area of responsibility is critically evaluated or own ability to identify and deal with workplace conflict effectively in own area of responsibility is critically evaluated, but not both

Own ability to identify and deal with workplace stress effectively in own area of responsibility is described rather than critically evaluated, or insufficient evidence has been collected to provide a meaningful critical evaluation

Own ability to identify and deal with workplace conflict effectively in own area of responsibility is described rather than critically evaluated, or insufficient evidence has been collected to provide a meaningful critical evaluation

Own ability to identify and deal with workplace stress effectively in own area of responsibility and own ability to identify and deal with workplace conflict effectively in own area of responsibility are both critically evaluated, although the critical evaluations are based on limited collections of evidence and/or contain value judgements that weaken the case for the level of ability claimed

Own ability to identify and deal with workplace stress effectively in own area of responsibility and own ability to identify and deal with workplace conflict effectively in own area of responsibility are both critically evaluated using a wide and objective evidence base to provide a detailed and supported judgement for the level of ability claimed

/ 28 (min. of 14)

Pass or Referral


/ 100 TOTAL MARKS




Date of QA Check:


Signature of QA:

Date of QA check:

304

Title: Understanding the organisational environment

Level: 5

Credit value: 5


1 Be able to analyse how an organisation

is affected by the macro-environment

1.1

1.2

Analyse own organisation using PESTLE Evaluate the strengths and limitations of using PESTLE as a strategic diagnostic tool

2 Understand the impact of economic

and political factors on the organisation

2.1

2.2

Assess the impact on the organisation of one economic factor from the PESTLE analysis Assess the impact on the organisation of one political factor from the PESTLE analysis

3 Understand the legal environment

within which the organisation operates

3.1

Assess the impact on the organisation of one legal factor from the PESTLE analysis



the organisational environment as required by







Links to MSC 2004 NOS: B8, D3, F8



appropriate)



required)




Business Management


unit


305





Indicative Content:

1

Concept and methods of conducting PESTLE analysis

Practical use of PESTLE analysis to create outline organisational profiles

The concept of appropriate access to knowledge and information within the organisation to facilitate its activities

2

Impact of economics and politics on the organisation

Economic issues – inflation, unemployment, trade cycles, exchange rates, economic growth, price mechanism, competition, economic indicators, “factors of production” affecting business location

Governmental influence on the economy and organisational operations – fiscal, monetary, legal

Global issues and challenges for organisations

International trade – UK’s key trading partners – international competition

The European Union – purpose, scope, membership and institutions

Other international organisations which have an influence on business

Exchange rates and their impact on business

3

The English (Scottish or Irish systems as appropriate) legal system, sources of law, common law, statute and the doctrine of precedence

Nature of law, rules, sanctions, enforcement and administration. Civil and criminal law affecting business and employment

European law, Directives and their impact on UK law

The law of contract, terms and conditions, remedies for breach of contract. Legislation affecting contracts for the sale of goods and services

Product liability, Consumer Protection legislation, civic and criminal liability and enforcement

Law of agency and application to the job role

Employment law, contracts of employment, individual statutory employment rights, unfair dismissal

Legal duties in relation to sex, race and disability and unfair discrimination

Trade union law, membership rights, recognition, consultation and Workers Councils

306

ASSIGNMENT TASK for Unit: Understanding the organisational environment



TASK The purpose of this unit is to develop knowledge and understanding of the organisational environment as required by a practising or potential middle manager. NOTE An ILM Assessment Task provides an opportunity to relate your learning directly to your current organisation. It is recommended that you discuss the assignment with your line manager to explore and agree how the task could be used to support the needs of your employer (as well as evidencing your learning as part of completing your ILM qualification). If you are not currently working within an organisation, then you may complete this task in relation to an organisation with which you are familiar. This could include experience working in a voluntary capacity The nominal word count for this assignment is 2500 words: The suggested range is between 2000 and 3000 words, however individuals have different writing styles, and there is no penalty if the word-count range is exceeded.


Be able to analyse how an organisation is affected by the macro-environment use the PESTLE framework correctly and appropriately to analyse own organisation, ensuring that you make it clear why the factors you identify are important for the organisation. You are then required to evaluate the strengths and limitations of the PESTLE framework to reach a conclusion or make recommendations as to its usefulness as a strategic diagnostic tool for the environmental scanning element of strategic management.

Analyse own organisation using

PESTLE (20 marks)

Evaluate the strengths and limitations of using PESTLE as a strategic diagnostic tool (20 marks)

Understand the impact of economic and political factors on the organisation The second part of the task requires an assessment of one economic factor and one political factor from the PESTLE analysis, using appropriate criteria to make a judgement on the impact on the organisation of each.

Assess the impact on the organisation

of one economic factor from the PESTLE analysis (20 marks)

Assess the impact on the organisation of one political factor from the PESTLE analysis (20 marks)

Understand the legal environment within which the organisation operates Assess of one legal factor from the PESTLE analysis, using appropriate criteria to make a judgement on its impact on the organisation.

Assess the impact on the organisation of one legal factor from the PESTLE analysis (20 marks)


307

MARK SHEET –UNDERSTANDING THE ORGANISATIONAL ENVIRONMENT













Learning Outcome / Section 1: Be able to analyse how an organisation is affected by the macro-environment




AC 1.1 Analyse own organisation using PESTLE


The PESTLE framework has not been used, or has been used incorrectly

There are insufficient factors arising out of the PESTLE analysis, or it is not clear why the factors have been identified as key factors in own organisation’s environment

The PESTLE framework has been used correctly to analyse own organisation

There are sufficient factors arising out of the PESTLE analysis to aid strategic decision making and it is clear why the factors have been identified as key factors in own organisation’s environment

An enhanced PESTLE framework, e.g. LoNGPESTLE, has been used correctly to analyse own organisation

There are sufficient factors arising out of the enhanced PESTLE analysis to aid strategic decision making and it is clear why the factors have been identified as key factors in own organisation’s environment

The relative importance of the impact of the enhanced PESTLE factors is determined and the factors are ranked according to impact of change and rate of change

/ 20 (min. of 10)

Pass or Referral

308

AC 1.2 Evaluate the strengths and limitations of using PESTLE as a strategic diagnostic tool


Strengths and limitations of the PESTLE framework has not been addressed, or strengths and limitations have been merely listed, or the features of the PESTLE framework have been described with no evaluation to reach a conclusion or to make recommendations as to the use of PESTLE as a strategic diagnostic tool

Strengths and limitations of the PESTLE framework have been evaluated to reach a limited but sufficient conclusion or to make limited but sufficient recommendations as to the usefulness of using PESTLE as a strategic diagnostic tool

Strengths and limitations of the PESTLE framework have been evaluated fully to reach a comprehensive conclusion or to make comprehensive recommendations as to the usefulness of using PESTLE as a strategic diagnostic tool for own organisation

/ 20 (min. of 10)

Pass or Referral


Learning Outcome / Section 2: Understand the impact of economic and political factors on the organisation




AC 2.1 Assess the impact on the organisation of one economic factor from the PESTLE analysis


The impact on the organisation of one economic factor from the PESTLE analysis is not assessed, or is assessed incorrectly or inappropriately, or one economic factor is merely listed or described without making a judgement as to its impact on the organisation using appropriate criteria

A limited but sufficient assessment of the impact on the organisation of one economic factor from the PESTLE analysis is provided using a limited but sufficient range of appropriate criteria to make a judgement

A comprehensive assessment of the impact on the organisation of one economic factor from the PESTLE analysis is provided using a wide range of appropriate criteria to make a judgement

/ 20 (min. of 10)

Pass or Referral

AC 2.2 Assess the impact on the organisation of one political factor from the PESTLE analysis


The impact on the organisation of one political factor from the PESTLE analysis is not assessed, or

A limited but sufficient assessment of the impact on the organisation of one political factor from the

A comprehensive assessment of the impact on the organisation of one political factor from the

309

is assessed incorrectly or inappropriately, or one political factor is merely listed or described without making a judgement as to its impact on the organisation using appropriate criteria

PESTLE analysis is provided using a limited but sufficient range of appropriate criteria to make a judgement

PESTLE analysis is provided using a wide range of appropriate criteria to make a judgement

/ 20 (min. of 10)

Pass or Referral


Learning Outcome / Section 3: Understand the legal environment within which the organisation operates




AC 3.1 Assess the impact on the organisation of one legal factor from the PESTLE analysis


The impact on the organisation of one legal factor from the PESTLE analysis is not assessed, or is assessed incorrectly or inappropriately, or one legal factor is merely listed or described without making a judgement as to its impact on the organisation using appropriate criteria

A limited but sufficient assessment of the impact on the organisation of one legal factor from the PESTLE analysis is provided using a limited but sufficient range of appropriate criteria to make a judgement

A comprehensive assessment of the impact on the organisation of one legal factor from the PESTLE analysis is provided using a wide range of appropriate criteria to make a judgement / 20



/ 100 TOTAL MARKS




Date of QA Check:


Signature of QA:

Date of QA check:

310

MARK SHEET –UNDERSTANDING THE ORGANISATIONAL ENVIRONMENT













Learning Outcome / Section 1: Be able to analyse how an organisation is affected by the macro-environment




AC 1.1 Analyse own organisation using PESTLE


The PESTLE framework has not been used, or has been used incorrectly

There are insufficient factors arising out of the PESTLE analysis, or it is not clear why the factors have been identified as key factors in own organisation’s environment

The PESTLE framework has been used correctly to analyse own organisation

There are sufficient factors arising out of the PESTLE analysis to aid strategic decision making and it is clear why the factors have been identified as key factors in own organisation’s environment

An enhanced PESTLE framework, e.g. LoNGPESTLE, has been used correctly to analyse own organisation

There are sufficient factors arising out of the enhanced PESTLE analysis to aid strategic decision making and it is clear why the factors have been identified as key factors in own organisation’s environment

The relative importance of the impact of the enhanced PESTLE factors is determined and the factors are ranked according to impact of change and rate of change

/ 20 (min. of 10)

Pass or Referral

311

AC 1.2 Evaluate the strengths and limitations of using PESTLE as a strategic diagnostic tool


Strengths and limitations of the PESTLE framework has not been addressed, or strengths and limitations have been merely listed, or the features of the PESTLE framework have been described with no evaluation to reach a conclusion or to make recommendations as to the use of PESTLE as a strategic diagnostic tool

Strengths and limitations of the PESTLE framework have been evaluated to reach a limited but sufficient conclusion or to make limited but sufficient recommendations as to the usefulness of using PESTLE as a strategic diagnostic tool

Strengths and limitations of the PESTLE framework have been evaluated fully to reach a comprehensive conclusion or to make comprehensive recommendations as to the usefulness of using PESTLE as a strategic diagnostic tool for own organisation

/ 20 (min. of 10)

Pass or Referral


Learning Outcome / Section 2: Understand the impact of economic and political factors on the organisation




AC 2.1 Assess the impact on the organisation of one economic factor from the PESTLE analysis


The impact on the organisation of one economic factor from the PESTLE analysis is not assessed, or is assessed incorrectly or inappropriately, or one economic factor is merely listed or described without making a judgement as to its impact on the organisation using appropriate criteria

A limited but sufficient assessment of the impact on the organisation of one economic factor from the PESTLE analysis is provided using a limited but sufficient range of appropriate criteria to make a judgement

A comprehensive assessment of the impact on the organisation of one economic factor from the PESTLE analysis is provided using a wide range of appropriate criteria to make a judgement

/ 20 (min. of 10)

Pass or Referral

AC 2.2 Assess the impact on the organisation of one political factor from the PESTLE analysis


The impact on the organisation of one political factor from the PESTLE analysis is not assessed, or

A limited but sufficient assessment of the impact on the organisation of one political factor from the

A comprehensive assessment of the impact on the organisation of one political factor from the

312

is assessed incorrectly or inappropriately, or one political factor is merely listed or described without making a judgement as to its impact on the organisation using appropriate criteria

PESTLE analysis is provided using a limited but sufficient range of appropriate criteria to make a judgement

PESTLE analysis is provided using a wide range of appropriate criteria to make a judgement

/ 20 (min. of 10)

Pass or Referral


Learning Outcome / Section 3: Understand the legal environment within which the organisation operates




AC 3.1 Assess the impact on the organisation of one legal factor from the PESTLE analysis


The impact on the organisation of one legal factor from the PESTLE analysis is not assessed, or is assessed incorrectly or inappropriately, or one legal factor is merely listed or described without making a judgement as to its impact on the organisation using appropriate criteria

A limited but sufficient assessment of the impact on the organisation of one legal factor from the PESTLE analysis is provided using a limited but sufficient range of appropriate criteria to make a judgement

A comprehensive assessment of the impact on the organisation of one legal factor from the PESTLE analysis is provided using a wide range of appropriate criteria to make a judgement / 20



/ 100 TOTAL MARKS




Date of QA Check:


Signature of QA:

Date of QA check:

313

Title: Understanding organisational culture and ethics

Level: 5

Credit value: 3


1. Understand organisational ethics and culture, in relation to own organisation

1.1

Analyse own organisation’s policies and procedures which relate to ethical considerations, across a range of activities

2. Understand how an organisation’s ethics and culture influence leadership style and organisation structure

2.1

Explain how ethical considerations and culture influence leadership style and organisation structure

3. Understand how to leverage ethics and culture to improve organisation performance

3.1

Evaluate the most effective leadership styles in the context of own organisation’s ethics and culture


Unit purpose and aim(s) To develop understanding of organisational

ethics and culture and their influence upon

leadership style and organisation structure, as


manager.






Links to MSC 2004 NOS: B8, B9, B11,



appropriate)



required)




Business Management


unit


314




1

The importance of governance in shaping the ethics and values of the organisation

Corporate social responsibility

Legislation and social attitudes, and their effect on organisational policies and procedures in relation to diversity and equal opportunities

Issues of human rights, harassment, bullying and “whistle-blowing” legislation

Own organisation’s policies and procedures to deal with legal and moral obligations

Alternative perceptions about right and wrong, value judgements

Definition of ethics in the work context including cultures, beliefs and value systems

Personal and business ethics

Ethical considerations for investment, trading, competition, manufacturing, employment, etc.

Ethics and stakeholders

Social responsibilities of organisations and the resource implications and financial costs and returns of using an ethical and equitable approach

2

Types of organisational culture and how they are manifest in terms of structure of teams and management style

Leadership style and organisation structure as a function of ethics and culture

Cultural web (© Johnson and Scholes)

Culture and strategy

Techniques for influencing culture

Importance of creating a culture that encourages creativity and innovation and welcomes change

Blame cultures and problem solving approaches

“politics” within organisations

The concept of sub-cultures and their management

Empowerment, delegation and leadership

3

Mapping ethics and culture in own organisation

Effective leadership as a function of ethics and culture in own organisation

315

ASSIGNMENT TASK for Unit: Understanding organisational culture and ethics



TASK The purpose of this unit is to develop understanding of organisational ethics and culture and their influence upon leadership style and organisation structure, as required by a practising or potential middle manager. NOTE An ILM Assessment Task provides an opportunity to relate your learning directly to your current organisation. It is recommended that you discuss the assignment with your line manager to explore and agree how the task could be used to support the needs of your employer (as well as evidencing your learning as part of completing your ILM qualification). If you are not currently working within an organisation, then you may complete this task in relation to an organisation with which you are familiar. This could include experience working in a voluntary capacity The nominal word count for this assignment is 2500 words: The suggested range is between 2000 and 3000 words, however individuals have different writing styles, and there is no penalty if the word-count range is exceeded.


Understand organisational ethics and culture, in relation to own organisation

Analyse own organisation’s policies and procedures across a range of activities in order to determine their essential meanings and/or essential features and to draw conclusions as to the organisation’s ethical considerations or ethical stance. You will need to ensure you are clear as to the differences between ‘ethics’ and ‘culture’ and the relationship between the two.

Analyse own organisation’s policies

and procedures which relate to ethical considerations, across a range of activities (36 marks)

Understand how an organisation’s ethics and culture influence leadership style and organisation structure Utilise relevant research and relevant theory or models in order to explain how ethical considerations and culture influence leadership style and organisation structure.

Explain how ethical considerations and

culture influence leadership style and organisation structure (28 marks)

Understand how to leverage ethics and culture to improve organisation performance Evaluate a range of appropriate leadership styles to provide conclusions or recommendations as to their effectiveness in the context of own organisation’s culture and ethics.

Evaluate the most effective leadership styles in the context of own organisation’s ethics and culture (36 marks)


316

MARK SHEET – UNDERSTANDING ORGANISATIONAL CULTURE AND ETHICS













Learning Outcome / Section 1: Understand organisational ethics and culture, in relation to own organisation




AC 1.1 Analyse own organisation’s policies and procedures which relate to ethical considerations, across a range of activities


No understanding is demonstrated of what is meant by ‘ethics’, or ‘ethics’ and ‘culture’ are used interchangeably or incorrectly with no understanding demonstrated of the differences between the two or the relationship between them

Own organisation’s policies and procedures are not addressed, or are inappropriate or incorrect, or own organisation’s policies and procedures are merely listed or described with no analysis of their meanings or their essential features with which to draw conclusions on the organisation’s ethical

Good understanding is demonstrated of what is meant by ‘ethics’ and there is no confusion as to the differences between ‘ethics’ and ‘culture’ and the relationship between them

The essential meanings and/or essential features of own organisation’s policies and procedures across a range of activities are analysed to draw conclusions as to the organisation’s ethical considerations or ethical stance, although the range of activities may sometimes be limited to consideration of the minimum obligations to


The essential meanings and/or essential features of own organisation’s policies and procedures across a wide range of activities are analysed to draw conclusions as to the organisation’s ethical considerations or ethical stance, including:

full consideration of internal and external ethical considerations that address the minimum obligations to stakeholders as specified through regulation and

317

considerations or ethical stance

stakeholders as specified through regulation and corporate social responsibility

corporate social responsibility

full consideration of internal and external ethical considerations that exceed those minimum obligations to stakeholders and society

/ 36 (min. of 18)

Pass or Referral


Learning Outcome / Section 2: Understand how an organisation’s ethics and culture influence leadership style and organisation structure




AC 2.1 Explain how ethical considerations and culture influence leadership style and organisation structure


No understanding is demonstrated of what is meant by ‘ethics’ or ‘culture’, or ‘ethics’ and ‘culture’ are used interchangeably or incorrectly with no understanding demonstrated of the differences between the two or the relationship between them

How ethical considerations and culture influence leadership style or how ethical considerations and culture influence organisation structure is explained, but not both

How ethical considerations influence leadership style and organisational structure is explained or how culture influences leadership style and organisational structure is explained, but not both

How ethical considerations and culture influence leadership style and organisation structure is listed or discussed in a

Good understanding is demonstrated of what is meant by ‘ethics’ or ‘culture’ and the relationship between them

Relevant research and relevant theory or models are used correctly to explain how ethical considerations and culture influence leadership style and organisation structure, although the research, models, or theory may sometimes be dated, or limited in perspective or in their capacity to provide a convincing explanation


A range of current relevant research and relevant theory or models are used correctly to provide a convincing explanation as to how ethical considerations and culture influence leadership style and organisation structure

318

generic and subjective manner with no research or use of relevant theory or models to provide explanations, or the research, theory or models are incorrect or inappropriate

/ 28 (min. of 14)

Pass or Referral


Learning Outcome / Section 3: Understand how to leverage ethics and culture to improve organisation performance




AC 3.1 Evaluate the most effective leadership styles in the context of own organisation’s ethics and culture


Leadership styles are not addressed, or are inappropriate or incorrect, or the context of own organisation’s culture or ethics is addressed and not both

Leadership styles are merely listed or described with no evaluation to provide conclusions or recommendations as to their effectiveness in the context of own organisation’s ethics and culture

The range of leadership styles is too limited or too restrictive to make a meaningful evaluation

A range of appropriate leadership styles are evaluated to provide conclusions or recommendations as to their effectiveness in the context of own organisation’s culture and ethics, although:

the categories of leadership styles may be limited

the criteria for the evaluation may not be fully transparent or fully objective

ranking may not clearly indicate the most effective leadership styles

A range of appropriate leadership styles in different categories are evaluated and ranked using fully transparent and objective criteria to provide conclusions or recommendations as to their effectiveness in the context of own organisation’s culture and ethics

/ 36 (min. of 18)

Pass or Referral


/ 100 TOTAL MARKS



319

PASS / REFERRAL


Date of QA check:

320

MARK SHEET – UNDERSTANDING ORGANISATIONAL CULTURE AND ETHICS













Learning Outcome / Section 1: Understand organisational ethics and culture, in relation to own organisation




AC 1.1 Analyse own organisation’s policies and procedures which relate to ethical considerations, across a range of activities


No understanding is demonstrated of what is meant by ‘ethics’, or ‘ethics’ and ‘culture’ are used interchangeably or incorrectly with no understanding demonstrated of the differences between the two or the relationship between them

Own organisation’s policies and procedures are not addressed, or are inappropriate or incorrect, or own organisation’s policies and procedures are merely listed or described with no analysis of their meanings or their essential features with which to draw conclusions on the organisation’s ethical


The essential meanings and/or essential features of own organisation’s policies and procedures across a range of activities are analysed to draw conclusions as to the organisation’s ethical considerations or ethical stance, although the range of activities may sometimes be limited to consideration of the minimum obligations to


The essential meanings and/or essential features of own organisation’s policies and procedures across a wide range of activities are analysed to draw conclusions as to the organisation’s ethical considerations or ethical stance, including:

full consideration of internal and external ethical considerations that address the minimum obligations to stakeholders as specified through regulation and

321

considerations or ethical stance

stakeholders as specified through regulation and corporate social responsibility

corporate social responsibility

full consideration of internal and external ethical considerations that exceed those minimum obligations to stakeholders and society

/ 36 (min. of 18)

Pass or Referral


Learning Outcome / Section 2: Understand how an organisation’s ethics and culture influence leadership style and organisation structure




AC 2.1 Explain how ethical considerations and culture influence leadership style and organisation structure


No understanding is demonstrated of what is meant by ‘ethics’ or ‘culture’, or ‘ethics’ and ‘culture’ are used interchangeably or incorrectly with no understanding demonstrated of the differences between the two or the relationship between them

How ethical considerations and culture influence leadership style or how ethical considerations and culture influence organisation structure is explained, but not both

How ethical considerations influence leadership style and organisational structure is explained or how culture influences leadership style and organisational structure is explained, but not both

How ethical considerations and culture influence leadership style and organisation structure is listed or discussed in a


Relevant research and relevant theory or models are used correctly to explain how ethical considerations and culture influence leadership style and organisation structure, although the research, models, or theory may sometimes be dated, or limited in perspective or in their capacity to provide a convincing explanation


A range of current relevant research and relevant theory or models are used correctly to provide a convincing explanation as to how ethical considerations and culture influence leadership style and organisation structure

322

generic and subjective manner with no research or use of relevant theory or models to provide explanations, or the research, theory or models are incorrect or inappropriate

/ 28 (min. of 14)

Pass or Referral


Learning Outcome / Section 3: Understand how to leverage ethics and culture to improve organisation performance




AC 3.1 Evaluate the most effective leadership styles in the context of own organisation’s ethics and culture


Leadership styles are not addressed, or are inappropriate or incorrect, or the context of own organisation’s culture or ethics is addressed and not both

Leadership styles are merely listed or described with no evaluation to provide conclusions or recommendations as to their effectiveness in the context of own organisation’s ethics and culture

The range of leadership styles is too limited or too restrictive to make a meaningful evaluation

A range of appropriate leadership styles are evaluated to provide conclusions or recommendations as to their effectiveness in the context of own organisation’s culture and ethics, although:

the categories of leadership styles may be limited

the criteria for the evaluation may not be fully transparent or fully objective

ranking may not clearly indicate the most effective leadership styles

A range of appropriate leadership styles in different categories are evaluated and ranked using fully transparent and objective criteria to provide conclusions or recommendations as to their effectiveness in the context of own organisation’s culture and ethics

/ 36 (min. of 18)

Pass or Referral


/ 100 TOTAL MARKS



323

PASS / REFERRAL


Date of QA check:

324

Title: Managing customer relations

Level: 5

Credit value: 3


1. Be able to use environmental scanning

to find and retain customers

1.1 Conduct an environmental scan of the business environment in which your organisation operates 1.2 Analyse factors that impact upon the organisation’s ability to find new customers and retain existing customers 1.3 Use the results of the environmental scan, to plan strategies to improve the organisations ability to find and retain customers. 1.4 Lead the implementation of strategies to improve the organisation’s ability to find and retain customers

2. Understand how the customer supply

chain operates to meet customer requirements

2.1 Appraise the customer supply chain to identify any strengths, weaknesses, opportunities or threats 2.2 Use the results of the audit to recommend strategies to improve your organisation’s ability to meet customer requirements


Unit purpose and aim(s) To develop understanding and ability to be able

to manage customer relations as required by a

practising or potential middle manager






Links to 2004 NOS: F8; F9; F11



appropriate)

325



required)




Business Management


unit





1

Customer relations as a function of business management focused on finding new customers and retaining existing customers

Concept of decision-makers and decision-making units within customer organisations

High-involvement and low-involvement purchases

Nature of client/customer relations and the role of key account management

Buyer behaviour and the purchase decision-making process

Cognitive dissonance and post-purchase communication

Concept of industry sectors and customer segmentation to analyse the market

Internal and external customers

Methods to analyse main competitors

Environmental scanning, such as PESTLE

Techniques for identifying and developing new markets and products

Methods to assess business risk and feasibility of developing activities to satisfy future markets

Benchmarking and implementation of best practice

2

The customer supply chain

Supply chain modelling

Supply chain management (SCM)

Management of sourcing, procurement, conversion, distribution, cash-flow and logistics

Value chain analysis

Key account management

Monitoring performance against plans to improve customer relations

Customer service standards

SWOT analysis and internal audit

Need for, and systems to provide, after sales service

The need for good internal networks to facilitate customer relations

Benchmarking and implementation of best practice

326

ASSIGNMENT TASK for Unit: Managing customer relations



TASK The purpose of this unit is to develop understanding and ability to be able to manage customer relations as required by a practising or potential middle manager. NOTE An ILM Assessment Task provides an opportunity to relate your learning directly to your current organisation. It is recommended that you discuss the assignment with your line manager to explore and agree how the task could be used to support the needs of your employer (as well as evidencing your learning as part of completing your ILM qualification). If you are not currently working within an organisation, then you may complete this task in relation to an organisation with which you are familiar. This could include experience working in a voluntary capacity The nominal word count for this assignment is 2500 words: The suggested range is between 2000 and 3000 words, however individuals have different writing styles, and there is no penalty if the word-count range is exceeded.


Be able to use environmental scanning to find and retain customers conduct an environmental scan focused on the business environment of own organisation and to analyse the outputs of the environmental scan and draw conclusions on how they impact upon the organisation’s ability to find new customers and to retain existing customers. You are then required to use the outputs of the environmental scan to develop, plan, and lead strategies to improve the organisation’s ability to find and retain customers.

Conduct an environmental scan of the

business environment in which your organisation operates (16 marks)

Analyse factors that impact upon the organisation’s ability to find new customers and retain existing customers (20 marks)

Use the results of the environmental scan, to plan strategies to improve the organisations ability to find and retain customers (20 marks)

Lead the implementation of strategies to improve the organisation’s ability to find and retain customers (12 marks)

Understand how the customer supply chain operates to meet customer requirements The second part of the task requires an appraisal of own organisation’s customer supply chain using an appropriate methodology to identify any strengths, weaknesses, opportunities or threats to enable a judgement to be made as to its effectiveness. The results of this audit must then be used to recommend strategies to improve the organisation’s ability to meet customer requirements.

Appraise the customer supply chain to identify any strengths, weaknesses, opportunities or threats (20 marks)

Use the results of the audit to recommend strategies to improve your organisation’s ability to meet customer requirements (12 marks)


327

MARK SHEET – MANAGING CUSTOMER RELATIONS













Learning Outcome / Section 1: Be able to use environmental scanning to find and retain customers




AC 1.1 Conduct an environmental scan of the business environment in which your organisation operates


An environmental scan is not conducted, or is inappropriate, incorrect or incomplete, or the environmental scan is generic with no focus on the specific business environment of own organisation

A limited but sufficient environmental scan focused on the specific business environment of own organisation is conducted appropriately and correctly, and the outputs of the environmental scan are sufficient to support the development of an analysis of the factors that impact upon the organisation’s ability to find new customers and to retain existing customers

An enhanced environmental scan, e.g. LoNGPESTEL, focused on the specific business environment of own organisation is conducted appropriately and correctly, and the outputs of the enhanced environmental scan wholly support the development of an analysis of the factors that impact upon the organisation’s ability to find new customers and to retain existing customers

/ 16 (min. of 8)

Pass or Referral

AC 1.2 Analyse factors that impact upon the organisation’s ability to find


Factors that impact upon the organisation’s ability to find new customers and

The factors that impact upon the organisation’s

The factors that impact upon the organisation’s ability to find new

328

new customers and retain existing customers

retain existing customers are not addressed, or are inappropriate, incorrect or incomplete

Factors that impact upon the organisation’s ability to find new customers or retain existing customers are addressed, but not both

Factors that impact upon the organisation’s ability to find new customers and retain existing customers are merely listed or described with no analysis to discover the essential features of the factors and to draw conclusions

ability to find new customers and retain existing customers are analysed to discover their essential features and to draw conclusions, although the analysis may sometimes be subjective, or the evidence base for the analysis may sometimes be limited, or ranking of the factors may be limited

customers and retain existing customers are analysed and ranked objectively using a wide evidence base to discover their essential features and to draw conclusions

/ 20 (min. of 10)

Pass or Referral

AC 1.3 Use the results of the environmental scan, to plan strategies to improve the organisation’s ability to find and retain customers


Planning strategies to improve the organisation’s ability to find and retain customers is not addressed, or the strategies are not based on the results of the environmental scan, or the strategies are inappropriate, incorrect or incomplete, or the planning is inappropriate, incorrect or incomplete

Strategies are planned to improve the organisation’s ability to find or retain customers, but not both

Strategies to improve the organisation’s ability to find and retain customers are based on the outputs of the environmental scan and are correct and appropriate, although the strategies may need further development before full implementation

Strategies are planned to improve the organisation’s ability to find and retain customers, although planning may need further development before full implementation

Strategies to improve the organisation’s ability to find and retain customers are based on the outputs of the environmental scan and are correct and appropriate, and are wholly developed and planned and ready for full implementation

/ 20 (min. of 10)

Pass or Referral

AC 1.4 Lead the implementation of strategies to improve the organisation’s ability to find and retain customers


There is no implicit or explicit evidence that the candidate is leading, or is proposing to lead, the implementation of strategies to improve the organisation’s ability to find and retain customers, or the leadership style(s) is

There is implicit or limited explicit evidence that the candidate is leading, or is proposing to lead, the implementation of strategies to improve the organisation’s ability to find and retain customers, although the

There is explicit evidence that the candidate is leading, or is proposing to lead, the implementation of strategies to improve the organisation’s ability to find and retain customers, and detailed clarification of the leadership style(s)

329

inappropriate or lacking

appropriateness of the leadership style(s) for the implementation needs further clarification

confirms its appropriateness for leading the implementation

/ 12 (min. of 6)

Pass or Referral


Learning Outcome / Section 2: Understand how the customer supply chain operates to meet customer requirements




AC 2.1 Appraise the customer supply chain to identify any strengths, weaknesses, opportunities or threats


The customer supply chain is not addressed, or the customer supply chain is merely described with no appraisal to make judgements that identify any strengths, weaknesses, opportunities or threats as to how well the customer supply chain does its job, or the customer supply chain appraisal is generic with no focus on own organisation, or there is no evidence of an appropriate methodology being used for the appraisal

Own organisation’s customer supply chain is appraised using an appropriate methodology to make judgements that identify any strengths, weaknesses, opportunities or threats in how well the customer supply chain does its job, although the appraisal may sometimes be subjective or lack evidence and ranking may be limited

objective evidence base and an appropriate methodology to make judgements that identify and rank any strengths, weaknesses, opportunities or threats in how well the customer supply chain does its job

/ 20 (min. of 10)

Pass or Referral

AC 2.2 Use the results of the audit to recommend strategies to improve your organisation’s ability to meet customer requirements


Strategies to improve your organisation’s ability to meet customer requirements are not recommended, or recommended strategies are inappropriate, incorrect or incomplete, or recommended strategies are generic and not based

The results of the audit identifying any strengths, weaknesses, opportunities or threats are used to recommend strategies to improve the ability to meet customer requirements and are focused on own organisation and are correct and appropriate, although

The results of the audit identifying any strengths, weaknesses, opportunities or threats are used to recommend strategies to improve the ability to meet customer requirements are focused on own organisation, are correct and appropriate, and are

330

on the results of the audit or are not focused on own organisation

the recommended strategies may require further development for full implementation

capable of full implementation

/ 12 (min. of 6)

Pass or Referral


/ 100 TOTAL MARKS




Date of QA Check:


Signature of QA:

Date of QA check:

331

MARK SHEET – MANAGING CUSTOMER RELATIONS













Learning Outcome / Section 1: Be able to use environmental scanning to find and retain customers




AC 1.1 Conduct an environmental scan of the business environment in which your organisation operates


An environmental scan is not conducted, or is inappropriate, incorrect or incomplete, or the environmental scan is generic with no focus on the specific business environment of own organisation

A limited but sufficient environmental scan focused on the specific business environment of own organisation is conducted appropriately and correctly, and the outputs of the environmental scan are sufficient to support the development of an analysis of the factors that impact upon the organisation’s ability to find new customers and to retain existing customers

An enhanced environmental scan, e.g. LoNGPESTEL, focused on the specific business environment of own organisation is conducted appropriately and correctly, and the outputs of the enhanced environmental scan wholly support the development of an analysis of the factors that impact upon the organisation’s ability to find new customers and to retain existing customers

/ 16 (min. of 8)

Pass or Referral

AC 1.2 Analyse factors that impact upon the organisation’s ability to find


Factors that impact upon the organisation’s ability to find new customers and

The factors that impact upon the organisation’s

The factors that impact upon the organisation’s ability to find new

332

new customers and retain existing customers

retain existing customers are not addressed, or are inappropriate, incorrect or incomplete

Factors that impact upon the organisation’s ability to find new customers or retain existing customers are addressed, but not both

Factors that impact upon the organisation’s ability to find new customers and retain existing customers are merely listed or described with no analysis to discover the essential features of the factors and to draw conclusions

ability to find new customers and retain existing customers are analysed to discover their essential features and to draw conclusions, although the analysis may sometimes be subjective, or the evidence base for the analysis may sometimes be limited, or ranking of the factors may be limited

customers and retain existing customers are analysed and ranked objectively using a wide evidence base to discover their essential features and to draw conclusions

/ 20 (min. of 10)

Pass or Referral

AC 1.3 Use the results of the environmental scan, to plan strategies to improve the organisation’s ability to find and retain customers


Planning strategies to improve the organisation’s ability to find and retain customers is not addressed, or the strategies are not based on the results of the environmental scan, or the strategies are inappropriate, incorrect or incomplete, or the planning is inappropriate, incorrect or incomplete

Strategies are planned to improve the organisation’s ability to find or retain customers, but not both

Strategies to improve the organisation’s ability to find and retain customers are based on the outputs of the environmental scan and are correct and appropriate, although the strategies may need further development before full implementation

Strategies are planned to improve the organisation’s ability to find and retain customers, although planning may need further development before full implementation

Strategies to improve the organisation’s ability to find and retain customers are based on the outputs of the environmental scan and are correct and appropriate, and are wholly developed and planned and ready for full implementation

/ 20 (min. of 10)

Pass or Referral

AC 1.4 Lead the implementation of strategies to improve the organisation’s ability to find and retain customers


There is no implicit or explicit evidence that the candidate is leading, or is proposing to lead, the implementation of strategies to improve the organisation’s ability to find and retain customers, or the leadership style(s) is

There is implicit or limited explicit evidence that the candidate is leading, or is proposing to lead, the implementation of strategies to improve the organisation’s ability to find and retain customers, although the

There is explicit evidence that the candidate is leading, or is proposing to lead, the implementation of strategies to improve the organisation’s ability to find and retain customers, and detailed clarification of the leadership style(s)

333

inappropriate or lacking

appropriateness of the leadership style(s) for the implementation needs further clarification

confirms its appropriateness for leading the implementation

/ 12 (min. of 6)

Pass or Referral


Learning Outcome / Section 2: Understand how the customer supply chain operates to meet customer requirements




AC 2.1 Appraise the customer supply chain to identify any strengths, weaknesses, opportunities or threats


The customer supply chain is not addressed, or the customer supply chain is merely described with no appraisal to make judgements that identify any strengths, weaknesses, opportunities or threats as to how well the customer supply chain does its job, or the customer supply chain appraisal is generic with no focus on own organisation, or there is no evidence of an appropriate methodology being used for the appraisal

Own organisation’s customer supply chain is appraised using an appropriate methodology to make judgements that identify any strengths, weaknesses, opportunities or threats in how well the customer supply chain does its job, although the appraisal may sometimes be subjective or lack evidence and ranking may be limited

objective evidence base and an appropriate methodology to make judgements that identify and rank any strengths, weaknesses, opportunities or threats in how well the customer supply chain does its job

/ 20 (min. of 10)

Pass or Referral

AC 2.2 Use the results of the audit to recommend strategies to improve your organisation’s ability to meet customer requirements


Strategies to improve your organisation’s ability to meet customer requirements are not recommended, or recommended strategies are inappropriate, incorrect or incomplete, or recommended strategies are generic and not based

The results of the audit identifying any strengths, weaknesses, opportunities or threats are used to recommend strategies to improve the ability to meet customer requirements and are focused on own organisation and are correct and appropriate, although

The results of the audit identifying any strengths, weaknesses, opportunities or threats are used to recommend strategies to improve the ability to meet customer requirements are focused on own organisation, are correct and appropriate, and are

334

on the results of the audit or are not focused on own organisation

the recommended strategies may require further development for full implementation

capable of full implementation

/ 12 (min. of 6)

Pass or Referral


/ 100 TOTAL MARKS




Date of QA Check:


Signature of QA:

Date of QA check:

335

Title: Managing for efficiency and effectiveness

Level: 5

Credit value: 4


1 Be able to assess the organisation’s

ability to manage efficiently and effectively to achieve targets and objectives

1.1

1.2

1.3

1.4

Assess own organisation’s ability to translate vision, mission and strategic goals into operational objectives with realistic and measurable targets Assess own organisation’s ability to efficiently and effectively delegate responsibilities for the achievement of targets and objectives Assess the efficiency and effectiveness of control methods used to monitor the achievement of targets and objectives in own area of responsibility Implement improvements to organisational efficiency and effectiveness in own area of responsibility

2 Be able to evaluate own ability to

manage efficiently and effectively

2.1

2.2

Evaluate own ability to manage effectively and efficiently Implement changes in own management style in order to manage more efficiently and effectively



manage efficiently and effectively as required

by a practising or potential middle manager.






Links to MSC 2004 NOS: B1, B6, C6, D6, F3



appropriate)




336

required)



Business Management


unit






Indicative Content:

1

Nature, purpose and importance of vision and mission in setting values and strategic direction, and the significance of stakeholders in shaping vision and mission

Importance of translating vision, mission and strategic goals in to operational objectives

Setting SMART objectives

Definitions of, and conflicts between, effectiveness and efficiency

Definitions of, and conflicts between, authority, accountability and responsibility

Need for negotiating techniques

Setting priorities

Principles of delegation to achieve overall objectives

Control mechanisms to monitor outcomes and ensure achievement of objectives

2

Using feedback from others to critically evaluate own performance

Techniques for collecting and analysing feedback from others, including 3600

feedback


Measurable organisational, team and individual objectives

Time management techniques

Efficiency and effectiveness matrix

Target setting and performance indicators

Planning techniques appropriate to activity

Systems theory and process design

Monitoring and control techniques and records

Use of results to “close the loop” and make continuous improvements

337

ASSIGNMENT TASK for Unit: Managing for efficiency and effectiveness



TASK The purpose of this unit is to develop understanding and ability to manage efficiently and effectively as required by a practising or potential middle manager. NOTE An ILM Assessment Task provides an opportunity to relate your learning directly to your current organisation. It is recommended that you discuss the assignment with your line manager to explore and agree how the task could be used to support the needs of your employer (as well as evidencing your learning as part of completing your ILM qualification). If you are not currently working within an organisation, then you may complete this task in relation to an organisation with which you are familiar. This could include experience working in a voluntary capacity The nominal word count for this assignment is 2500 words: The suggested range is between 2000 and 3000 words, however individuals have different writing styles, and there is no penalty if the word-count range is exceeded.


Be able to assess the organisation’s ability to manage efficiently and effectively to achieve targets and objectives assess, using appropriate criteria to make a judgement, how own organisation translates vision, mission and strategic goals into operational objectives, and then go on to assess how the organisation delegates responsibilities for the achievement of targets and objectives. You are then required to assess the efficiency and effectiveness of the control methods used to monitor the achievement of targets and objectives in own area of responsibility, and then implement improvements to organisational efficiency and effectiveness in own area of responsibility.

Assess own organisation’s ability to

translate vision, mission and strategic goals into operational objectives with realistic and measurable targets (20 marks)

Assess own organisation’s ability to efficiently and effectively delegate responsibilities for the achievement of targets and objectives (20 marks)

Assess the efficiency and effectiveness of control methods used to monitor the achievement of targets and objectives in own area of responsibility (20 marks)

Implement improvements to organisational efficiency and effectiveness in own area of responsibility (12 marks)

Be able to evaluate own ability to manage efficiently and effectively The final part of the task requires you to evaluate your ability to manage effectively and efficiently and make recommendations for improvement, and then to provide evidence that changes to your management style based on the evaluation are, or are being, implemented.

Evaluate own ability to manage effectively and efficiently (16 marks)

Implement changes in own management style in order to manage more efficiently and effectively (12 marks)


339

MARK SHEET – MANAGING FOR EFFICIENCY AND EFFECTIVENESS













Learning Outcome / Section 1: Be able to assess the organisation’s ability to manage efficiently and effectively to achieve targets and objectives




AC 1.1 Assess own organisation’s ability to translate vision, mission and strategic goals into operational objectives with realistic and measurable targets


Own organisation’s ability to translate vision, mission and strategic goals into operational objectives with realistic and measurable targets is not assessed, and/or own organisation’s ability to efficiently and effectively delegate responsibilities for the achievement of targets and objectives is not assessed

How the organisation translates vision, mission and strategic goals into operational objectives is merely described with no assessment to make a judgement as to level of ability

How the organisation translates vision, mission and strategic goals into operational objectives is assessed and a judgement made as to level of ability, although the criteria used for making the judgement may be limited or subjective

How the organisation translates vision, mission and strategic goals into operational objectives is assessed and a judgement made as to level of ability using a wide range of objective criteria

/ 20 (min. of 10)

Pass or Referral

340

AC 1.2 Assess own organisation’s ability to efficiently and effectively delegate responsibilities for the achievement of targets and objectives


How own organisation delegates responsibilities for the achievement of targets and objectives is merely described with no assessment to make a judgement as to efficiency or effectiveness

How own organisation delegates responsibilities for the achievement of targets and objectives is assessed and a judgement made as to level of ability, although the criteria used for making the judgement may be limited or subjective

How own organisation delegates responsibilities for the achievement of targets and objectives is assessed and a judgement made as to level of ability using a range of objective criteria

/ 20 (min. of 10)

Pass or Referral

AC 1.3 Assess the efficiency and effectiveness of control methods used to monitor the achievement of targets and objectives in own area of responsibility


Control methods used to monitor the achievement of targets and objectives in own area of responsibility are merely described with no assessment to make a judgement as to efficiency or effectiveness

Control methods used to monitor the achievement of targets and objectives in own area of responsibility are assessed and a judgement made as to efficiency and effectiveness, although the criteria used for making the judgement may be limited or subjective

Control methods used to monitor the achievement of targets and objectives in own area of responsibility are assessed and a judgement made as to efficiency and effectiveness and a judgement made as to level of ability using a range of objective criteria

/ 20 (min. of 10)

Pass or Referral

AC 1.4 Implement improvements to organisational efficiency and effectiveness in own area of responsibility


There is no implicit or explicit evidence that improvements to organisational efficiency and effectiveness in own area of responsibility are implemented, or are being implemented

Implicit or limited explicit evidence is provided that improvements to organisational efficiency and effectiveness in own area of responsibility are implemented, or are being implemented

A range of explicit evidence is provided that improvements to organisational efficiency and effectiveness in own area of responsibility are implemented, or are being implemented

/ 12 (min. of 6)

Pass or Referral


Learning Outcome / Section 2: Be able to evaluate own ability to manage efficiently and effectively




AC 2.1 Referral [ca. 4/16] Pass [8/16] Good Pass [ca. 12/16]

341

Evaluate own ability to manage effectively and efficiently

Own ability to manage effectively and efficiently is not evaluated

Own ability to manage is merely described with no evaluation using appropriate criteria or feedback from others to provide recommendations for improving effectiveness and efficiency

Own ability to manage effectively and efficiently is evaluated to provide recommendations for improving effectiveness and efficiency, although the criteria or feedback from others used may be limited or subjective

Own ability to manage effectively and efficiently is evaluated using a range of objective criteria and feedback from others to provide recommendations for improving effectiveness and efficiency

/ 16 (min. of 8)

Pass or Referral

AC 2.2 Implement changes in own management style in order to manage more efficiently and effectively


There is no implicit or explicit evidence that changes in own management style are, or are being, implemented, or the changes in own management style are not focused on effectiveness and efficiency or the evaluation

Implicit or limited explicit evidence is provided that changes in own management style focused on effectiveness and efficiency and based on the evaluation are, or are being, implemented

A range of explicit evidence is provided that changes in own management style focused on effectiveness and efficiency and based on the evaluation are, or are being, implemented

/ 12



/ 100 TOTAL MARKS




Date of QA Check:


Signature of QA:

Date of QA check:

342

MARK SHEET – MANAGING FOR EFFICIENCY AND EFFECTIVENESS













Learning Outcome / Section 1: Be able to assess the organisation’s ability to manage efficiently and effectively to achieve targets and objectives




AC 1.1 Assess own organisation’s ability to translate vision, mission and strategic goals into operational objectives with realistic and measurable targets


Own organisation’s ability to translate vision, mission and strategic goals into operational objectives with realistic and measurable targets is not assessed, and/or own organisation’s ability to efficiently and effectively delegate responsibilities for the achievement of targets and objectives is not assessed

How the organisation translates vision, mission and strategic goals into operational objectives is merely described with no assessment to make a judgement as to level of ability

How the organisation translates vision, mission and strategic goals into operational objectives is assessed and a judgement made as to level of ability, although the criteria used for making the judgement may be limited or subjective

How the organisation translates vision, mission and strategic goals into operational objectives is assessed and a judgement made as to level of ability using a wide range of objective criteria

/ 20 (min. of 10)

Pass or Referral

343

AC 1.2 Assess own organisation’s ability to efficiently and effectively delegate responsibilities for the achievement of targets and objectives


How own organisation delegates responsibilities for the achievement of targets and objectives is merely described with no assessment to make a judgement as to efficiency or effectiveness

How own organisation delegates responsibilities for the achievement of targets and objectives is assessed and a judgement made as to level of ability, although the criteria used for making the judgement may be limited or subjective

How own organisation delegates responsibilities for the achievement of targets and objectives is assessed and a judgement made as to level of ability using a range of objective criteria

/ 20 (min. of 10)

Pass or Referral

AC 1.3 Assess the efficiency and effectiveness of control methods used to monitor the achievement of targets and objectives in own area of responsibility


Control methods used to monitor the achievement of targets and objectives in own area of responsibility are merely described with no assessment to make a judgement as to efficiency or effectiveness

Control methods used to monitor the achievement of targets and objectives in own area of responsibility are assessed and a judgement made as to efficiency and effectiveness, although the criteria used for making the judgement may be limited or subjective

Control methods used to monitor the achievement of targets and objectives in own area of responsibility are assessed and a judgement made as to efficiency and effectiveness and a judgement made as to level of ability using a range of objective criteria

/ 20 (min. of 10)

Pass or Referral

AC 1.4 Implement improvements to organisational efficiency and effectiveness in own area of responsibility


There is no implicit or explicit evidence that improvements to organisational efficiency and effectiveness in own area of responsibility are implemented, or are being implemented

Implicit or limited explicit evidence is provided that improvements to organisational efficiency and effectiveness in own area of responsibility are implemented, or are being implemented

A range of explicit evidence is provided that improvements to organisational efficiency and effectiveness in own area of responsibility are implemented, or are being implemented

/ 12 (min. of 6)

Pass or Referral


Learning Outcome / Section 2: Be able to evaluate own ability to manage efficiently and effectively




AC 2.1 Referral [ca. 4/16] Pass [8/16] Good Pass [ca. 12/16]

344

Evaluate own ability to manage effectively and efficiently

Own ability to manage effectively and efficiently is not evaluated

Own ability to manage is merely described with no evaluation using appropriate criteria or feedback from others to provide recommendations for improving effectiveness and efficiency

Own ability to manage effectively and efficiently is evaluated to provide recommendations for improving effectiveness and efficiency, although the criteria or feedback from others used may be limited or subjective

Own ability to manage effectively and efficiently is evaluated using a range of objective criteria and feedback from others to provide recommendations for improving effectiveness and efficiency

/ 16 (min. of 8)

Pass or Referral

AC 2.2 Implement changes in own management style in order to manage more efficiently and effectively


There is no implicit or explicit evidence that changes in own management style are, or are being, implemented, or the changes in own management style are not focused on effectiveness and efficiency or the evaluation

Implicit or limited explicit evidence is provided that changes in own management style focused on effectiveness and efficiency and based on the evaluation are, or are being, implemented

A range of explicit evidence is provided that changes in own management style focused on effectiveness and efficiency and based on the evaluation are, or are being, implemented

/ 12



/ 100 TOTAL MARKS




Date of QA Check:


Signature of QA:

Date of QA check:

345

Title: Managing projects in the organisation

Level: 5

Credit value: 4


1 Be able to manage a project in an

organisation

1.1

1.2

1.3

1.4

Assess the usefulness of project management tools and techniques for managing a project within own organisation Plan the implementation of a project within own organisation Communicate the project plans with appropriate colleagues and stakeholders, gaining agreement where necessary Implement the project plan, monitoring progress against agreed targets

2 Be able to evaluate own ability to

manage a project

2.1

2.2

Use feedback from others to critically evaluate own ability to plan and implement a project, identifying strengths and weaknesses Create a self-development plan to improve own performance in managing projects



able to manage projects as required by a







Links to MSC 2004 NOS: F1, F2



appropriate)



required)


346



Business Management


unit






Indicative Content:

1

Project sponsors, stakeholders and scope

Work breakdown and product breakdown structure

Gantt and bar charts, critical path analysis

Methods of reducing project times and costs

Resource analysis, and re-scheduling

Methods to monitor and evaluate project progress and final outcomes, including finance

Project communication methods

Links to change management

Information technology solutions

Benefits of project management

Key project management terminology

Characteristics of project managers

Organisational structures to support projects

Types of project; the project life cycle, PRINCE2

Feasibility studies; risk management techniques

Project team roles; critical relationships

Procedures for project closure

2

Using feedback from others to critically evaluate own performance

Techniques for collecting and analysing feedback from others, including 3600

feedback


347

ASSIGNMENT TASK for Unit: Managing projects in the organisation



TASK The purpose of this unit is to develop understanding and ability to be able to manage projects as required by a practising or potential middle manager. NOTE An ILM Assessment Task provides an opportunity to relate your learning directly to your current organisation. It is recommended that you discuss the assignment with your line manager to explore and agree how the task could be used to support the needs of your employer (as well as evidencing your learning as part of completing your ILM qualification). If you are not currently working within an organisation, then you may complete this task in relation to an organisation with which you are familiar. This could include experience working in a voluntary capacity The nominal word count for this assignment is 2500 words: The suggested range is between 2000 and 3000 words, however individuals have different writing styles, and there is no penalty if the word-count range is exceeded.


Be able to manage a project in an organisation Assess project management tools and techniques using relevant criteria to make a judgement as to their usefulness for managing a project within own organisation. You are then required to plan a project within own organisation using an appropriate project management tool and techniques; communicate the project plans to meet the identified communication needs of appropriate colleagues and project stakeholders, reaching agreement for the project where necessary, and then implement the project plan, monitoring progress against agreed targets.

Assess the usefulness of project

management tools and techniques for managing a project within own organisation (20 marks)

Plan the implementation of a project within own organisation (20 marks)

Communicate the project plans with appropriate colleagues and stakeholders, gaining agreement where necessary (20 marks)

Implement the project plan, monitoring progress against agreed targets (20 marks)

Be able to evaluate own ability to manage a project Use feedback from others to critically evaluate and identify strengths and areas for improvement in own ability to plan and implement a project, and then to create a self-development plan to improve own performance in managing projects based on the critical evaluation.

Use feedback from others to critically evaluate own ability to plan and implement a project, identifying strengths and weaknesses (12 marks)

Create a self-development plan to improve own performance in managing projects (8 marks)


348

ASSIGNMENT TASK for Unit: Managing projects in the organisation



TASK The purpose of this unit is to develop understanding and ability to be able to manage projects as required by a practising or potential middle manager. NOTE An ILM Assessment Task provides an opportunity to relate your learning directly to your current organisation. It is recommended that you discuss the assignment with your line manager to explore and agree how the task could be used to support the needs of your employer (as well as evidencing your learning as part of completing your ILM qualification). If you are not currently working within an organisation, then you may complete this task in relation to an organisation with which you are familiar. This could include experience working in a voluntary capacity The nominal word count for this assignment is 2500 words: The suggested range is between 2000 and 3000 words, however individuals have different writing styles, and there is no penalty if the word-count range is exceeded.


Be able to manage a project in an organisation Assess project management tools and techniques using relevant criteria to make a judgement as to their usefulness for managing a project within own organisation. You are then required to plan a project within own organisation using an appropriate project management tool and techniques; communicate the project plans to meet the identified communication needs of appropriate colleagues and project stakeholders, reaching agreement for the project where necessary, and then implement the project plan, monitoring progress against agreed targets.

Assess the usefulness of project

management tools and techniques for managing a project within own organisation (20 marks)

Plan the implementation of a project within own organisation (20 marks)

Communicate the project plans with appropriate colleagues and stakeholders, gaining agreement where necessary (20 marks)

Implement the project plan, monitoring progress against agreed targets (20 marks)

Be able to evaluate own ability to manage a project Use feedback from others to critically evaluate and identify strengths and areas for improvement in own ability to plan and implement a project, and then to create a self-development plan to improve own performance in managing projects based on the critical evaluation.

Use feedback from others to critically evaluate own ability to plan and implement a project, identifying strengths and weaknesses (12 marks)

Create a self-development plan to improve own performance in managing projects (8 marks)


349

MARK SHEET –MANAGING PROJECTS IN THE ORGANISATION













Learning Outcome / Section 1: Be able to manage a project in an organisation




AC 1.1 Assess the usefulness of project management tools and techniques for managing a project within own organisation

Referral [ca. 5/20] Pass [ca. 10/20] Good Pass [ca. 15/20]

The usefulness of project management tools and techniques for managing a project within own organisation is not addressed

Project management tools and techniques are assessed generically with no reference to their usefulness for managing a project within own organisation specifically

Project management tools and techniques are described rather than assessed with no judgement made as to their usefulness for managing a project within own organisation specifically

Project management tools and techniques are assessed rather than described and a judgement made as to their usefulness for managing a project within own organisation, although the criteria used may sometimes be limited or subjective

A range of objective criteria are used to assess project management tools and techniques as to their usefulness for managing a project within own organisation

/ 20 (min. of 10)

Pass or Referral

350

AC 1.2 Plan the implementation of a project within own organisation


The implementation of a project is not planned, or the planning is incorrect or incomplete, or the planning is generic with no reference to own organisation

The implementation of a project within own organisation is correctly planned using an appropriate project management tool and techniques, although some aspects of the implementation plan may be partial and not make full use of the capabilities of the project management tool and techniques used

The implementation of a project within own organisation is correctly planned making full use of the capabilities of an appropriate project management tool and techniques

/ 20 (min. of 10)

Pass or Referral

AC 1.3 Communicate the project plans with appropriate colleagues and stakeholders, gaining agreement where necessary


The project plans are not communicated, or the communications are inappropriate or incomplete, or there is no evidence that agreement for the project plans has been gained where necessary

The communication needs of appropriate colleagues and identified project stakeholders have been determined and the project plans are communicated appropriately to fulfil those communication needs, although the identification of communication needs is sometimes informal and subjective and a formal project communication plan may not be fully developed

Implicit or limited explicit evidence is provided that agreement has been reached for the project plans, where necessary, with appropriate colleagues and identified project stakeholders

The communication needs of appropriate colleagues and identified project stakeholders have been formally and objectively determined, and the project plans are communicated appropriately to fulfil those communication needs using a fully-developed formal project communication plan

Explicit evidence is provided that agreement has been reached for the project plans, where necessary, with appropriate colleagues and identified project stakeholders / 20


AC 1.4 Implement the project plan, monitoring progress against


No implicit or explicit evidence is provided that the project plan is

Implicit or limited explicit evidence is provided of

Explicit evidence is provided of implementing the project

351

agreed targets implemented, or is being implemented

There is no implicit or explicit evidence of monitoring progress against agreed targets

implementing the project plan and monitoring progress against agreed targets

plan and monitoring progress against agreed targets

/ 20 (min. of 10)

Pass or Referral


Learning Outcome / Section 2: Be able to evaluate own ability to manage a project




AC 2.1 Use feedback from others to critically evaluate own ability to plan and implement a project, identifying strengths and weaknesses


No feedback has been used, or feedback from others is limited, inappropriate, or insufficient for a meaningful critical evaluation

Feedback relates to planning or implementing, but not both

Planning and implementing a project is merely described, with no use of feedback, or no use of appropriate feedback, to critically evaluate own ability and identify strengths and weaknesses

Appropriate and sufficient feedback has been used to critically evaluate and identify strengths and weaknesses in own ability to plan and implement a project, although the range of colleagues and project stakeholders providing feedback is limited but sufficient and/or feedback does not address the full scope of planning and implementation

A wide range of colleagues and project stakeholders have provided comprehensive and objective feedback on all aspects of planning and implementation and this has been used to critically evaluate and identify strengths and weaknesses in own ability to plan and implement a project

/ 12 (min. of 6)

Pass or Referral

AC 2.2 Create a self-development plan to improve own performance in managing projects


No self-development plan is created, or the self-development plan is inappropriate or incomplete, or the self-development plan is not based on the critical evaluation

An appropriate and complete self-development plan to improve own performance in managing projects is created and is based on the critical evaluation, although self-development objectives are not be prioritised or ranked

An appropriate and comprehensive self-development plan to improve own performance in managing projects is created that prioritises and ranks self-development objectives based on the critical evaluation

/ 8 (min. of 4)

Pass or Referral

352


/ 100 TOTAL MARKS




Date of QA Check:


Signature of QA:

Date of QA check:

353

MARK SHEET –MANAGING PROJECTS IN THE ORGANISATION













Learning Outcome / Section 1: Be able to manage a project in an organisation




AC 1.1 Assess the usefulness of project management tools and techniques for managing a project within own organisation


The usefulness of project management tools and techniques for managing a project within own organisation is not addressed

Project management tools and techniques are assessed generically with no reference to their usefulness for managing a project within own organisation specifically

Project management tools and techniques are described rather than assessed with no judgement made as to their usefulness for managing a project within own organisation specifically

Project management tools and techniques are assessed rather than described and a judgement made as to their usefulness for managing a project within own organisation, although the criteria used may sometimes be limited or subjective

A range of objective criteria are used to assess project management tools and techniques as to their usefulness for managing a project within own organisation

/ 20 (min. of 10)

Pass or Referral

354

AC 1.2 Plan the implementation of a project within own organisation


The implementation of a project is not planned, or the planning is incorrect or incomplete, or the planning is generic with no reference to own organisation

The implementation of a project within own organisation is correctly planned using an appropriate project management tool and techniques, although some aspects of the implementation plan may be partial and not make full use of the capabilities of the project management tool and techniques used

The implementation of a project within own organisation is correctly planned making full use of the capabilities of an appropriate project management tool and techniques

/ 20 (min. of 10)

Pass or Referral

AC 1.3 Communicate the project plans with appropriate colleagues and stakeholders, gaining agreement where necessary


The project plans are not communicated, or the communications are inappropriate or incomplete, or there is no evidence that agreement for the project plans has been gained where necessary

The communication needs of appropriate colleagues and identified project stakeholders have been determined and the project plans are communicated appropriately to fulfil those communication needs, although the identification of communication needs is sometimes informal and subjective and a formal project communication plan may not be fully developed

Implicit or limited explicit evidence is provided that agreement has been reached for the project plans, where necessary, with appropriate colleagues and identified project stakeholders

The communication needs of appropriate colleagues and identified project stakeholders have been formally and objectively determined, and the project plans are communicated appropriately to fulfil those communication needs using a fully-developed formal project communication plan

Explicit evidence is provided that agreement has been reached for the project plans, where necessary, with appropriate colleagues and identified project stakeholders / 20


AC 1.4 Implement the project plan, monitoring progress against


No implicit or explicit evidence is provided that the project plan is

Implicit or limited explicit evidence is provided of

Explicit evidence is provided of implementing the project

355

agreed targets implemented, or is being implemented

There is no implicit or explicit evidence of monitoring progress against agreed targets

implementing the project plan and monitoring progress against agreed targets

plan and monitoring progress against agreed targets

/ 20 (min. of 10)

Pass or Referral


Learning Outcome / Section 2: Be able to evaluate own ability to manage a project




AC 2.1 Use feedback from others to critically evaluate own ability to plan and implement a project, identifying strengths and weaknesses


No feedback has been used, or feedback from others is limited, inappropriate, or insufficient for a meaningful critical evaluation

Feedback relates to planning or implementing, but not both

Planning and implementing a project is merely described, with no use of feedback, or no use of appropriate feedback, to critically evaluate own ability and identify strengths and weaknesses

Appropriate and sufficient feedback has been used to critically evaluate and identify strengths and weaknesses in own ability to plan and implement a project, although the range of colleagues and project stakeholders providing feedback is limited but sufficient and/or feedback does not address the full scope of planning and implementation

A wide range of colleagues and project stakeholders have provided comprehensive and objective feedback on all aspects of planning and implementation and this has been used to critically evaluate and identify strengths and weaknesses in own ability to plan and implement a project

/ 12 (min. of 6)

Pass or Referral

AC 2.2 Create a self-development plan to improve own performance in managing projects


No self-development plan is created, or the self-development plan is inappropriate or incomplete, or the self-development plan is not based on the critical evaluation

An appropriate and complete self-development plan to improve own performance in managing projects is created and is based on the critical evaluation, although self-development objectives are not be prioritised or ranked

An appropriate and comprehensive self-development plan to improve own performance in managing projects is created that prioritises and ranks self-development objectives based on the critical evaluation

/ 8 (min. of 4)

Pass or Referral

356


/ 100 TOTAL MARKS




Date of QA Check:


Signature of QA:

Date of QA check:

357

Title: Managing resources

Level: 5

Credit value: 4


1. Understand how to manage

physical resources for which you are accountable

1.1 Evaluate the effective and efficient use of physical resources for which you are accountable, in line with organisational policies and procedures

1.2 Assess the procedures for the maintenance and safe use of physical resources for which you are accountable, in line with organisational policies and procedures

1.3 Assess the procedures for the security of resources for which your you accountable in line with organisational policies and procedures

1.4 Identify opportunities for improvement in own organisation’s policies and procedures for the management of physical resources

2. Be able to plan and implement

improvements for managing physical resources for which you are accountable.

2.1 Plan improvements to the

management of physical resources for which you are accountable, informed by your evaluation and assessment.

2.2 Implement improvements to the

management of physical resources for which you are accountable, ensuring compliance with organisational policies and procedures



to manage physical resources in own area of

operation, as required by a practising or







Links to MSC 2004 NOS: F3

358



appropriate)



required)




Business Management


unit





1

Planning usage of resources, obtaining resources, ensuring availability of resources, monitoring resources

Implications of equipment usage such as acquisition and operating costs, lean management

Methods of capacity planning

Routine scheduled maintenance programmes

Measures to ensure the safety and security of equipment

Measures for the safe operation of equipment, including training

Methods of determining materials requirements, including MRP and JIT

Organisation policies and procedures relating to physical resources

Purchasing and procurement procedures

Materials control principles and procedures, including EBQ and EOQ

Procedures for recording receipt and issue of materials

Materials storage, including safety and security

Incidence of waste and measures to minimise waste

Energy management

2

Business process improvement to reduce variation or waste in business processes

Aligning business processes and resource usage to organisational goals and organisational policies and procedures

Principles of project management

359

ASSIGNMENT TASK for Unit: Managing resources



TASK The purpose of this unit is to develop understanding and ability to be able to manage physical resources in own area of operation, as required by a practising or potential middle manager. NOTE An ILM Assessment Task provides an opportunity to relate your learning directly to your current organisation. It is recommended that you discuss the assignment with your line manager to explore and agree how the task could be used to support the needs of your employer (as well as evidencing your learning as part of completing your ILM qualification). If you are not currently working within an organisation, then you may complete this task in relation to an organisation with which you are familiar. This could include experience working in a voluntary capacity The nominal word count for this assignment is 2500 words: The suggested range is between 2000 and 3000 words, however individuals have different writing styles, and there is no penalty if the word-count range is exceeded.


Understand how to manage physical resources for which you are accountable The first part of this task is to:

evaluate the use of physical resources for which you are accountable to provide a conclusion or recommendations as to effectiveness and efficiency, in line with organisational policies and procedures

assess and make a judgement on the procedures for the maintenance and safe use of physical resources for which you are accountable, in line with organisational policies and procedures

assess and make a judgement on the procedures for security of resources for which you are accountable, in line with organisational policies and procedures.

You are then required to identify appropriate and realistic opportunities for improvement in own organisation’s policies and procedures for the management of physical resources, based on the evaluation and assessments.

Evaluate the effective and efficient use

of physical resources for which you are accountable, in line with organisational policies and procedures (16 marks)

Assess the procedures for the maintenance and safe use of physical resources for which you are accountable, in line with organisational policies and procedures (16 marks)

Assess the procedures for the security of resources for which your you accountable in line with organisational policies and procedures (16 marks)

Identify opportunities for improvement in own organisation’s policies and procedures for the management of physical resources (12 marks)

Be able to plan and implement improvements for managing physical resources for which you are accountable The final part of the task requires you to plan and implement improvements to the management of physical resources for which you are accountable that take account of the evaluation and assessments and comply with organisational policies and procedures.

Plan improvements to the management of physical resources for which you are accountable, informed by your evaluation and assessment (24 marks)

Implement improvements to the management of physical resources for which you are accountable, ensuring compliance with organisational policies and procedures (16 marks)


361

MARK SHEET – MANAGING RESOURCES













Learning Outcome / Section 1: Understand how to manage physical resources for which you are accountable




AC 1.1 Evaluate the effective and efficient use of physical resources for which you are accountable, in line with organisational policies and procedures


The use of physical resources for which you are accountable is merely described with no evaluation to provide a conclusion or recommendations as to effectiveness or efficiency

The use of physical resources for which you are accountable is evaluated to provide a conclusion or recommendations as to effectiveness and efficiency, although the evidence base for the evaluation may be limited or subjective

The use of physical resources for which you are accountable is evaluated to provide a conclusion or recommendations as to effectiveness and efficiency using a wide and objective evidence base

/ 16 (min. of 8)

Pass or Referral

AC 1.2 Assess the procedures for the maintenance and safe use of physical resources for which you are accountable, in line with organisational policies and procedures


The procedures for the maintenance and safe use of physical resources for which you are accountable are merely described with no assessment to make a judgement as to maintenance and/or safe use

Procedures for the maintenance and safe use of physical resources for which you are accountable are assessed and a judgement made, although the judgement is based on a limited range of criteria

Procedures for the maintenance and safe use of physical resources for which you are accountable are assessed and a judgement made using a range of objective criteria

/ 16


362

AC 1.3 Assess the procedures for the security of resources for which your you accountable in line with organisational policies and procedures


The procedures for the security of resources for which you are accountable are merely described with no assessment to make a judgement

The procedures for the security of resources for which you are accountable are assessed and a judgement made, although the judgement is based on a limited range of criteria

The procedures for the security of resources for which you are accountable are assessed and a judgement made on security using a range of objective criteria

/ 16 (min. of 8)

Pass or Referral

AC 1.4 Identify opportunities for improvement in own organisation’s policies and procedures for the management of physical resources


No opportunities for improvement in own organisation’s policies and procedures for the management of physical resources are identified, or the opportunities are inappropriate or unrealistic

Limited but sufficient and appropriate and realistic opportunities for improvement in own organisation’s policies and procedures for the management of physical resources are identified, although the context is imprecise

Detailed appropriate and realistic opportunities for improvement in own organisation’s policies and procedures for the management of physical resources are identified within a comprehensive context

/ 12 (min. of 6)

Pass or Referral


Learning Outcome / Section 2: Be able to plan and implement improvements for managing physical resources for which you are accountable




AC 2.1 Plan improvements to the management of physical resources for which you are accountable, informed by your evaluation and assessment


No improvements to the management of physical resources for which you are accountable are planned, or the improvements are not informed by your evaluation and assessment, or the planning is inappropriate or deficient

Improvements to the management of physical resources for which you are accountable are planned appropriately, or are being planned, although the improvements do not take full account of the evaluation and assessment and/or the planning requires

Improvements to the management of physical resources for which you are accountable are planned taking full account of the evaluation and assessment and no further planning is required for full implementation

/ 24 (min. of 12)

Pass or Referral

363

further work for full implementation

AC 2.2 Implement improvements to the management of physical resources for which you are accountable, ensuring compliance with organisational policies and procedures


There is no evidence that improvements to the management of physical resources for which you are accountable are, or are being, implemented

There is no evidence that improvements are compliant with organisational policies and procedures

Implicit or limited explicit evidence is provided that improvements to the management of physical resources for which you are accountable are, or are being, implemented

Implicit or limited explicit evidence is provided that improvements are compliant with organisational policies and procedures

Detailed explicit evidence is provided that improvements to the management of physical resources for which you are accountable are, or are being, implemented

Detailed explicit evidence is provided that improvements are compliant with organisational policies and procedures

/ 16 (min. of 8)

Pass or Referral


/ 100 TOTAL MARKS




Date of QA Check:


Signature of QA:

Date of QA check:

364

MARK SHEET – MANAGING RESOURCES













Learning Outcome / Section 1: Understand how to manage physical resources for which you are accountable




AC 1.1 Evaluate the effective and efficient use of physical resources for which you are accountable, in line with organisational policies and procedures


The use of physical resources for which you are accountable is merely described with no evaluation to provide a conclusion or recommendations as to effectiveness or efficiency

The use of physical resources for which you are accountable is evaluated to provide a conclusion or recommendations as to effectiveness and efficiency, although the evidence base for the evaluation may be limited or subjective

The use of physical resources for which you are accountable is evaluated to provide a conclusion or recommendations as to effectiveness and efficiency using a wide and objective evidence base

/ 16 (min. of 8)

Pass or Referral

AC 1.2 Assess the procedures for the maintenance and safe use of physical resources for which you are accountable, in line with organisational policies and procedures


The procedures for the maintenance and safe use of physical resources for which you are accountable are merely described with no assessment to make a judgement as to maintenance and/or safe use

Procedures for the maintenance and safe use of physical resources for which you are accountable are assessed and a judgement made, although the judgement is based on a limited range of criteria

Procedures for the maintenance and safe use of physical resources for which you are accountable are assessed and a judgement made using a range of objective criteria

/ 16


365

AC 1.3 Assess the procedures for the security of resources for which your you accountable in line with organisational policies and procedures


The procedures for the security of resources for which you are accountable are merely described with no assessment to make a judgement

The procedures for the security of resources for which you are accountable are assessed and a judgement made, although the judgement is based on a limited range of criteria

The procedures for the security of resources for which you are accountable are assessed and a judgement made on security using a range of objective criteria

/ 16 (min. of 8)

Pass or Referral

AC 1.4 Identify opportunities for improvement in own organisation’s policies and procedures for the management of physical resources


No opportunities for improvement in own organisation’s policies and procedures for the management of physical resources are identified, or the opportunities are inappropriate or unrealistic

Limited but sufficient and appropriate and realistic opportunities for improvement in own organisation’s policies and procedures for the management of physical resources are identified, although the context is imprecise

Detailed appropriate and realistic opportunities for improvement in own organisation’s policies and procedures for the management of physical resources are identified within a comprehensive context

/ 12 (min. of 6)

Pass or Referral


Learning Outcome / Section 2: Be able to plan and implement improvements for managing physical resources for which you are accountable




AC 2.1 Plan improvements to the management of physical resources for which you are accountable, informed by your evaluation and assessment


No improvements to the management of physical resources for which you are accountable are planned, or the improvements are not informed by your evaluation and assessment, or the planning is inappropriate or deficient

Improvements to the management of physical resources for which you are accountable are planned appropriately, or are being planned, although the improvements do not take full account of the evaluation and assessment and/or the planning requires

Improvements to the management of physical resources for which you are accountable are planned taking full account of the evaluation and assessment and no further planning is required for full implementation

/ 24 (min. of 12)

Pass or Referral

366

further work for full implementation

AC 2.2 Implement improvements to the management of physical resources for which you are accountable, ensuring compliance with organisational policies and procedures


There is no evidence that improvements to the management of physical resources for which you are accountable are, or are being, implemented

There is no evidence that improvements are compliant with organisational policies and procedures

Implicit or limited explicit evidence is provided that improvements to the management of physical resources for which you are accountable are, or are being, implemented

Implicit or limited explicit evidence is provided that improvements are compliant with organisational policies and procedures

Detailed explicit evidence is provided that improvements to the management of physical resources for which you are accountable are, or are being, implemented

Detailed explicit evidence is provided that improvements are compliant with organisational policies and procedures

/ 16 (min. of 8)

Pass or Referral


/ 100 TOTAL MARKS




Date of QA Check:


Signature of QA:

Date of QA check:

367

Title: Managing information (M5.18)

Level: 5

Credit value: 4


1 Understand the management of

information within the organisation

1.1

1.2

Critically assess information flow through a number of different channels within the organisation Propose improvements to the flow of information within your area of responsibility, based on your organisational assessment

2 Be able to gather and analyse

information to make decisions or solve problems in your area of responsibility

2.1

2.2

2.3

Collect information from a wide range of sources to support management decision-making Analyse the information collected from a wide variety of sources, to inform decision-making Use this analysis of information to make and justify a management decision

3 Be able to disseminate information on a

management decision, through the right organisational channels

3.1

3.2

Communicate information to team members or other colleagues to meet business objectives, using appropriate organisational channels Communicate information to stakeholders or customers to meet business objectives, using appropriate organisational channels.



able to manage information within own

organisation, as required by a practising or







Links to MSC 2004 NOS: A3, C6, F9, F11


368


appropriate)



required)




Business Management


unit





1

Information flows

Information channels and knowledge networks

Ways to identify information requirements

Manual and IT systems to receive, record, process store and transfer information

Data Protection legislation and security of data

Range of source documents and IT systems

Intranets

Internet and e-business

2

Types and sources of information about the organisation, its operations, resources, markets, suppliers, customers and competitors

Levels of managing information, e.g. corporate, department, team

Records management

Information management and Management Information Systems (MIS)

Value of valid, accurate and timely information to the organisation

Techniques for assessing the validity, accuracy and reliability of information

Constraints on the availability of and access to data

Primary and secondary research

Means of data collection and validation, including questioning, observation, surveys, source records, pilot studies and sampling

Knowledge, information and data

Indexing, referencing and structuring qualitative information

Using and interpreting information for decision making and problem solving

Data and information analysis

Decision-making models and techniques

Strategic, tactical and operational decision-making

3

Internal and external organisation communication channels

Communication strategies to achieve business objectives

Choice of appropriate communication channels to achieve business objectives

369

ASSIGNMENT TASK for Unit: Managing information



TASK The purpose of this unit is to develop understanding and ability to be able to manage information within own organisation, as required by a practising or potential middle manager. part of the task requires you to NOTE An ILM Assessment Task provides an opportunity to relate your learning directly to your current organisation. It is recommended that you discuss the assignment with your line manager to explore and agree how the task could be used to support the needs of your employer (as well as evidencing your learning as part of completing your ILM qualification). If you are not currently working within an organisation, then you may complete this task in relation to an organisation with which you are familiar. This could include experience working in a voluntary capacity The nominal word count for this assignment is 2500 words: The suggested range is between 2000 and 3000 words, however individuals have different writing styles, and there is no penalty if the word-count range is exceeded.


Understand the management of information within the organisation

use a combination of theory, evidence and appropriate criteria to critically assess and make meaningful judgements about information flows through a number of channels within the organisation, and to propose improvements based on your critical assessment

Critically assess information flow

through a number of different channels within the organisation (20 marks)

Propose improvements to the flow of information within your area of responsibility, based on your organisational assessment (12 marks)

Be able to gather and analyse information to make decisions or solve problems in your area of responsibility Collect information from a wide range of appropriate and relevant sources in order to support management decision making. The purpose of collecting the information must be made clear, and the information must be analysed to discover the meaning or essential features of the information or to identify possible causation and/or draw conclusions from identified patterns or trends. You are then required to justify a management decision by presenting a rationale for a particular action or choice that is supported by a correct and appropriate interpretation of the information analysis.

Collect information from a wide range

of sources to support management decision-making (20 marks)

Analyse the information collected from a wide variety of sources, to inform decision-making (20 marks)

Use this analysis of information to make and justify a management decision (12 marks)

Be able to disseminate information on a management decision, through the right organisational channels Provide evidence that accurate, correct, complete and unambiguous information to meet business objectives is communicated to team members or other colleagues and stakeholders or customers using appropriate organisational channels.

Communicate information to team members or other colleagues to meet business objectives, using appropriate organisational channels (8 marks)

Communicate information to stakeholders or customers to meet business objectives, using appropriate

370

organisational channels (8 marks)


371

MARK SHEET –MANAGING INFORMATION













Learning Outcome / Section 1: Understand the management of information within the organisation




AC 1.1 Critically assess information flow through a number of different channels within the organisation


Information flows are not addressed, or information flows are not within the organisation, or only one channel is addressed

Information flows are listed or described with no critical assessment using theory, evidence and appropriate criteria to make judgements, or the theory, evidence and criteria used are insufficient to make meaningful judgements

A combination of theory, evidence and appropriate criteria are used to critically assess and make meaningful judgements about information flows through a number of channels within the organisation, although the channels may be similar and/or the evidence used may sometimes be subjective, and/or the criteria may not always be transparent

A combination of theory, comprehensive objective evidence and appropriate and transparent criteria are used to critically assess and make meaningful judgements about information flows through a number of diverse channels within the organisation

/ 20 (min. of 10)

Pass or Referral

AC 1.2 Propose improvements to the flow of information within your area of responsibility, based on your organisational assessment


No improvements are proposed, or the improvements proposed are incorrect, incomplete

Improvements proposed are based on a critical organisational assessment and are correct and appropriate,

Improvements proposed are based on a critical organisational assessment and are correct and appropriate

372

or inappropriate, or are not based on a critical organisational assessment

although the proposals may need further development for implementation

and require no further development for implementation

/ 12 (min. of 6)

Pass or Referral


Learning Outcome / Section 2: Be able to gather and analyse information to make decisions or solve problems in your area of responsibility




AC 2.1 Collect information from a wide range of sources to support management decision-making


The purpose of collecting the information is not stated, or the stated purpose is unclear, incomplete or inappropriate

The information gathered: is not verified or the sources




meaningfully address the scope of the stated purpose

The information gathered is from a wide range of sources and is sufficient to undertake a meaningful analysis, although the information may not always be clearly verified or wholly referenced, or some additional information may be required to fully address the purpose stated

The purpose of collecting the information is clear, complete and appropriate

Comprehensive information that is relevant to, and appropriate for, the identified purpose is gathered from a wide range of sources that reflect the full scope of the identified purpose

The information gathered is always verified or referenced and permits a meaningful analysis to be undertaken with a high level of confidence

/ 20 (min. of 10)

Pass or Referral

AC 2.2 Analyse the information collected from a wide variety of sources, to inform decision-making


Information has not been analysed to discover the meaning or essential features of the information or to identify possible causation and patterns or trends or draw conclusions, or the analysis is inappropriate, incomplete, or incorrect

Information has been appropriately and correctly analysed to discover the meaning or essential features of the data or to identify possible causation and/or draw conclusions from identified patterns or trends, although the analysis may be limited in

The full range of information has been appropriately and correctly analysed to discover the meaning or essential features of the data or to identify possible causation and/or draw conclusions from identified patterns or trends

373

comparison to the information gathered

/ 20 (min. of 10)

Pass or Referral

AC 2.3 Use this analysis of information to make and justify a management decision


A management decision has not been justified by presenting a rationale for a particular action or choice, or a management decision has been made and justified with no reference to the analysis of the information, or the analysis of the information has been interpreted incorrectly or inappropriately and does not support the rationale for the management decision

A management decision is justified by presenting a rationale for a particular action or choice that is supported by a correct and appropriate interpretation of the information analysis that supports the rationale, although the full scope of the stated purpose may not always be entirely justified by the analysis or the implications of the management decision have not always been considered

The full scope of a management decision is justified by presenting a rationale for a particular action or choice that is supported by a correct and appropriate interpretation of the information analysis that supports the rationale with full consideration given to the implications of the decision

/ 12



Learning Outcome / Section 3: Be able to disseminate information on a management decision, through the right organisational channels




AC 3.1 Communicate information to team members or other colleagues to meet business objectives, using appropriate organisational channels


There is no evidence that information is communicated to team members or other colleagues, or the information communicated is inaccurate, incorrect, incomplete or ambiguous, or the information is not focused on business objectives, or the information is communicated using

There is explicit evidence that accurate, correct, complete and unambiguous information that is focused on business objectives is communicated to team members or other colleagues using appropriate organisational channels, although the appropriateness of all the organisational channels is not always made fully

There is explicit evidence that accurate, correct, complete and unambiguous information that is focused on business objectives is communicated to team members or other colleagues using appropriate organisational channels, and the appropriateness of all the organisational channels is made fully transparent an

374

inappropriate organisational channels

transparent or explicit

explicit / 8


AC 3.2 Communicate information to stakeholders or customers to meet business objectives, using appropriate organisational channels


There is no evidence that information is communicated to stakeholders or customers, or the information communicated is inaccurate, incorrect, incomplete or ambiguous, or the information is not focused on business objectives, or the information is communicated using inappropriate organisational channels

There is explicit evidence that accurate, correct, complete and unambiguous information that is focused on business objectives is communicated to stakeholders or customers using appropriate organisational channels, although the appropriateness of all the organisational channels is not always made fully transparent or explicit

There is explicit evidence that accurate, correct, complete and unambiguous information that is focused on business objectives is communicated to stakeholders or customers using appropriate organisational channels, and the appropriateness of all the organisational channels is made fully transparent an explicit

/ 8



/ 100 TOTAL MARKS




Date of QA Check:


Signature of QA:

Date of QA check:

375

MARK SHEET –MANAGING INFORMATION













Learning Outcome / Section 1: Understand the management of information within the organisation




AC 1.1 Critically assess information flow through a number of different channels within the organisation


Information flows are not addressed, or information flows are not within the organisation, or only one channel is addressed

Information flows are listed or described with no critical assessment using theory, evidence and appropriate criteria to make judgements, or the theory, evidence and criteria used are insufficient to make meaningful judgements

A combination of theory, evidence and appropriate criteria are used to critically assess and make meaningful judgements about information flows through a number of channels within the organisation, although the channels may be similar and/or the evidence used may sometimes be subjective, and/or the criteria may not always be transparent

A combination of theory, comprehensive objective evidence and appropriate and transparent criteria are used to critically assess and make meaningful judgements about information flows through a number of diverse channels within the organisation

/ 20 (min. of 10)

Pass or Referral

AC 1.2 Propose improvements to the flow of information within your area of responsibility, based on your organisational assessment


No improvements are proposed, or the improvements proposed are incorrect, incomplete

Improvements proposed are based on a critical organisational assessment and are correct and appropriate,

Improvements proposed are based on a critical organisational assessment and are correct and appropriate

376

or inappropriate, or are not based on a critical organisational assessment

although the proposals may need further development for implementation

and require no further development for implementation

/ 12 (min. of 6)

Pass or Referral


Learning Outcome / Section 2: Be able to gather and analyse information to make decisions or solve problems in your area of responsibility




AC 2.1 Collect information from a wide range of sources to support management decision-making


The purpose of collecting the information is not stated, or the stated purpose is unclear, incomplete or inappropriate

The information gathered: is not verified or the sources




meaningfully address the scope of the stated purpose

The information gathered is from a wide range of sources and is sufficient to undertake a meaningful analysis, although the information may not always be clearly verified or wholly referenced, or some additional information may be required to fully address the purpose stated

The purpose of collecting the information is clear, complete and appropriate

Comprehensive information that is relevant to, and appropriate for, the identified purpose is gathered from a wide range of sources that reflect the full scope of the identified purpose

The information gathered is always verified or referenced and permits a meaningful analysis to be undertaken with a high level of confidence

/ 20 (min. of 10)

Pass or Referral

AC 2.2 Analyse the information collected from a wide variety of sources, to inform decision-making


Information has not been analysed to discover the meaning or essential features of the information or to identify possible causation and patterns or trends or draw conclusions, or the analysis is inappropriate, incomplete, or incorrect

Information has been appropriately and correctly analysed to discover the meaning or essential features of the data or to identify possible causation and/or draw conclusions from identified patterns or trends, although the analysis may be limited in

The full range of information has been appropriately and correctly analysed to discover the meaning or essential features of the data or to identify possible causation and/or draw conclusions from identified patterns or trends

377

comparison to the information gathered

/ 20 (min. of 10)

Pass or Referral

AC 2.3 Use this analysis of information to make and justify a management decision


A management decision has not been justified by presenting a rationale for a particular action or choice, or a management decision has been made and justified with no reference to the analysis of the information, or the analysis of the information has been interpreted incorrectly or inappropriately and does not support the rationale for the management decision

A management decision is justified by presenting a rationale for a particular action or choice that is supported by a correct and appropriate interpretation of the information analysis that supports the rationale, although the full scope of the stated purpose may not always be entirely justified by the analysis or the implications of the management decision have not always been considered

The full scope of a management decision is justified by presenting a rationale for a particular action or choice that is supported by a correct and appropriate interpretation of the information analysis that supports the rationale with full consideration given to the implications of the decision

/ 12



Learning Outcome / Section 3: Be able to disseminate information on a management decision, through the right organisational channels




AC 3.1 Communicate information to team members or other colleagues to meet business objectives, using appropriate organisational channels


There is no evidence that information is communicated to team members or other colleagues, or the information communicated is inaccurate, incorrect, incomplete or ambiguous, or the information is not focused on business objectives, or the information is communicated using

There is explicit evidence that accurate, correct, complete and unambiguous information that is focused on business objectives is communicated to team members or other colleagues using appropriate organisational channels, although the appropriateness of all the organisational channels is not always made fully

There is explicit evidence that accurate, correct, complete and unambiguous information that is focused on business objectives is communicated to team members or other colleagues using appropriate organisational channels, and the appropriateness of all the organisational channels is made fully transparent an

378

inappropriate organisational channels

transparent or explicit

explicit / 8


AC 3.2 Communicate information to stakeholders or customers to meet business objectives, using appropriate organisational channels


There is no evidence that information is communicated to stakeholders or customers, or the information communicated is inaccurate, incorrect, incomplete or ambiguous, or the information is not focused on business objectives, or the information is communicated using inappropriate organisational channels

There is explicit evidence that accurate, correct, complete and unambiguous information that is focused on business objectives is communicated to stakeholders or customers using appropriate organisational channels, although the appropriateness of all the organisational channels is not always made fully transparent or explicit

There is explicit evidence that accurate, correct, complete and unambiguous information that is focused on business objectives is communicated to stakeholders or customers using appropriate organisational channels, and the appropriateness of all the organisational channels is made fully transparent an explicit

/ 8



/ 100 TOTAL MARKS




Date of QA Check:


Signature of QA:

Date of QA check:

379

Title: Managing recruitment

Level: 5

Credit value: 5


1 Understand human resource planning

in an organisation

1.1

1.2

1.3

Explain the role and relevance of human resource planning in own organisation Assess the impact of legal requirements on human resource planning in the organisation Assess the impact of organisational policies and procedures on human resource planning in the organisation

2 Be able to plan and implement

recruitment in line with legal and organisational requirements

2.1

2.2

2.3

Describe the recruitment process in own organisation from the identification of a vacancy through to the appointment of the successful candidate Justify a need for recruitment in own area of responsibility Implement the recruitment process in own area of responsibility, ensuring all procedures are followed and necessary records are kept in line with legal and organisational requirements



manage recruitment as required by a







Links to MSC 2004 NOS: A2, D2, D3



appropriate)




380

required)



Business Management


unit






Indicative Content:

1

Human resource planning techniques

Reward systems

Ways to redeploy human resources to achieve individual and organisational objectives

Techniques for succession planning

Causes of poor attendance and retention and strategies for improvement

Techniques for monitoring and evaluating attendance and retention

Use of outsourcing, subcontracting, outworkers

Legal and organisational aspects of redundancy and redeployment

Human aspects of redundancy and redeployment

2

Organisational recruitment policies and procedures

Legal aspects of recruitment and selection

Relevant methods of advertising vacancies, internally and externally

Internal and external applications

Techniques for job analysis

Job specifications and job descriptions

Person specifications

Use of job descriptions and person specifications to shortlist applicants

Selection techniques including interviewing, testing, assessment centres, references etc

Alternative methods of advising applicants of outcomes

The need to maintain comprehensive records to support and justify decisions

Interview types – formal and informal, including selection, exit, grievance, disciplinary, counselling, appraisal, supervision and information gathering/investigation

Appropriate climate for conduct of an interview

Structure and format of interviews according to purpose

Legal and ethical considerations in relation to interviewing

Questioning and listening techniques

Impact of non-verbal communication

Ways to analyse and interpret information gained (facts, evidence, opinion, meaning)

Recording information and interview outcomes

Importance of feeding back during and after interviews to interviewee and authorised people, and methods of doing so

Appropriate checks following appointment such as CRB and references

381

ASSIGNMENT TASK for Unit: Managing recruitment



TASK The purpose of this unit is to develop understanding and ability to manage recruitment as required by a practising or potential middle manager. NOTE An ILM Assessment Task provides an opportunity to relate your learning directly to your current organisation. It is recommended that you discuss the assignment with your line manager to explore and agree how the task could be used to support the needs of your employer (as well as evidencing your learning as part of completing your ILM qualification). If you are not currently working within an organisation, then you may complete this task in relation to an organisation with which you are familiar. This could include experience working in a voluntary capacity The nominal word count for this assignment is 2500 words: The suggested range is between 2000 and 3000 words, however individuals have different writing styles, and there is no penalty if the word-count range is exceeded.


Understand human resource planning in an organisation Provide an account of human resource planning practices to explain the role and relevance of human resource planning in own organisation. You are then required to assess and make a judgement on the impact of legal requirements on human resource planning in the organisation and the impact of organisational policies and procedures on human resource planning in the organisation.

Explain the role and relevance of

human resource planning in own organisation (8 marks)

Assess the impact of legal requirements on human resource planning in the organisation (16 marks)

Assess the impact of organisational policies and procedures on human resource planning in the organisation (16 marks)

Be able to plan and implement recruitment in line with legal and organisational requirements Describe the principal features of the recruitment process in your organisation from the identification of a vacancy through to the appointment of the successful candidate. You are then required to present a rationale to justify a need for recruitment in own area of responsibility and to implement the full recruitment process, ensuring that all procedures are followed correctly and appropriately and that necessary records are kept in line with legal and organisational requirements at each stage of the process.

Describe the recruitment process in own organisation from the identification of a vacancy through to the appointment of the successful candidate (8 marks)

Justify a need for recruitment in own area of responsibility (12 marks)

Implement the recruitment process in own area of responsibility, ensuring all procedures are followed and necessary records are kept in line with legal and organisational requirements (40 marks)


382

MARK SHEET – MANAGING RECRUITMENT













Learning Outcome / Section 1: Understand human resource planning in an organisation




AC 1.1 Explain the role and relevance of human resource planning in own organisation


Role and relevance of human resource planning in own organisation is not addressed, or is incorrect, or a generic description or definition of human resource planning is provided with no organisational context

No human resource planning practices or examples are provided that explain the role and relevance of human resource planning in own organisation

Human resource planning practices or examples are provided that correctly explain the role and relevance of human resource planning in own organisation, although the range of practices or examples may be partial and not take full account of the alignment between human resource planning and the organisation’s strategic plan and its strategic objectives

A wide range of human resource planning practices or examples are provided that correctly explain the role and relevance of human resource planning in own organisation and take full account of the alignment between human resource planning and the organisation’s strategic plan and its strategic objectives

/ 8 (min. of 4)

Pass or Referral

AC 1.2 Assess the impact of legal requirements on human resource


The impact of legal requirements on human resource planning in the

Legal requirements on human resource planning in


383

planning in the organisation organisation is not addressed, is incorrect, or there is no organisational context

Legal requirements on human resource planning in the organisation are merely described with no assessment to make a judgement as to their impact

the organisation are correctly identified and are assessed rather than described to make a judgement as to their impact, although the judgement may be based on a limited range of criteria

the organisation are correctly identified and are assessed using a wide range of appropriate criteria to make a judgement as to their impact

/ 16 (min. of 8)

Pass or Referral

AC 1.3 Assess the impact of organisational policies and procedures on human resource planning in the organisation


The impact of organisational policies and procedures on human resource planning in the organisation is not addressed, is incorrect, or there is no organisational context

Organisational policies and procedures on human resource planning in the organisation are merely described with no assessment to make a judgement as to their impact

Organisational policies and procedures on human resource planning in the organisation are correctly identified and are assessed rather than described to make a judgement as to their impact, although the judgement may be based on a limited range of criteria

Organisational policies and procedures on human resource planning in the organisation are correctly identified and are assessed using a wide range of appropriate criteria to make a judgement as to their impact

/ 16 (min. of 8)

Pass or Referral


Learning Outcome / Section 2: Be able to plan and implement recruitment in line with legal and organisational requirements




AC 2.1 Describe the recruitment process in own organisation from the identification of a vacancy through to the appointment of the successful candidate


The recruitment process from the identification of a vacancy through to the appointment of the successful candidate is not addressed, or is incorrect or incomplete, or has no organisational context, or is merely listed with no account of the principal

The recruitment process in own organisation from the identification of a vacancy through to the appointment of the successful candidate is correctly described with a limited account of the principal features of the process

The recruitment process in own organisation from the identification of a vacancy through to the appointment of the successful candidate is correctly described with a detailed account of the principal features of the process

/ 8 (min. of 4)

Pass or Referral

384

features of the process

AC 2.2 Justify a need for recruitment in own area of responsibility


A need for recruitment in own area of responsibility is merely stated or described with no rationale presented to justify a particular action or choice

A rationale is presented to justify a need for recruitment in own area of responsibility, although some aspects of the rationale may be limited or subjective

A detailed and objective rationale is presented to justify a need for recruitment in own area of responsibility / 12


AC 2.3 Implement the recruitment process in own area of responsibility, ensuring all procedures are followed and necessary records are kept in line with legal and organisational requirements


There is no implicit or explicit evidence presented that the recruitment process is implemented, or is being implemented

There is no implicit or explicit evidence presented that all procedures are followed, or are being followed, and that necessary records are kept, or are being kept, in line with legal and organisational requirements

Limited but sufficient evidence is presented that the recruitment process is implemented correctly and appropriately from the identification of a vacancy and justification for recruitment through to the appointment of the successful candidate

Limited but sufficient evidence is presented that all procedures are followed correctly and appropriately and that necessary records are kept in line with legal and organisational requirements from the identification of a vacancy and justification for recruitment through to the appointment of the successful candidate

Comprehensive and detailed evidence is presented that the recruitment process is implemented correctly and appropriately from the identification of a vacancy and justification for recruitment through to the appointment of the successful candidate

Comprehensive and detailed evidence is presented that all procedures are followed correctly and appropriately and that necessary records are kept in line with legal and organisational requirements from the identification of a vacancy and justification for recruitment through to the appointment of the successful candidate

/ 40 (min. of 20)

Pass or Referral


/ 100 TOTAL MARKS

385




Date of QA Check:


Signature of QA:

Date of QA check:

386

MARK SHEET – MANAGING RECRUITMENT













Learning Outcome / Section 1: Understand human resource planning in an organisation




AC 1.1 Explain the role and relevance of human resource planning in own organisation


Role and relevance of human resource planning in own organisation is not addressed, or is incorrect, or a generic description or definition of human resource planning is provided with no organisational context

No human resource planning practices or examples are provided that explain the role and relevance of human resource planning in own organisation

Human resource planning practices or examples are provided that correctly explain the role and relevance of human resource planning in own organisation, although the range of practices or examples may be partial and not take full account of the alignment between human resource planning and the organisation’s strategic plan and its strategic objectives

A wide range of human resource planning practices or examples are provided that correctly explain the role and relevance of human resource planning in own organisation and take full account of the alignment between human resource planning and the organisation’s strategic plan and its strategic objectives

/ 8 (min. of 4)

Pass or Referral

AC 1.2 Assess the impact of legal requirements on human resource


The impact of legal requirements on human resource planning in the



387

planning in the organisation organisation is not addressed, is incorrect, or there is no organisational context

Legal requirements on human resource planning in the organisation are merely described with no assessment to make a judgement as to their impact

the organisation are correctly identified and are assessed rather than described to make a judgement as to their impact, although the judgement may be based on a limited range of criteria

the organisation are correctly identified and are assessed using a wide range of appropriate criteria to make a judgement as to their impact

/ 16 (min. of 8)

Pass or Referral

AC 1.3 Assess the impact of organisational policies and procedures on human resource planning in the organisation


The impact of organisational policies and procedures on human resource planning in the organisation is not addressed, is incorrect, or there is no organisational context

Organisational policies and procedures on human resource planning in the organisation are merely described with no assessment to make a judgement as to their impact

Organisational policies and procedures on human resource planning in the organisation are correctly identified and are assessed rather than described to make a judgement as to their impact, although the judgement may be based on a limited range of criteria

Organisational policies and procedures on human resource planning in the organisation are correctly identified and are assessed using a wide range of appropriate criteria to make a judgement as to their impact

/ 16 (min. of 8)

Pass or Referral


Learning Outcome / Section 2: Be able to plan and implement recruitment in line with legal and organisational requirements




AC 2.1 Describe the recruitment process in own organisation from the identification of a vacancy through to the appointment of the successful candidate


The recruitment process from the identification of a vacancy through to the appointment of the successful candidate is not addressed, or is incorrect or incomplete, or has no organisational context, or is merely listed with no account of the principal

The recruitment process in own organisation from the identification of a vacancy through to the appointment of the successful candidate is correctly described with a limited account of the principal features of the process

The recruitment process in own organisation from the identification of a vacancy through to the appointment of the successful candidate is correctly described with a detailed account of the principal features of the process

/ 8 (min. of 4)

Pass or Referral

388

features of the process

AC 2.2 Justify a need for recruitment in own area of responsibility


A need for recruitment in own area of responsibility is merely stated or described with no rationale presented to justify a particular action or choice

A rationale is presented to justify a need for recruitment in own area of responsibility, although some aspects of the rationale may be limited or subjective

A detailed and objective rationale is presented to justify a need for recruitment in own area of responsibility / 12


AC 2.3 Implement the recruitment process in own area of responsibility, ensuring all procedures are followed and necessary records are kept in line with legal and organisational requirements


There is no implicit or explicit evidence presented that the recruitment process is implemented, or is being implemented

There is no implicit or explicit evidence presented that all procedures are followed, or are being followed, and that necessary records are kept, or are being kept, in line with legal and organisational requirements

Limited but sufficient evidence is presented that the recruitment process is implemented correctly and appropriately from the identification of a vacancy and justification for recruitment through to the appointment of the successful candidate

Limited but sufficient evidence is presented that all procedures are followed correctly and appropriately and that necessary records are kept in line with legal and organisational requirements from the identification of a vacancy and justification for recruitment through to the appointment of the successful candidate

Comprehensive and detailed evidence is presented that the recruitment process is implemented correctly and appropriately from the identification of a vacancy and justification for recruitment through to the appointment of the successful candidate

Comprehensive and detailed evidence is presented that all procedures are followed correctly and appropriately and that necessary records are kept in line with legal and organisational requirements from the identification of a vacancy and justification for recruitment through to the appointment of the successful candidate

/ 40 (min. of 20)

Pass or Referral


/ 100 TOTAL MARKS

389




Date of QA Check:


Signature of QA:

Date of QA check:

390

Title: Managing work analysis (M5.44)

Level: 5

Credit value: 3


1. Understand the strategic context and purpose of work analysis

1.1 Explain how work analysis can contribute to continuous improvement within your organisation

1.2 Select an area of work that you are

responsible for to conduct a work analysis exercise that will contribute to the achievement of one or more of the organisations strategic objectives.

2. Be able to conduct a work analysis to improve organisational performance

2.1 Conduct the work analysis in your selected area of responsibility using an appropriate work analysis method or technique

2.2 Use the outcomes of your work

analysis to identify possible improvements that could be made to processes

3. Be able to make decisions based on work analysis outcomes

3.1 Use a formal decision-making technique to identify the outcome that is best able to achieve the strategic objective

3.2 Evaluate the selected outcome for

possible consequences for the organisation


Unit purpose and aim(s) To be able to carry out a work analysis in own

area of operation to identify improvements and

make decisions that will benefit the organisation

Unit expiry date





Links to 2004 NOS: F3



391

appropriate)



required)



Business Management


unit





Indicative content:

1 Work analysis as a systematic process of gathering and analysing information about job

roles and working practises

Outcomes of work analysis, e.g. job descriptions, job specifications, changes in working practises

Relationship between work analysis, functional areas, and business processes, e.g. human resources and production and continuous improvement

Work analysis and organisation aims and goals

2 Required strategic outcomes or measures are initially defined, e.g. customer requirements,

improved productivity, employee satisfaction

Work analysis methods and techniques appropriate for a middle manager, including:

Competency Modelling

Critical Incident Technique (CIT)

Job Compatibility Assessment (JCA)

Job Diagnostic Survey (JDS)

Method Study

Qualitative and quantitative data

Verifiable and reliable data

Definitions of efficiency, effectiveness and productivity

3 Data analysis

Data and information

Decision-making methods and techniques appropriate for a middle manager, including:

Cost-benefit analysis

Decision matrix

Paired comparison analysis

Evaluating decisions to determine possible consequences for the rest of the organisation, e.g. human resources

392

ASSIGNMENT TASK for Unit: Managing work analysis



TASK The purpose of this unit is to be able to carry out a work analysis in own area of operation to identify improvements and make decisions that will benefit the organisation. NOTE An ILM Assessment Task provides an opportunity to relate your learning directly to your current organisation. It is recommended that you discuss the assignment with your line manager to explore and agree how the task could be used to support the needs of your employer (as well as evidencing your learning as part of completing your ILM qualification). If you are not currently working within an organisation, then you may complete this task in relation to an organisation with which you are familiar. This could include experience working in a voluntary capacity The nominal word count for this assignment is 2500 words: The suggested range is between 2000 and 3000 words, however individuals have different writing styles, and there is no penalty if the word-count range is exceeded.


Understand the strategic context and purpose of work analysis Provide an account of the practices associated with both work analysis and continuous improvement that explains how work analysis can contribute to continuous improvement in own organisation. You are then required to select an area of work that you are responsible for to conduct a work analysis exercise that will contribute to the achievement of one or more of the organisation’s strategic objectives.

Explain how work analysis can

contribute to continuous improvement within your organisation (12 marks)

Select an area of work that you are responsible for to conduct a work analysis exercise that will contribute to the achievement of one or more of the organisations strategic objectives (8 marks)

Be able to conduct a work analysis to improve organisational performance Conduct the work analysis correctly and appropriately in your selected area of responsibility using a relevant and recognised formal work analysis method or technique, and that you use the outcomes of your work analysis to identify possible improvements that could be made to processes.

Conduct the work analysis in your

selected area of responsibility using an appropriate work analysis method or technique (36 marks)

Use the outcomes of your work analysis to identify possible improvements that could be made to processes (12 marks)

Be able to make decisions based on work analysis outcomes Formal decision-making technique correctly and appropriately to address the outcomes and possible improvements identified through work analysis in the previous section, and to go on to identify the outcome that is best able to achieve stated strategic objectives. The selected outcome must then be evaluated for possible consequences for the organisation to provide a solution, conclusion or recommendations.

Use a formal decision-making technique to identify the outcome that is best able to achieve the strategic objective (16 marks)

Evaluate the selected outcome for possible consequences for the organisation (16 marks)


394

MARK SHEET – MANAGING WORK ANALYSIS













Learning Outcome / Section 1: Understand the strategic context and purpose of work analysis




AC 1.1 Explain how work analysis can contribute to continuous improvement within your organisation


How work analysis can contribute to continuous improvement within your organisation is not addressed, or is inappropriate or incorrect

Work analysis and continuous improvement are explained with no understanding demonstrated of how work analysis can contribute to continuous improvement

How work analysis can contribute to continuous improvement is explained in generic terms with no context or focus on own organisation

Work analysis and continuous improvement are merely defined with no account of the practices of

A limited but sufficient account of the practices associated with both work analysis and continuous improvement explains how work analysis can contribute to continuous improvement in own organisation

A comprehensive account of the practices associated with both work analysis and continuous improvement explains how work analysis can contribute to continuous improvement in own organisation

395

work analysis and continuous improvement that explain how work analysis can contribute to continuous improvement within own organisation

/ 12 (min. of 6)

Pass or Referral

AC 1.2 Select an area of work that you are responsible for to conduct a work analysis exercise that will contribute to the achievement of one or more of the organisation’s strategic objectives


An area of work to conduct a work analysis exercise has not been selected, or the area of work is outside own area of responsibility, or the area of work selected is not appropriate for conducting a work analysis exercise

How the work analysis exercise in the area of work selected will contribute to the achievement of one or more of the organisation’s objectives is not addressed or is unclear or incorrect, or appropriate strategic objectives are not provided

An area of work has been selected to conduct a work analysis exercise, and,

the area of work is your responsibility

the area of work selected is appropriate for conducting a work analysis exercise

How the work analysis exercise in the area of work selected will contribute to the achievement of one or more of the organisation’s objectives is addressed, although the connections between the area selected, the work analysis exercise and the organisation’s strategic objectives are imprecise

How the work analysis exercise in the area of work selected will contribute to the achievement of one or more of the organisation’s objectives is addressed with clear and explicit connections made between the area selected, the work analysis exercise, and the organisation’s strategic objectives

/ 8 (min. of 4)

Pass or Referral


Learning Outcome / Section 2: Be able to conduct a work analysis to improve organisational performance




AC 2.1 Conduct the work analysis in your selected area of responsibility using an appropriate work analysis method or technique


There is no evidence that the work analysis has been conducted in your selected area of responsibility, or the work analysis is not conducted using an appropriate work analysis method or technique, or the work analysis is conducted inappropriately or

Limited but sufficient evidence is provided that the work analysis has been conducted correctly and appropriately in your selected area of responsibility using an appropriate work analysis

Comprehensive evidence is provided that the work analysis has been conducted correctly and appropriately in your selected area of responsibility using an appropriate work analysis


396

incorrectly method or technique method or technique (min. of 18)

AC 2.2 Use the outcomes of your work analysis to identify possible improvements that could be made to processes


The outcomes of your work analysis are not used to identify possible improvements that could be made to processes, or the outcomes of the work analysis are inappropriate or incorrect, or the possible improvements identified are inappropriate or incorrect

The outcomes of your work analysis are used to identify possible improvements that could be made to processes, although the possible improvements are imprecise

The outcomes of your work analysis are used to identify clear and precise possible improvements that could be made to processes

/ 12 (min. of 6)

Pass or Referral


Learning Outcome / Section 3: Be able to make decisions based on work analysis outcomes




AC 3.1 Use a formal decision-making technique to identify the outcome that is best able to achieve the strategic objective


A formal decision-making technique has not been used, or,

a formal decision-making technique has been used incorrectly or inappropriately

the formal decision-making technique does not address the outcomes and possible improvements identified through work analysis in the previous section

the outcome(s) that is best able to achieve the strategic objective(s) is not identified

how the outcome(s) will meet the strategic objective(s) is not addressed

A formal decision-making technique has been used correctly and appropriately to address the outcomes and possible improvements identified through work analysis in the previous section and to identify the outcome(s) that is best able to achieve stated strategic objective(s), although the decision-making technique is imprecise and links to the stated strategic objective(s) are tenuous

A formal and transparent decision-making technique has been used correctly and appropriately to address and explicitly rank the outcomes and possible improvements identified through work analysis in the previous section and to identify the outcome(s) that is clearly best able to achieve stated strategic objective(s)

/ 16 (min. of 8)

Pass or Referral


397

AC 3.2 Evaluate the selected outcome for possible consequences for the organisation

The selected outcome(s) are not evaluated for possible consequences for the organisation, or possible consequences for the organisation are merely listed or described with no evaluation of any consequences to provide a solution, conclusion or recommendations

The selected outcome(s) are evaluated for possible consequences for the organisation to provide a solution, conclusion or recommendations, although the evaluations are limited to internal or local consequences or are based upon a limited evidence-base

A comprehensive evidence-base is used to evaluate the selected outcome(s) for possible internal and external possible consequences for the organisation to provide a solution, conclusion or recommendations

/ 16 (min. of 8)

Pass or Referral


/ 100 TOTAL MARKS




Date of QA Check:


Signature of QA:

Date of QA check:

398

MARK SHEET – MANAGING WORK ANALYSIS













Learning Outcome / Section 1: Understand the strategic context and purpose of work analysis




AC 1.1 Explain how work analysis can contribute to continuous improvement within your organisation


How work analysis can contribute to continuous improvement within your organisation is not addressed, or is inappropriate or incorrect

Work analysis and continuous improvement are explained with no understanding demonstrated of how work analysis can contribute to continuous improvement

How work analysis can contribute to continuous improvement is explained in generic terms with no context or focus on own organisation

Work analysis and continuous improvement are merely defined with no account of the practices of

A limited but sufficient account of the practices associated with both work analysis and continuous improvement explains how work analysis can contribute to continuous improvement in own organisation

A comprehensive account of the practices associated with both work analysis and continuous improvement explains how work analysis can contribute to continuous improvement in own organisation

399

work analysis and continuous improvement that explain how work analysis can contribute to continuous improvement within own organisation

/ 12 (min. of 6)

Pass or Referral

AC 1.2 Select an area of work that you are responsible for to conduct a work analysis exercise that will contribute to the achievement of one or more of the organisation’s strategic objectives


An area of work to conduct a work analysis exercise has not been selected, or the area of work is outside own area of responsibility, or the area of work selected is not appropriate for conducting a work analysis exercise

How the work analysis exercise in the area of work selected will contribute to the achievement of one or more of the organisation’s objectives is not addressed or is unclear or incorrect, or appropriate strategic objectives are not provided

An area of work has been selected to conduct a work analysis exercise, and,

the area of work is your responsibility

the area of work selected is appropriate for conducting a work analysis exercise

How the work analysis exercise in the area of work selected will contribute to the achievement of one or more of the organisation’s objectives is addressed, although the connections between the area selected, the work analysis exercise and the organisation’s strategic objectives are imprecise

How the work analysis exercise in the area of work selected will contribute to the achievement of one or more of the organisation’s objectives is addressed with clear and explicit connections made between the area selected, the work analysis exercise, and the organisation’s strategic objectives

/ 8 (min. of 4)

Pass or Referral


Learning Outcome / Section 2: Be able to conduct a work analysis to improve organisational performance




AC 2.1 Conduct the work analysis in your selected area of responsibility using an appropriate work analysis method or technique


There is no evidence that the work analysis has been conducted in your selected area of responsibility, or the work analysis is not conducted using an appropriate work analysis method or technique, or the work analysis is conducted inappropriately or

Limited but sufficient evidence is provided that the work analysis has been conducted correctly and appropriately in your selected area of responsibility using an appropriate work analysis

Comprehensive evidence is provided that the work analysis has been conducted correctly and appropriately in your selected area of responsibility using an appropriate work analysis


400

incorrectly method or technique method or technique (min. of 18)

AC 2.2 Use the outcomes of your work analysis to identify possible improvements that could be made to processes


The outcomes of your work analysis are not used to identify possible improvements that could be made to processes, or the outcomes of the work analysis are inappropriate or incorrect, or the possible improvements identified are inappropriate or incorrect

The outcomes of your work analysis are used to identify possible improvements that could be made to processes, although the possible improvements are imprecise

The outcomes of your work analysis are used to identify clear and precise possible improvements that could be made to processes

/ 12 (min. of 6)

Pass or Referral


Learning Outcome / Section 3: Be able to make decisions based on work analysis outcomes




AC 3.1 Use a formal decision-making technique to identify the outcome that is best able to achieve the strategic objective


A formal decision-making technique has not been used, or,

a formal decision-making technique has been used incorrectly or inappropriately

the formal decision-making technique does not address the outcomes and possible improvements identified through work analysis in the previous section

the outcome(s) that is best able to achieve the strategic objective(s) is not identified

how the outcome(s) will meet the strategic objective(s) is not addressed

A formal decision-making technique has been used correctly and appropriately to address the outcomes and possible improvements identified through work analysis in the previous section and to identify the outcome(s) that is best able to achieve stated strategic objective(s), although the decision-making technique is imprecise and links to the stated strategic objective(s) are tenuous

A formal and transparent decision-making technique has been used correctly and appropriately to address and explicitly rank the outcomes and possible improvements identified through work analysis in the previous section and to identify the outcome(s) that is clearly best able to achieve stated strategic objective(s)

/ 16 (min. of 8)

Pass or Referral


401

AC 3.2 Evaluate the selected outcome for possible consequences for the organisation

The selected outcome(s) are not evaluated for possible consequences for the organisation, or possible consequences for the organisation are merely listed or described with no evaluation of any consequences to provide a solution, conclusion or recommendations

The selected outcome(s) are evaluated for possible consequences for the organisation to provide a solution, conclusion or recommendations, although the evaluations are limited to internal or local consequences or are based upon a limited evidence-base

A comprehensive evidence-base is used to evaluate the selected outcome(s) for possible internal and external possible consequences for the organisation to provide a solution, conclusion or recommendations

/ 16 (min. of 8)

Pass or Referral


/ 100 TOTAL MARKS




Date of QA Check:


Signature of QA:

Date of QA check:

402

Title: Analysing and Interpreting Statistics to Inform

Management Decisions (M5.23)

Level: 5

Credit value: 2


1. Understand how to analyse data using a statistical tool

1.1 Focussing on a complex workplace problem that has existed over a period of time, collect and organise relevant data, using either time series or index numbers

1.2 Apply one appropriate statistical tool to

test for possible relationships within the data

2. Be able to interpret results generated from a statistical analysis to inform a management decision

2.1 Use the results generated from your statistical analysis to propose changes to planned activities in your own area of responsibility

2.2 Based on your statistical analysis,

implement changes to activities within your area of responsibility


Unit purpose and aim(s) To develop ability to be able to carry out and

use statistical analysis to inform a management

decision, as required by a practising or potential

middle manager








appropriate)



required)

Location of the unit within the Business Management

403



unit

Institute of Leadership and Management




Indicative content:

1

Problem finding, problem analysis and problem definition

Methods of data collection

Time series analysis, including continuous and discrete time series data

Methods of presenting data using charts, tables and graphs

Correlation, regression and trend analysis

Index numbers

Exploratory and confirmatory data analysis

Univariate, bivariate and multivariate analysis

Probability and sampling

Distribution theory and standard deviation

Chi squared analysis

Estimation and significance testing

Statistical process control

2 Statistical analysis and decision-making

Using statistical analysis as a basis for planning and implementing changes to activities

404

ASSIGNMENT TASK for Unit: Analysing and Interpreting Statistics to Inform Management Decisions



TASK The purpose of this unit is to develop ability to be able to carry out and use statistical analysis to inform a management decision, as required by a practising or potential middle manager. NOTE An ILM Assessment Task provides an opportunity to relate your learning directly to your current organisation. It is recommended that you discuss the assignment with your line manager to explore and agree how the task could be used to support the needs of your employer (as well as evidencing your learning as part of completing your ILM qualification). If you are not currently working within an organisation, then you may complete this task in relation to an organisation with which you are familiar. This could include experience working in a voluntary capacity The nominal word count for this assignment is 2000 words: The suggested range is between 1500 and 2500 words, however individuals have different writing styles, and there is no penalty if the word-count range is exceeded.


Understand how to analyse data using a statistical tool Collect and organise data that is relevant to a complex workplace problem that has existed over a period of time, using either time series or index numbers to organise the data collected and to extract meaningful statistics. You are then required to use an appropriate statistical tool to test for statistical relationships.

Focussing on a complex workplace

problem that has existed over a period of time, collect and organise relevant data, using either time series or index numbers (32 marks)

Apply one appropriate statistical tool to test for possible relationships within the data (20 marks)

Be able to interpret results generated from a statistical analysis to inform a management decision Provide evidence that the results generated from a statistical analysis have been used correctly and appropriately to propose and implement changes to activities in own area of responsibility.

Use the results generated from your statistical analysis to propose changes to planned activities in your own area of responsibility (28 marks)

Based on your statistical analysis, implement changes to activities within your area of responsibility (20 marks)


405

MARK SHEET – ANALYSING AND INTERPRETING STATISTICS TO INFORM MANAGEMENT DECISIONS













Learning Outcome / Section 1: Understand how to analyse data using a statistical tool




AC 1.1 Focussing on a complex workplace problem that has existed over a period of time, collect and organise relevant data, using either time series or index numbers


There is no evidence of data having been collected, or insufficient or inappropriate data has been collected, or data has been collected inappropriately, or data collected is not relevant for a complex workplace problem, or the time period for the data collected is insufficient in relation to the workplace problem

Time series or index numbers has not been used correctly or appropriately to organise the data collected, or calculations are wholly incorrect

Limited but sufficient and appropriate data has been collected over a limited but sufficient period of time and organised to provide an limited but appropriate sample size that is relevant for a complex workplace problem

Time series or index numbers has been used correctly and appropriately to organise the data collected and to extract meaningful statistics, although there are minor but not significant errors in the calculations

Comprehensive and appropriate data has been collected over a significant period of time and organised to provide a full and appropriate sample size that is relevant for a complex workplace problem

Time series or index numbers has been used correctly and appropriately to organise the data collected and to extract meaningful statistics with no errors in the calculations

/ 32 (min. of 16)

Pass or Referral

AC 1.2

Referral [ca. 5/20] Pass [10/20] Good Pass [ca. 15/20] A statistical tool has not An appropriate statistical An appropriate statistical

406

Apply one appropriate statistical tool to test for possible relationships within the data

been used, or the statistical tool is inappropriate, or the statistical tool has not been used correctly, or calculations are wholly incorrect, or possible relationships identified within the data are not relevant to the complex workplace problem

tool has been used correctly to test for statistical relationships within the data, although there are minor but not significant errors in the calculations

Possible relationships within the data are identified, yet are imprecisely defined

tool has been used correctly to test for statistical relationships within the data with no errors in the calculations

Possible relationships within the data are clearly identified and precisely defined

/ 20 (min. of 10)

Pass or Referral


Learning Outcome / Section 2: Be able to interpret results generated from a statistical analysis to inform a management decision




AC 2.1 Use the results generated from your statistical analysis to propose changes to planned activities in your own area of responsibility


No evidence is provided that the results generated from a statistical analysis have been used to propose changes to planned activities in your own area of responsibility, or the results have been misinterpreted or used inappropriately, or there are no links between the statistical analysis and proposed changes

Limited but sufficient evidence is provided that the results generated from a statistical analysis have been used to propose changes to planned activities in your own area of responsibility

Appropriate proposed changes are based on an appropriate and correct interpretation of the results generated from the statistical analysis, although additional work is required for full implementation

Comprehensive evidence is provided that the results generated from a statistical analysis have been used to propose changes to planned activities in your own area of responsibility

Appropriate proposed changes are based on an appropriate and correct interpretation of the results generated from the statistical analysis and require no additional work for full implementation

/ 28 (min. of 14)

Pass or Referral

AC 2.2 Based on your statistical analysis, implement changes to activities within your area of responsibility


No evidence is provided that changes based on the statistical analysis have been, or are being, implemented to activities within your area of responsibility

Limited but sufficient evidence is provided that changes to activities within your area of responsibility based on the statistical analysis have been, or are being, implemented

Comprehensive evidence is provided that changes to activities within your area of responsibility based on the statistical analysis have been, or are being, implemented

/ 20 (min. of 10)

Pass or Referral

407


/ 100 TOTAL MARKS




Date of QA Check:


Signature of QA:

Date of QA check:

408

MARK SHEET – ANALYSING AND INTERPRETING STATISTICS TO INFORM MANAGEMENT DECISIONS













Learning Outcome / Section 1: Understand how to analyse data using a statistical tool




AC 1.1 Focussing on a complex workplace problem that has existed over a period of time, collect and organise relevant data, using either time series or index numbers


There is no evidence of data having been collected, or insufficient or inappropriate data has been collected, or data has been collected inappropriately, or data collected is not relevant for a complex workplace problem, or the time period for the data collected is insufficient in relation to the workplace problem

Time series or index numbers has not been used correctly or appropriately to organise the data collected, or calculations are wholly incorrect

Limited but sufficient and appropriate data has been collected over a limited but sufficient period of time and organised to provide an limited but appropriate sample size that is relevant for a complex workplace problem

Time series or index numbers has been used correctly and appropriately to organise the data collected and to extract meaningful statistics, although there are minor but not significant errors in the calculations

Comprehensive and appropriate data has been collected over a significant period of time and organised to provide a full and appropriate sample size that is relevant for a complex workplace problem

Time series or index numbers has been used correctly and appropriately to organise the data collected and to extract meaningful statistics with no errors in the calculations

/ 32 (min. of 16)

Pass or Referral

AC 1.2

Referral [ca. 5/20] Pass [10/20] Good Pass [ca. 15/20] A statistical tool has not An appropriate statistical An appropriate statistical

409

Apply one appropriate statistical tool to test for possible relationships within the data

been used, or the statistical tool is inappropriate, or the statistical tool has not been used correctly, or calculations are wholly incorrect, or possible relationships identified within the data are not relevant to the complex workplace problem

tool has been used correctly to test for statistical relationships within the data, although there are minor but not significant errors in the calculations

Possible relationships within the data are identified, yet are imprecisely defined

tool has been used correctly to test for statistical relationships within the data with no errors in the calculations

Possible relationships within the data are clearly identified and precisely defined

/ 20 (min. of 10)

Pass or Referral


Learning Outcome / Section 2: Be able to interpret results generated from a statistical analysis to inform a management decision




AC 2.1 Use the results generated from your statistical analysis to propose changes to planned activities in your own area of responsibility


No evidence is provided that the results generated from a statistical analysis have been used to propose changes to planned activities in your own area of responsibility, or the results have been misinterpreted or used inappropriately, or there are no links between the statistical analysis and proposed changes

Limited but sufficient evidence is provided that the results generated from a statistical analysis have been used to propose changes to planned activities in your own area of responsibility

Appropriate proposed changes are based on an appropriate and correct interpretation of the results generated from the statistical analysis, although additional work is required for full implementation

Comprehensive evidence is provided that the results generated from a statistical analysis have been used to propose changes to planned activities in your own area of responsibility

Appropriate proposed changes are based on an appropriate and correct interpretation of the results generated from the statistical analysis and require no additional work for full implementation

/ 28 (min. of 14)

Pass or Referral

AC 2.2 Based on your statistical analysis, implement changes to activities within your area of responsibility


No evidence is provided that changes based on the statistical analysis have been, or are being, implemented to activities within your area of responsibility

Limited but sufficient evidence is provided that changes to activities within your area of responsibility based on the statistical analysis have been, or are being, implemented

Comprehensive evidence is provided that changes to activities within your area of responsibility based on the statistical analysis have been, or are being, implemented

/ 20 (min. of 10)

Pass or Referral

410


/ 100 TOTAL MARKS




Date of QA Check:


Signature of QA:

Date of QA check:

411

Title: Understanding the Management of Facilities (M5.45)

Level: 5

Credit value: 2


1. Understand facilities management

roles and responsibilities and how they contribute to organisational goals

1.1

1.2

1.3

Describe the roles and associated responsibilities for facilities management within own organisation Explain how these roles and responsibilities contribute to the organisation’s strategic and operational goals Evaluate the effectiveness of own responsibilities in contributing to the organisation’s strategic and operational goals

2. Understand how to develop a

facilities management plan in an organisation

1.1

1.2

Critically review a facilities management plan for own area of operation Implement improvements to facilities management plan for own area of operation



facilities management as required by a










appropriate)



required)




Business Management

412


unit






Indicative Content:

1

Provision of space and services

Legal obligations and insurance requirements

Maintenance of assets

Range of people likely to work within, or visit the organisation

Location of premises, planning, access, size and cost factors

Adequacy and maintenance of heating, lighting, ventilation and other internal facilities and equipment

Health, safety and environmental issues

Effects of premises and facilities on the organisation’s image

Security measures for premises, contents and users, including protection from malicious attack

Advantages and disadvantages of hiring out accommodation/equipment

Procedures and responsibilities associated with hiring out premises and equipment

2

Planning techniques

Ways to organise and co-ordinate resources and activities to achieve planned change

Monitoring and reporting progress

Feasibility and risk assessment techniques

Identification of, and communication with, stakeholders

413

ASSIGNMENT TASK for Unit: Understanding the management of facilities



TASK The purpose of this unit is to develop knowledge and understanding of facilities management as required by a practising or potential middle manager. NOTE An ILM Assessment Task provides an opportunity to relate your learning directly to your current organisation. It is recommended that you discuss the assignment with your line manager to explore and agree how the task could be used to support the needs of your employer (as well as evidencing your learning as part of completing your ILM qualification). If you are not currently working within an organisation, then you may complete this task in relation to an organisation with which you are familiar. This could include experience working in a voluntary capacity The nominal word count for this assignment is 2500 words: The suggested range is between 2000 and 3000 words, however individuals have different writing styles, and there is no penalty if the word-count range is exceeded.


Understand facilities management roles and responsibilities and how they contribute to organisational goals

Describe the roles and associated responsibilities for facilities management within own organisation and to provide an account of these roles and associated responsibilities to explain how they contribute to the organisation’s strategic and operational goals. You are then required to evaluate own responsibilities and provide conclusions or recommendations as to their effectiveness in contributing to the organisation’s strategic and operational goals.

Describe the roles and associated

responsibilities for facilities management within own organisation (20 marks)

Explain how these roles and responsibilities contribute to the organisation’s strategic and operational goals (20 marks)

Evaluate the effectiveness of own responsibilities in contributing to the organisation’s strategic and operational goals (20 marks)

Understand how to develop a facilities management plan in an organisation Use an appropriate combination of theoretical models, evidence, benchmarking or current best practice to critically review a facilities management plan for own area of operation so as to make a judgement leading to recommendations for further actions or improvements. You are then required to implement improvements to a facilities management plan for own area of operation, based on the critical review, that takes account of the strategic and operational goals of the organisation

Critically review a facilities management plan for own area of operation (24 marks)

Implement improvements to facilities management plan for own area of operation (16 marks)


414

MARK SHEET –UNDERSTANDING THE MANAGEMENT OF FACILITIES













Learning Outcome / Section 1: Understand facilities management roles and responsibilities and how they contribute to organisational goals




AC 1.1 Describe the roles and associated responsibilities for facilities management within own organisation


Roles and associated responsibilities for facilities management within own organisation are not addressed, or are incorrect, or the descriptions are so limited that they do not provide a sufficient overview of the principal features of facilities management within own organisation

Roles and associated responsibilities are described generically with no focus on own organisation, or roles and associated responsibilities are merely listed with no account of the principal features that describe the roles and associated responsibilities for facilities management in own

A limited but sufficient account of the principal features describes the roles and associated responsibilities for facilities management and is clearly focused on own organisation over a range of appropriate activities, although the range of roles and associated responsibilities may not take full account of both strategic and operational goals

A comprehensive account of the principal features describes the roles and associated responsibilities for facilities management at both strategic and operational levels of own organisation

/ 20 (min. of 10)

Pass or Referral

415

organisation

AC 1.2 Explain how these roles and responsibilities contribute to the organisation’s strategic and operational goals


How these roles and responsibilities contribute to the organisation’s strategic and operational goals is not addressed, or is incorrect, or the explanation is so limited that it does not provide a sufficient overview of the contribution to the organisation’s strategic and operational goals

How these roles and responsibilities contribute to the organisation’s strategic and operational goals is described generically with no focus on own organisation, or roles and associated responsibilities are merely listed with no account of the practices that explain their contribution to the organisation’s strategic and operational goals

An account of the practices of these roles and associated responsibilities explains how they contribute to the organisation’s strategic and operational goals, although account may sometimes be subjective, or be based on limited evidence, or the range of roles and associated responsibilities may not take full account of both strategic and operational goals

A wide evidence base is used to provide an objective account of the practices of the roles and associated responsibilities for facilities management that explains how they contribute to own organisation’s strategic and operational goals

/ 20 (min. of 10)

Pass or Referral

AC 1.3 Evaluate the effectiveness of own responsibilities in contributing to the organisation’s strategic and operational goals


The contribution of roles and responsibilities to strategic or operational goals is addressed, but not both

The effectiveness of own responsibilities in contributing to the organisation’s strategic and operational goals is not addressed, or the effectiveness of the contribution to strategic or operational goals is addressed, but not both

How own responsibilities contribute to the organisation’s strategic and operational goals is

Appropriate criteria are used to evaluate and provide conclusions or recommendations as to the effectiveness of own responsibilities in contributing to the organisation’s strategic and operational goals, although the evaluation may sometimes be subjective, or be based on limited evidence, or may not take full account of both strategic and operational goals

A wide evidence base and transparent and appropriate objective criteria are used to evaluate and provide conclusions or recommendations as to the effectiveness of own responsibilities in contributing to the organisation’s strategic and operational goals

416

merely listed or described with no evaluation to provide a conclusion or recommendations as to the effectiveness of the contribution

/ 20 (min. of 10)

Pass or Referral


Learning Outcome / Section 2: Understand how to develop a facilities management plan in an organisation




AC 2.1 Critically review a facilities management plan for own area of operation


There is no critical review of a facilities management plan for own area of operation; or a facilities management plan is critically reviewed that is not relevant to own area of operation, or is inappropriate for own area of operation

A facilities management plan for own area of operation is merely described or explained with no critical review using theoretical models, evidence, benchmarking or current best practice to make a judgement leading to recommendations for further actions or improvements

An appropriate combination of theoretical models, evidence, benchmarking or current best practice is used to critically review an appropriate facilities management plan for own area of operation to make a judgement leading to recommendations for further actions or improvements, although the critical review may sometimes be subjective and not always take full account of both strategic and operational goals of the organisation

An appropriate and fully objective combination of theoretical models, evidence, benchmarking or current best practice is used to critically review, taking full account of both strategic and operational goals of the organisation, an appropriate facilities management plan for own area of operation to make a judgement leading to recommendations for further actions or improvements

/ 24 (min. of 12)

Pass or Referral

AC 2.2 Implement improvements to facilities management plan for own area of operation


No evidence, or insufficient evidence, is provided that improvements to facilities management plan for own area of operation are implemented, or are being implemented, or

Limited but sufficient evidence is provided that appropriate improvements to a facilities management plan for own area of operation are based on a critical review of a facilities management

Comprehensive evidence is provided that appropriate improvements to a facilities management plan for own area of operation are based on a critical review of a facilities management

417

improvements are inappropriate, or improvements are not based on a critical review of a facilities management plan for own area of operation

plan for own area of operation and are implemented, or are being implemented, although the implementation may not take full account of both strategic and operational goals of the organisation

plan for own area of operation and are implemented, or are being implemented, and the improvements take full account of both strategic and operational goals of the organisation

/ 16 (min. of 8)

Pass or Referral


/ 100 TOTAL MARKS




Date of QA Check:


Signature of QA:

Date of QA check:

418

MARK SHEET –UNDERSTANDING THE MANAGEMENT OF FACILITIES













Learning Outcome / Section 1: Understand facilities management roles and responsibilities and how they contribute to organisational goals




AC 1.1 Describe the roles and associated responsibilities for facilities management within own organisation


Roles and associated responsibilities for facilities management within own organisation are not addressed, or are incorrect, or the descriptions are so limited that they do not provide a sufficient overview of the principal features of facilities management within own organisation

Roles and associated responsibilities are described generically with no focus on own organisation, or roles and associated responsibilities are merely listed with no account of the principal features that describe the roles and associated responsibilities for facilities management in own

A limited but sufficient account of the principal features describes the roles and associated responsibilities for facilities management and is clearly focused on own organisation over a range of appropriate activities, although the range of roles and associated responsibilities may not take full account of both strategic and operational goals

A comprehensive account of the principal features describes the roles and associated responsibilities for facilities management at both strategic and operational levels of own organisation

/ 20 (min. of 10)

Pass or Referral

419

organisation

AC 1.2 Explain how these roles and responsibilities contribute to the organisation’s strategic and operational goals


How these roles and responsibilities contribute to the organisation’s strategic and operational goals is not addressed, or is incorrect, or the explanation is so limited that it does not provide a sufficient overview of the contribution to the organisation’s strategic and operational goals

How these roles and responsibilities contribute to the organisation’s strategic and operational goals is described generically with no focus on own organisation, or roles and associated responsibilities are merely listed with no account of the practices that explain their contribution to the organisation’s strategic and operational goals

An account of the practices of these roles and associated responsibilities explains how they contribute to the organisation’s strategic and operational goals, although account may sometimes be subjective, or be based on limited evidence, or the range of roles and associated responsibilities may not take full account of both strategic and operational goals

A wide evidence base is used to provide an objective account of the practices of the roles and associated responsibilities for facilities management that explains how they contribute to own organisation’s strategic and operational goals

/ 20 (min. of 10)

Pass or Referral

AC 1.3 Evaluate the effectiveness of own responsibilities in contributing to the organisation’s strategic and operational goals


The contribution of roles and responsibilities to strategic or operational goals is addressed, but not both

The effectiveness of own responsibilities in contributing to the organisation’s strategic and operational goals is not addressed, or the effectiveness of the contribution to strategic or operational goals is addressed, but not both

How own responsibilities contribute to the organisation’s strategic and operational goals is

Appropriate criteria are used to evaluate and provide conclusions or recommendations as to the effectiveness of own responsibilities in contributing to the organisation’s strategic and operational goals, although the evaluation may sometimes be subjective, or be based on limited evidence, or may not take full account of both strategic and operational goals

A wide evidence base and transparent and appropriate objective criteria are used to evaluate and provide conclusions or recommendations as to the effectiveness of own responsibilities in contributing to the organisation’s strategic and operational goals

420

merely listed or described with no evaluation to provide a conclusion or recommendations as to the effectiveness of the contribution

/ 20 (min. of 10)

Pass or Referral


Learning Outcome / Section 2: Understand how to develop a facilities management plan in an organisation




AC 2.1 Critically review a facilities management plan for own area of operation


There is no critical review of a facilities management plan for own area of operation; or a facilities management plan is critically reviewed that is not relevant to own area of operation, or is inappropriate for own area of operation

A facilities management plan for own area of operation is merely described or explained with no critical review using theoretical models, evidence, benchmarking or current best practice to make a judgement leading to recommendations for further actions or improvements

An appropriate combination of theoretical models, evidence, benchmarking or current best practice is used to critically review an appropriate facilities management plan for own area of operation to make a judgement leading to recommendations for further actions or improvements, although the critical review may sometimes be subjective and not always take full account of both strategic and operational goals of the organisation

An appropriate and fully objective combination of theoretical models, evidence, benchmarking or current best practice is used to critically review, taking full account of both strategic and operational goals of the organisation, an appropriate facilities management plan for own area of operation to make a judgement leading to recommendations for further actions or improvements

/ 24 (min. of 12)

Pass or Referral

AC 2.2 Implement improvements to facilities management plan for own area of operation


No evidence, or insufficient evidence, is provided that improvements to facilities management plan for own area of operation are implemented, or are being implemented, or

Limited but sufficient evidence is provided that appropriate improvements to a facilities management plan for own area of operation are based on a critical review of a facilities management

Comprehensive evidence is provided that appropriate improvements to a facilities management plan for own area of operation are based on a critical review of a facilities management

421

improvements are inappropriate, or improvements are not based on a critical review of a facilities management plan for own area of operation

plan for own area of operation and are implemented, or are being implemented, although the implementation may not take full account of both strategic and operational goals of the organisation

plan for own area of operation and are implemented, or are being implemented, and the improvements take full account of both strategic and operational goals of the organisation

/ 16 (min. of 8)

Pass or Referral


/ 100 TOTAL MARKS




Date of QA Check:


Signature of QA:

Date of QA check:

422

Title: Making professional presentations (M5.27)

Level: 5

Credit value: 2


1 Be able to plan a professional

presentation

1.1

1.2

1.3

1.4

1.5

Identify the aims and objectives of the presentation Identify the intended audience for the presentation, assessing their level of understanding of the presentation topic Research, evaluate and select information on the presentation topic Plan the content and structure of the presentation and prepare visual aids and any other materials required for the presentation Prepare the location and any equipment required for the presentation

2 Be able to deliver a professional

presentation

2.1

2.2

Present your subject matter supported by facts at an appropriate level of understanding for the audience Respond appropriately to questions from the audience

3 Be able to evaluate own ability to make

professional presentations

3.1

3.2

3.3

Use feedback from the audience to evaluate own ability to plan and structure a professional presentation Use feedback from the audience to evaluate own ability to deliver a professional presentation Implement improvements to own professional presentations



making professional presentations as required

by a practising or potential middle manager.


423








appropriate)



required)




Business Management


unit






Indicative Content:

1

Relevance of objectives, audience and contexts in relation to presentations

Understanding the level of knowledge and expectations of the audience

Research, evaluation and logical grouping of valid and relevant information

Difference between fact and opinion

Options and constraints applicable to presentation such as time, duration, venue, equipment, language

Use of standard computer software, such as Microsoft PowerPoint

Non-IT visual aids for presentations such as OHTs, models, handouts

2

Presentation techniques

Techniques for effective and flexible delivery

Techniques for controlling and responding to questions

3

Evaluation techniques (self and others) and performance improvement

424

ASSIGNMENT TASK for: Making professional presentations



TASK The purpose of this unit is to develop knowledge and understanding of making professional presentations as required by a practising or potential middle manager. NOTE An ILM Assessment Task provides an opportunity to relate your learning directly to your current organisation. It is recommended that you discuss the assignment with your line manager to explore and agree how the task could be used to support the needs of your employer (as well as evidencing your learning as part of completing your ILM qualification). If you are not currently working within an organisation, then you may complete this task in relation to an organisation with which you are familiar. This could include experience working in a voluntary capacity The nominal word count for this assignment is 2500 words: The suggested range is between 2000 and 3000 words, however individuals have different writing styles, and there is no penalty if the word-count range is exceeded.


Be able to plan a professional presentation Identify aims and objectives for the presentation and to identify the intended audience and assess their level of understanding of the topic. The presentation topic must then be researched and information evaluated to select information that is correct and appropriate for the presentation topic and the level of understanding of the intended audience, and the content and structure of the presentation planned correctly and appropriately for a professional presentation. You are then required to prepare visual aids and any other materials required for the presentation and to ensure that the location and any equipment required for the presentation is prepared and complete, and that seating arrangements, positioning of any required equipment and any other relevant factors have been taken into account.

Identify the aims and objectives of the

presentation (4 marks)

Identify the intended audience for the presentation, assessing their level of understanding of the presentation topic (4 marks)

Research, evaluate and select information on the presentation topic (16 marks)

Plan the content and structure of the presentation and prepare visual aids and any other materials required for the presentation (16 marks)

Prepare the location and any equipment required for the presentation (4 marks)

Be able to deliver a professional presentation Deliver a professional presentation, ensuring that the subject matter is supported by facts and is presented in a suitable manner and at an appropriate level of understanding for the audience. You need to ensure that the audience is engaged and that learning is taking place, and that responses to questions from the audience are appropriate, complete and correct and demonstrate good understanding of the topic

Present your subject matter supported

by facts at an appropriate level of understanding for the audience (20 marks)

Respond appropriately to questions from the audience (8 marks)

Be able to evaluate own ability to make professional presentations

Use feedback from the audience to evaluate own ability to plan and

425

Use feedback from the audience to support a meaningful evaluation and provide conclusions or recommendations as to your ability to plan, structure and deliver a professional presentation, and then to use this evaluation to implement improvements to your professional presentations.

structure a professional presentation (12 marks)

Use feedback from the audience to evaluate own ability to deliver a professional presentation (12 marks)

Implement improvements to own professional presentations (4 marks)


426

MARK SHEET –MAKING PROFESSIONAL PRESENTATIONS













Learning Outcome / Section 1: Be able to plan a professional presentation




AC 1.1 Identify the aims and objectives of the presentation


Aims and objectives are not identified, or are incorrect or inappropriate

Aims or objectives are identified, but not both

There is confusion or ambiguity as to the difference between aims and objectives

Aims and objectives are correctly identified, although imprecise

Aims and objectives are clearly and precisely and correctly identified

/ 4 (min. of 2)

Pass or Referral

AC 1.2 Identify the intended audience for the presentation, assessing their level of understanding of the presentation topic


The intended audience is not identified

The intended audience has been identified but no assessment has been made to make a judgement as to their level of understanding of the topic, or their understanding of the topic

The intended audience is identified and an assessment made using appropriate criteria to make a judgement as to their level of understanding of the topic, although the assessment may sometimes be subjective or made on limited evidence

The intended audience is identified and an assessment made using a range of objective evidence and appropriate criteria to make a judgement as to their level of understanding of the topic

427

has merely been described with no judgement made as to level

/ 4 (min. of 2)

Pass or Referral

AC 1.3 Research, evaluate and select information on the presentation topic


No evidence is provided that the presentation topic has been researched and information evaluated and selected that is correct and appropriate for the presentation topic and the level of understanding of the intended audience, or information has merely been selected with no evidence of it being evaluated for relevance to the topic or the level of understanding of the intended audience

The selected information is insufficient, incorrect, inappropriate or at the wrong level for the presentation topic or the intended audience

Evidence is provided that the presentation topic has been researched and information evaluated to select sufficient information that is correct and appropriate for the presentation topic and the level of the intended audience, although the research and evaluation may be limited in comparison to the scope of the topic

Evidence is provided that the presentation topic has been comprehensively researched and information evaluated to select a range of information that fully meets the scope of the presentation topic and that it is correct and appropriate for the presentation topic and the level of the intended audience

/ 16 (min. of 8)

Pass or Referral

AC 1.4 Plan the content and structure of the presentation and prepare visual aids and any other materials required for the presentation


Content and structure is not planned, or the planning is incomplete, incorrect or inappropriate for the presentation topic or the intended audience, or the plan does not adhere to previously negotiated or agreed time constraints

Aims and objectives are not included in the plan, or:

the main points of the presentation are not clearly defined in the plan

the main points of the presentation are not in a logical sequence

Planning of content and structure is limited but sufficient, and is correct and appropriate with a clear beginning, middle and end, and adheres to previously negotiated or agreed time constraints

Evidence is provided that appropriate and completed visual aids and any other materials required for the presentation are prepared and that the use of visual aids is not excessive, although some additional work may be required to

Planning of content and structure is complete, correct and appropriate with a clear beginning, middle and end, and adheres to previously negotiated or agreed time constraints:

Aims and objectives are included in the plan, and:

the main points of the presentation are clearly defined in the plan

the main points of the presentation are in a logical sequence

the plan provides a clear introduction and a

428

the plan does not provide a clear introduction and a conclusion or summary that is linked to the aims and objectives of the presentation

There is no evidence provided that visual aids and any other materials required for the presentation are prepared, or the visual aids and/or other materials are incomplete or inappropriate or are not relevant to the particular point being made, or the use of visual aids and/or other materials is excessive

ensure that all visual aids and any other materials are of a professional standard

conclusion or summary that is linked to the aims and objectives of the presentation

Evidence is provided that all appropriate and completed visual aids and any other materials required for the presentation are prepared to a professional standard and that the use of visual aids is not excessive

/ 16 (min. of 8)

Pass or Referral

AC 1.5 Prepare the location and any equipment required for the presentation


There is no evidence provided that the location and any equipment required for the presentation is prepared, or preparation is incomplete and does not take account of seating arrangements and positioning of any required equipment and any other relevant factors, or the seating arrangements and positioning of any required equipment and any other relevant factors are incorrect or inappropriate

Evidence is provided that the location and any equipment required for the presentation is prepared and complete, and seating arrangements, positioning of any required equipment and any other relevant factors have been taken into account

There is limited consideration of the actions to be taken should there be any unforeseen problems with the visual aids or other materials or with the location or equipment


Plans are provided of the actions to be taken should there be any unforeseen problems with the visual aids or other materials or with the location or equipment

/ 4 (min. of 1)

Pass or Referral


429

Learning Outcome / Section 2: Be able to deliver a professional presentation




AC 2.1 Present your subject matter supported by facts at an appropriate level of understanding for the audience


Subject matter is not presented at an appropriate level of understanding for the audience and/or is not supported by facts

There is no evidence that the audience is engaged or that learning is taking place, or the pace of the presentation is inappropriate for presenting the subject matter

Subject matter is presented at an appropriate level of understanding for the audience and is supported by facts, although the facts may not always be fully referenced

There is evidence that the audience is engaged and that learning is taking place, although some points made in the presentation could have been made clearer or presented in a different way and/or the pace of the presentation is not always appropriate for the subject matter

There is comprehensive evidence that the audience is engaged and that learning is taking place

All points made in the presentation have been made clear or have been presented in the most appropriate way and the pace of the presentation is always appropriate for the subject matter

/ 20 (min. of 10)

Pass or Referral

AC 2.2 Respond appropriately to questions from the audience


Questions from the audience are not responded to, or responses are inappropriate, incomplete or incorrect and do not demonstrate sufficient or good understanding of the topic

Responses to questions from the audience are limited but sufficient and appropriate and demonstrate good understanding of the topic

Responses to questions from the audience are detailed, appropriate, complete and correct and demonstrate comprehensive understanding of the topic

/ 8 (min. of 4)

Pass or Referral


Learning Outcome / Section 3: Be able to evaluate own ability to make professional presentations





430

AC 3.1 Use feedback from the audience to evaluate own ability to plan and structure a professional presentation

No feedback from the audience has been used

Feedback is too generic, too descriptive, or too limited to support a meaningful evaluation and provide conclusions or recommendations as to own ability to plan and structure a professional presentation

Sufficient feedback from the audience has been used to support a meaningful evaluation and provide conclusions or recommendations as to own ability to plan and structure a professional presentation, although:

the feedback may sometimes be subjective

the criteria used for the evaluation may not address the full scope of planning and structuring a professional presentation

the methodology used for collecting and evaluating feedback is not fully planned

A systematic and appropriate methodology that addresses the full scope of planning and structuring a professional presentation has been used to collect and evaluate objective feedback from the audience to support a meaningful evaluation and provide conclusions or recommendations as to own ability to plan and structure a professional presentation

/ 12 (min. of 6)

Pass or Referral

AC 3.2 Use feedback from the audience to evaluate own ability to deliver a professional presentation



Feedback is too generic, too descriptive, or too limited to support a meaningful evaluation and provide conclusions or recommendations as to own ability to deliver a professional presentation

Sufficient feedback from the audience has been used to support a meaningful evaluation and provide conclusions or recommendations as to own ability to deliver a professional presentation, although:


the criteria used for the evaluation may not address the full scope of delivering a professional presentation


A systematic and appropriate methodology that addresses the full scope of delivering a professional presentation has been used to collect and evaluate objective feedback from the audience to support a meaningful evaluation and provide conclusions or recommendations as to own ability to deliver a professional presentation

/ 12


AC 3.3 Implement improvements to own professional presentations


No implicit or explicit evidence is provided that improvements to own

Implicit or limited explicit evidence is provided that improvements to own

Explicit evidence is provided that improvements to own professional presentations

431

professional presentations are, or are being, implemented, or improvements are not based on the evaluations

professional presentations based on the evaluations are, or are being, implemented

based on the evaluations are, or are being, implemented

/ 4 (min. of 1)

Pass or Referral


/ 100 TOTAL MARKS




Date of QA Check:


Signature of QA:

Date of QA check:

432

MARK SHEET –MAKING PROFESSIONAL PRESENTATIONS













Learning Outcome / Section 1: Be able to plan a professional presentation




AC 1.1 Identify the aims and objectives of the presentation


Aims and objectives are not identified, or are incorrect or inappropriate

Aims or objectives are identified, but not both

There is confusion or ambiguity as to the difference between aims and objectives

Aims and objectives are correctly identified, although imprecise

Aims and objectives are clearly and precisely and correctly identified

/ 4 (min. of 2)

Pass or Referral

AC 1.2 Identify the intended audience for the presentation, assessing their level of understanding of the presentation topic


The intended audience is not identified

The intended audience has been identified but no assessment has been made to make a judgement as to their level of understanding of the topic, or their understanding of the topic

The intended audience is identified and an assessment made using appropriate criteria to make a judgement as to their level of understanding of the topic, although the assessment may sometimes be subjective or made on limited evidence

The intended audience is identified and an assessment made using a range of objective evidence and appropriate criteria to make a judgement as to their level of understanding of the topic

433

has merely been described with no judgement made as to level

/ 4 (min. of 2)

Pass or Referral

AC 1.3 Research, evaluate and select information on the presentation topic


No evidence is provided that the presentation topic has been researched and information evaluated and selected that is correct and appropriate for the presentation topic and the level of understanding of the intended audience, or information has merely been selected with no evidence of it being evaluated for relevance to the topic or the level of understanding of the intended audience

The selected information is insufficient, incorrect, inappropriate or at the wrong level for the presentation topic or the intended audience

Evidence is provided that the presentation topic has been researched and information evaluated to select sufficient information that is correct and appropriate for the presentation topic and the level of the intended audience, although the research and evaluation may be limited in comparison to the scope of the topic

Evidence is provided that the presentation topic has been comprehensively researched and information evaluated to select a range of information that fully meets the scope of the presentation topic and that it is correct and appropriate for the presentation topic and the level of the intended audience

/ 16 (min. of 8)

Pass or Referral

AC 1.4 Plan the content and structure of the presentation and prepare visual aids and any other materials required for the presentation


Content and structure is not planned, or the planning is incomplete, incorrect or inappropriate for the presentation topic or the intended audience, or the plan does not adhere to previously negotiated or agreed time constraints

Aims and objectives are not included in the plan, or:

the main points of the presentation are not clearly defined in the plan

the main points of the presentation are not in a logical sequence

Planning of content and structure is limited but sufficient, and is correct and appropriate with a clear beginning, middle and end, and adheres to previously negotiated or agreed time constraints

Evidence is provided that appropriate and completed visual aids and any other materials required for the presentation are prepared and that the use of visual aids is not excessive, although some additional work may be required to

Planning of content and structure is complete, correct and appropriate with a clear beginning, middle and end, and adheres to previously negotiated or agreed time constraints:

Aims and objectives are included in the plan, and:

the main points of the presentation are clearly defined in the plan

the main points of the presentation are in a logical sequence

the plan provides a clear introduction and a

434

the plan does not provide a clear introduction and a conclusion or summary that is linked to the aims and objectives of the presentation

There is no evidence provided that visual aids and any other materials required for the presentation are prepared, or the visual aids and/or other materials are incomplete or inappropriate or are not relevant to the particular point being made, or the use of visual aids and/or other materials is excessive

ensure that all visual aids and any other materials are of a professional standard

conclusion or summary that is linked to the aims and objectives of the presentation

Evidence is provided that all appropriate and completed visual aids and any other materials required for the presentation are prepared to a professional standard and that the use of visual aids is not excessive

/ 16 (min. of 8)

Pass or Referral

AC 1.5 Prepare the location and any equipment required for the presentation


There is no evidence provided that the location and any equipment required for the presentation is prepared, or preparation is incomplete and does not take account of seating arrangements and positioning of any required equipment and any other relevant factors, or the seating arrangements and positioning of any required equipment and any other relevant factors are incorrect or inappropriate


There is limited consideration of the actions to be taken should there be any unforeseen problems with the visual aids or other materials or with the location or equipment


Plans are provided of the actions to be taken should there be any unforeseen problems with the visual aids or other materials or with the location or equipment

/ 4 (min. of 1)

Pass or Referral


435

Learning Outcome / Section 2: Be able to deliver a professional presentation




AC 2.1 Present your subject matter supported by facts at an appropriate level of understanding for the audience


Subject matter is not presented at an appropriate level of understanding for the audience and/or is not supported by facts

There is no evidence that the audience is engaged or that learning is taking place, or the pace of the presentation is inappropriate for presenting the subject matter

Subject matter is presented at an appropriate level of understanding for the audience and is supported by facts, although the facts may not always be fully referenced

There is evidence that the audience is engaged and that learning is taking place, although some points made in the presentation could have been made clearer or presented in a different way and/or the pace of the presentation is not always appropriate for the subject matter

There is comprehensive evidence that the audience is engaged and that learning is taking place

All points made in the presentation have been made clear or have been presented in the most appropriate way and the pace of the presentation is always appropriate for the subject matter

/ 20 (min. of 10)

Pass or Referral

AC 2.2 Respond appropriately to questions from the audience


Questions from the audience are not responded to, or responses are inappropriate, incomplete or incorrect and do not demonstrate sufficient or good understanding of the topic

Responses to questions from the audience are limited but sufficient and appropriate and demonstrate good understanding of the topic

Responses to questions from the audience are detailed, appropriate, complete and correct and demonstrate comprehensive understanding of the topic

/ 8 (min. of 4)

Pass or Referral


Learning Outcome / Section 3: Be able to evaluate own ability to make professional presentations





436

AC 3.1 Use feedback from the audience to evaluate own ability to plan and structure a professional presentation


Feedback is too generic, too descriptive, or too limited to support a meaningful evaluation and provide conclusions or recommendations as to own ability to plan and structure a professional presentation

Sufficient feedback from the audience has been used to support a meaningful evaluation and provide conclusions or recommendations as to own ability to plan and structure a professional presentation, although:


the criteria used for the evaluation may not address the full scope of planning and structuring a professional presentation


A systematic and appropriate methodology that addresses the full scope of planning and structuring a professional presentation has been used to collect and evaluate objective feedback from the audience to support a meaningful evaluation and provide conclusions or recommendations as to own ability to plan and structure a professional presentation

/ 12 (min. of 6)

Pass or Referral

AC 3.2 Use feedback from the audience to evaluate own ability to deliver a professional presentation



Feedback is too generic, too descriptive, or too limited to support a meaningful evaluation and provide conclusions or recommendations as to own ability to deliver a professional presentation

Sufficient feedback from the audience has been used to support a meaningful evaluation and provide conclusions or recommendations as to own ability to deliver a professional presentation, although:


the criteria used for the evaluation may not address the full scope of delivering a professional presentation


A systematic and appropriate methodology that addresses the full scope of delivering a professional presentation has been used to collect and evaluate objective feedback from the audience to support a meaningful evaluation and provide conclusions or recommendations as to own ability to deliver a professional presentation

/ 12


AC 3.3 Implement improvements to own professional presentations


No implicit or explicit evidence is provided that improvements to own

Implicit or limited explicit evidence is provided that improvements to own

Explicit evidence is provided that improvements to own professional presentations

437

professional presentations are, or are being, implemented, or improvements are not based on the evaluations

professional presentations based on the evaluations are, or are being, implemented

based on the evaluations are, or are being, implemented

/ 4 (min. of 1)

Pass or Referral


/ 100 TOTAL MARKS




Date of QA Check:


Signature of QA:

Date of QA check:

438

Title: Developing and Leading Teams to Achieve

Organisational Goals and Objectives (M5.46)

Level: 5

Credit value: 4


1 Understand the importance of leading

teams to achieve organisational goals and objectives

1.1

1.2

Assess the effectiveness of own organisation in measuring team performance against organisational goals and objectives Evaluate the role of leadership in helping teams to achieve organisational goals and objectives

2 Be able to develop and lead teams

2.1

2.2

Critically review own ability to develop and lead teams to achieve organisational goals and objectives Implement changes to own leadership style in order to more effectively develop and lead teams


Unit purpose and aim(s) To develop understanding and ability in

developing and leading teams, as required by







Links to MSC 2004 NOS: B1, B6, C2, C4, C5,

C6, D6, F1, F2, F11



appropriate)



required)




Business Management


unit



439




Indicative Content:

1

Concepts of authority and power; responsibility and accountability

Differences between managing in public, private and voluntary sectors

Processes of delegation and empowerment

Factors influencing behaviour at work; theories of motivation and their application to individuals, including incentives and rewards

Strategies to encourage managed risk-taking and to learn from failure

The characteristics and behaviours associated with initiative, leadership, creativity and innovation, and how to foster them

Need for performance assessment, and provision of development and/or counselling where necessary

Relationship between team performance and organisational goals and objectives

The Balanced Scorecard

Quality initiatives such as TQM

Techniques to evaluate team performance

Feedback, recognition and reward techniques to support, motivate and monitor

2

Characteristics of groups and teams, team membership and leadership

The importance of direction and values in creating effective teams

Stages in team development, use of team roles for building a balanced team

Teams in different contexts, e.g. operational, project, management, contractors, volunteers

Inter-relationships between team and individual performance and development

Factors influencing behaviour, theories of motivation and their application to teams, including reward systems, promotion, succession, and job rotation

Techniques to evaluate team performance

Techniques to review own performance, such as peer review and 3600 feedback

Management and leadership styles and qualities

Methods to promote trust and respect within the team

440

ASSIGNMENT TASK for Unit: Developing and leading teams to achieve organisational goals and objectives



TASK The purpose of this unit is to develop understanding and ability in developing and leading teams, as required by a practising or potential middle manager. NOTE An ILM Assessment Task provides an opportunity to relate your learning directly to your current organisation. It is recommended that you discuss the assignment with your line manager to explore and agree how the task could be used to support the needs of your employer (as well as evidencing your learning as part of completing your ILM qualification). If you are not currently working within an organisation, then you may complete this task in relation to an organisation with which you are familiar. This could include experience working in a voluntary capacity The nominal word count for this assignment is 2500 words: The suggested range is between 2000 and 3000 words, however individuals have different writing styles, and there is no penalty if the word-count range is exceeded.


Understand the importance of leading teams to achieve organisational goals and objectives

Assess and make a judgement on the effectiveness of own organisation in measuring team performance against organisation goals, and then to use relevant research and management theory to evaluate the role of leadership in helping teams to achieve organisational goals and objectives.

Assess the effectiveness of own

organisation in measuring team performance against organisational goals and objectives (32 marks)

Evaluate the role of leadership in helping teams to achieve organisational goals and objectives (28 marks)

Be able to develop and lead teams Undertake a critical review of own ability to develop and lead teams to achieve organisational goals and objectives. You are then required to use the recommendations from the critical review to implement changes to own leadership style in order to more effectively develop and lead teams.

Critically review own ability to develop and lead teams to achieve organisational goals and objectives (28 marks)

Implement changes to own leadership style in order to more effectively develop and lead teams (12 marks)


441

MARK SHEET –DEVELOPING AND LEADING TEAMS TO ACHIEVE ORGANISATIONAL GOALS AND OBJECTIVES













Learning Outcome / Section 1: Understand the importance of leading teams to achieve organisational goals and objectives




AC 1.1 Assess the effectiveness of own organisation in measuring team performance against organisational goals and objectives


The effectiveness of own organisation in measuring team performance against organisation goals is not addressed, or is incorrectly addressed

How own organisation measures team performance against organisational goals is merely described with no assessment or judgement being made as to effectiveness

Relevant criteria are used to assess and make a judgement on the effectiveness of own organisation in measuring team performance against organisation goals, although the criteria and/or evidence may be limited

Relevant and detailed criteria are used to assess and make a judgement on the effectiveness of own organisation in measuring team performance against organisation goals that is based on comprehensive evidence

/ 32 (min. of 16)

Pass or Referral

AC 1.2 Evaluate the role of leadership in helping teams to achieve organisational goals and objectives


The role of leadership in helping teams to achieve organisational goals and objectives is not addressed or is incorrect

The role of leadership in

Research and/or relevant management theory is used appropriately to evaluate and reach a conclusion(s) as to the role of leadership

Detailed current research and/or current and relevant management theory is used appropriately to evaluate and reach a conclusion(s)

442

helping teams to achieve organisational goals and objectives is merely described with no research and/or relevant management theory used to evaluate the role of leadership to reach a conclusion(s)

in helping teams to achieve organisational goals and objectives, although the evaluation may be limited by the quality of the research and/or choice of management theory

as to the role of leadership in helping teams to achieve organisational goals and objectives

/ 28 (min. of 14)

Pass or Referral


Learning Outcome / Section 2: Be able to develop and lead teams




AC 2.1 Critically review own ability to develop and lead teams to achieve organisational goals and objectives


No critical review of own ability has been undertaken, or:

The review is not sufficiently focused on own ability to develop and lead teams to achieve organisational goals and objectives

the review is descriptive and/or subjective

insufficient evidence has been gathered to provide a meaningful critical review

the review has not made recommendations for further actions

An evidence-based critical review makes realistic and practical recommendations for further actions and is focused on own ability to develop and lead teams to achieve organisational goals and objectives, although the critical review may be based on limited sources of evidence and may contain value judgements that weaken the case for the level of ability claimed

An objective and evidence-based critical review makes realistic and practical recommendations for further actions that are focused on own ability to develop and lead teams to achieve organisational goals and objectives

A wide variety of appropriate sources present an objective and balanced overview of the evidence and confirms the level of ability claimed

/ 28 (min. of 14)

Pass or Referral

AC 2.2 Implement changes to own leadership style in order to more effectively develop and lead teams


No evidence is provided that changes have been implemented, or are being implemented, to own leadership style in order to more effectively develop and lead teams, or the changes are not based on the critical review

Implicit or limited explicit evidence is provided that changes based on the critical review have been implemented, or are being implemented, to own leadership style in order to more effectively develop and lead teams

Comprehensive explicit evidence is provided that changes based on the critical review have been implemented, or are being implemented, to own leadership style in order to more effectively develop and lead teams

/ 12 (min. of 6)

Pass or Referral

443


/ 100 TOTAL MARKS




Date of QA Check:


Signature of QA:

Date of QA check:

444

MARK SHEET –DEVELOPING AND LEADING TEAMS TO ACHIEVE ORGANISATIONAL GOALS AND OBJECTIVES













Learning Outcome / Section 1: Understand the importance of leading teams to achieve organisational goals and objectives




AC 1.1 Assess the effectiveness of own organisation in measuring team performance against organisational goals and objectives


The effectiveness of own organisation in measuring team performance against organisation goals is not addressed, or is incorrectly addressed

How own organisation measures team performance against organisational goals is merely described with no assessment or judgement being made as to effectiveness

Relevant criteria are used to assess and make a judgement on the effectiveness of own organisation in measuring team performance against organisation goals, although the criteria and/or evidence may be limited

Relevant and detailed criteria are used to assess and make a judgement on the effectiveness of own organisation in measuring team performance against organisation goals that is based on comprehensive evidence

/ 32 (min. of 16)

Pass or Referral

AC 1.2 Evaluate the role of leadership in helping teams to achieve organisational goals and objectives


The role of leadership in helping teams to achieve organisational goals and objectives is not addressed or is incorrect

The role of leadership in

Research and/or relevant management theory is used appropriately to evaluate and reach a conclusion(s) as to the role of leadership

Detailed current research and/or current and relevant management theory is used appropriately to evaluate and reach a conclusion(s)

445

helping teams to achieve organisational goals and objectives is merely described with no research and/or relevant management theory used to evaluate the role of leadership to reach a conclusion(s)

in helping teams to achieve organisational goals and objectives, although the evaluation may be limited by the quality of the research and/or choice of management theory

as to the role of leadership in helping teams to achieve organisational goals and objectives

/ 28 (min. of 14)

Pass or Referral


Learning Outcome / Section 2: Be able to develop and lead teams




AC 2.1 Critically review own ability to develop and lead teams to achieve organisational goals and objectives


No critical review of own ability has been undertaken, or:

The review is not sufficiently focused on own ability to develop and lead teams to achieve organisational goals and objectives

the review is descriptive and/or subjective

insufficient evidence has been gathered to provide a meaningful critical review

the review has not made recommendations for further actions

An evidence-based critical review makes realistic and practical recommendations for further actions and is focused on own ability to develop and lead teams to achieve organisational goals and objectives, although the critical review may be based on limited sources of evidence and may contain value judgements that weaken the case for the level of ability claimed

An objective and evidence-based critical review makes realistic and practical recommendations for further actions that are focused on own ability to develop and lead teams to achieve organisational goals and objectives

A wide variety of appropriate sources present an objective and balanced overview of the evidence and confirms the level of ability claimed

/ 28 (min. of 14)

Pass or Referral

AC 2.2 Implement changes to own leadership style in order to more effectively develop and lead teams


No evidence is provided that changes have been implemented, or are being implemented, to own leadership style in order to more effectively develop and lead teams, or the changes are not based on the critical review

Implicit or limited explicit evidence is provided that changes based on the critical review have been implemented, or are being implemented, to own leadership style in order to more effectively develop and lead teams

Comprehensive explicit evidence is provided that changes based on the critical review have been implemented, or are being implemented, to own leadership style in order to more effectively develop and lead teams

/ 12 (min. of 6)

Pass or Referral

446


/ 100 TOTAL MARKS




Date of QA Check:


Signature of QA:

Date of QA check:

447

Title: Assessing Your Own Leadership Capability and Performance

Level: 5

Credit value: 6


1 Understand leadership styles within an

organisation

1.1

1.2

Review the prevailing leadership styles in the organisation Assess the impact of the prevailing leadership styles on the organisation’s values and performance

2 Be able to review effectiveness of own

leadership capability and performance in meeting organisational values and goals

2.1

2.2

2.3

Assess own ability to apply different leadership styles in a range of situations Assess own ability to communicate the organisation’s values and goals to staff in own area Assess own ability to motivate others and build commitment to the organisation’s values and goals

3 Be able to adopt an effective

leadership style to motivate staff to achieve organisational values and goals

3.1

3.2

Justify the most effective leadership style to motivate staff in own area, to achieve the organisation’s values and goals Implement the most effective leadership style in order to motivate staff in own area to achieve the organisation’s values and goals


Unit purpose and aim(s) To develop understanding and ability to lead

teams to achieve organisational values and

goals as required by a practising or potential

middle manager.






Links to MSC 2004 NOS: A2, A3



448

appropriate)



required)




Business Management


unit






Indicative Content:

1

A range of leadership theories and different leadership styles, such as: the trait approach to leadership the behavioural school (McGregor, Blake and Mouton) the contingency or situational school (Fielder, Hersey-Blanchard, Tannenbaum

and Schmidt, Adair) leaders and followers (Servant Leadership, Team Leadership, Transactional

and Transformational) dispersed leadership

The key responsibilities of the leadership role in terms of: taking responsibility contributing to overall vision and goals setting and providing guidance on values setting direction for significant programmes or projects stimulating innovation and enterprise anticipating, planning for and leading change overcoming obstacles delegating setting objectives for teams and individuals communicating and motivating supporting and developing programmes, projects, teams and individuals modelling appropriate behaviour representing the team and feeding back its experiences and views protecting the team and its members

Assessing the impact of different leadership styles

Organisational values and acceptable standards of behaviour in the organisation

Organisational values and organisational purpose, vision and mission

2

Theories and principles of delegating responsibility and empowering others

The critical importance of the leader gaining the motivation and commitment of others

Critiques of the main theories of motivation, such as: Maslow’s Hierarchy McGregor’s Theory X and Theory Y

449

Herzberg’s Two Factor Theory Vroom’s Expectancy Theory McClelland’s 3-Needs Theory

Motivational factors that are available to the leader (e.g. safety and security, sense of belonging and common purpose, respect, recognition of achievement, empowerment and self-actualisation, sense of fulfilment, personal and professional development, material rewards, sanctions, job roles and employment conditions)

How to evaluate motivational factors and select those that are appropriate to different situations and people

Effective communication of values and goals

Leadership to support the achievement of the organisation’s goals by encouraging common and acceptable norms of organisational behaviour

3

The concept of emotional intelligence as developed by different theorists and how it applies to the leadership role

The importance of understanding one’s own strengths and limitations

Using and interpreting different techniques to identify their own characteristics, strengths and limitations

The importance of continuous self-development and how to identify opportunities to develop oneself in the leadership role

The importance of leaders: displaying confidence and self-assurance by playing to own strengths and

showing a readiness to take calculated risks being socially aware (empathy, organisational and ‘political’ awareness, service

to others) managing relationships (inspiring, influencing, networking, conflict

management) displaying self-leadership (controlling own emotions, particularly when under

stress, being open and honest with others, showing integrity and trust worthiness, being flexible, setting challenging but realistic objectives for themselves and others, taking personal responsibility for significant challenges, seeing setbacks as opportunities rather than threats)

communicating overall vision and goals and how to win and maintain the commitment of teams and individuals to these

Effective techniques for communicating, persuading and negotiating both directly and indirectly with teams and individuals

How to select communication, persuasion and negotiation skills appropriate to different situations and people

The importance of being able to use a repertoire of leadership styles in different situations and with different people

How to develop vision and goals for significant projects or programmes of work

The importance of being aware of and analysing the internal and external environments in which the leader operates

The leader’s role in supporting and mentoring team members

450

ASSIGNMENT TASK Unit: Assessing your own leadership capability and performance



TASK The purpose of this unit is to develop understanding and ability to lead teams to achieve organisational values and goals as required by a practising or potential middle manager. NOTE An ILM Assessment Task provides an opportunity to relate your learning directly to your current organisation. It is recommended that you discuss the assignment with your line manager to explore and agree how the task could be used to support the needs of your employer (as well as evidencing your learning as part of completing your ILM qualification). If you are not currently working within an organisation, then you may complete this task in relation to an organisation with which you are familiar. This could include experience working in a voluntary capacity The nominal word count for this assignment is 2500 words: The suggested range is between 2000 and 3000 words, however individuals have different writing styles, and there is no penalty if the word-count range is exceeded.


Understand leadership styles within an organisation Review the prevailing leadership styles in the organisation and to make a judgement about the leadership styles using a combination of evidence and an appropriate and correct theoretical model(s). You are then required to use appropriate criteria to assess and make a judgement about the impact of the prevailing leadership styles on the organisation’s values and performance.

Review the prevailing leadership styles

in the organisation (16 marks)

Assess the impact of the prevailing leadership styles on the organisation’s values and performance (16 marks)

Be able to review effectiveness of own leadership capability and performance in meeting organisational values and goals The second part of the task requires you to use appropriate criteria to:

assess your ability to apply different leadership styles in a range of situations

assess your ability to communicate the organisation’s values and goals to staff in own area

assess your ability to motivate others and build commitment to the organisation’s values and goals

Assess own ability to apply different

leadership styles in a range of situations (12 marks)

Assess own ability to communicate the organisation’s values and goals to staff in own area (12 marks)

Assess own ability to motivate others and build commitment to the organisation’s values and goals (12 marks)

Be able to adopt an effective leadership style to motivate staff to achieve organisational values and goals present a rationale to justify the most effective leadership style to motivate staff in own area to achieve the organisation’s goals, and to implement the most effective leadership style.

Justify the most effective leadership style to motivate staff in own area, to achieve the organisation’s values and goals (20 marks)

Implement the most effective leadership style in order to motivate staff in own area to achieve the organisation’s values and goals (12 marks)


452

MARK SHEET –ASSESSING YOUR OWN LEADERSHIP CAPABILITY AND PERFORMANCE













Learning Outcome / Section 1: Understand leadership styles within an organisation




AC 1.1 Review the prevailing leadership styles in the organisation


The prevailing leadership styles in the organisation are not reviewed, or only one leadership style is reviewed, or the reviews are incorrect

The prevailing leadership styles in the organisation are merely listed or described with no review to make a judgement about the leadership styles using a combination of evidence and an appropriate theoretical model(s)

The prevailing leadership styles in the organisation are reviewed to make a judgement about the leadership styles using a combination of evidence and an appropriate and correct theoretical model(s), although the evidence base may be subjective or limited

The prevailing leadership styles in the organisation are reviewed using a wide evidence base to make a judgement about the leadership styles using a combination of objective evidence and an appropriate and correct theoretical model(s)

/ 16 (min. of 8)

Pass or Referral

AC 1.2 Assess the impact of the prevailing leadership styles on the organisation’s values and performance


The impact of the prevailing leadership styles on the organisation’s values or performance is assessed, but not both

The impact of the prevailing leadership styles on the organisation’s values and performance is assessed

The impact of the prevailing leadership styles on the organisation’s values and performance is assessed to

453

The impact of the prevailing leadership styles on the organisation’s values and/or performance is merely listed or described with no assessment to make a judgement based on appropriate criteria

using appropriate criteria to make a judgement, although the criteria or evidence base may be subjective or limited

make a judgement using appropriate criteria and a wide and objective evidence base

/ 16 (min. of 8)

Pass or Referral


Learning Outcome / Section 2: Be able to review effectiveness of own leadership capability and performance in meeting organisational values and goals




AC 2.1 Assess own ability to apply different leadership styles in a range of situations


Own ability to apply different leadership styles in a range of situations is not assessed, or is assessed in only one situation, or is assessed incorrectly or inappropriately

Own ability to apply different leadership styles is merely described with no assessment to make a judgement using appropriate criteria

Own ability to apply different leadership styles in a range of situations is assessed to make a judgement using appropriate criteria, although the range of situations may be similar or the criteria or evidence base may be subjective or limited

Own ability to apply different leadership styles in a range of situations is assessed to make a judgement using appropriate criteria and a wide and objective evidence base across a range of dissimilar situations

/ 12 (min. of 6)

Pass or Referral

AC 2.2 Assess own ability to communicate the organisation’s values and goals to staff in own area


Own ability to communicate the organisation’s values and goals to staff in own area is not assessed, or is assessed incorrectly or inappropriately

Own ability to communicate the organisation’s values and goals to staff in own area is merely described with no assessment to make a judgement using appropriate criteria

Own ability to communicate the organisation’s values and goals to staff in own area is assessed to make a judgement using appropriate criteria, although the criteria or evidence base may be subjective or limited

Own ability to communicate the organisation’s values and goals to staff in own area is assessed to make a judgement using appropriate criteria and a wide and objective evidence base

/ 12 (min. of 6)

Pass or Referral

454

AC 2.3 Assess own ability to motivate others and build commitment to the organisation’s values and goals


Own ability to motivate others and build commitment to the organisation’s values and goals is not assessed, or is assessed incorrectly or inappropriately

Own ability to motivate others and build commitment to the organisation’s values and goals is merely described with no assessment to make a judgement using appropriate criteria

Own ability to motivate others and build commitment to the organisation’s values and goals is assessed to make a judgement using appropriate criteria, although the criteria or evidence base may be subjective or limited

Own ability to motivate others and build commitment to the organisation’s values and goals is assessed to make a judgement using appropriate criteria and a wide and objective evidence base

/ 12 (min. of 6)

Pass or Referral


Learning Outcome / Section 3: Be able to adopt an effective leadership style to motivate staff to achieve organisational values and goals




AC 3.1 Justify the most effective leadership style to motivate staff in own area, to achieve the organisation’s values and goals


The most effective leadership style to motivate staff in own area to achieve the organisation’s goals is not justified, or is incorrect or inappropriate, or is merely stated or described with no rationale to justify the choice of leadership style

A rationale is presented to justify the most effective leadership style to motivate staff in own area to achieve the organisation’s goals, although the evidence base for the rationale may be limited or subjective

A detailed and objective rationale is presented to justify the most effective leadership style to motivate staff in own area to achieve the organisation’s goals

/ 20 (min. of 10)

Pass or Referral

AC 3.2 Implement the most effective leadership style in order to motivate staff in own area to achieve the organisation’s values and goals


No evidence is presented that the most effective leadership style is, or is being, implemented, or the implementation is incorrect

Limited evidence is presented that the most effective leadership style is, or is being, implemented correctly or appropriately

Detailed evidence is presented that the most effective leadership style is, or is being, implemented correctly and appropriately

/ 12 (min. of 6)

Pass or Referral

455

or inappropriate


/ 100 TOTAL MARKS




Date of QA Check:


Signature of QA:

Date of QA check:

456

MARK SHEET –ASSESSING YOUR OWN LEADERSHIP CAPABILITY AND PERFORMANCE













Learning Outcome / Section 1: Understand leadership styles within an organisation




AC 1.1 Review the prevailing leadership styles in the organisation


The prevailing leadership styles in the organisation are not reviewed, or only one leadership style is reviewed, or the reviews are incorrect

The prevailing leadership styles in the organisation are merely listed or described with no review to make a judgement about the leadership styles using a combination of evidence and an appropriate theoretical model(s)

The prevailing leadership styles in the organisation are reviewed to make a judgement about the leadership styles using a combination of evidence and an appropriate and correct theoretical model(s), although the evidence base may be subjective or limited

The prevailing leadership styles in the organisation are reviewed using a wide evidence base to make a judgement about the leadership styles using a combination of objective evidence and an appropriate and correct theoretical model(s)

/ 16 (min. of 8)

Pass or Referral

AC 1.2 Assess the impact of the prevailing leadership styles on the organisation’s values and performance


The impact of the prevailing leadership styles on the organisation’s values or performance is assessed, but not both

The impact of the prevailing leadership styles on the organisation’s values and performance is assessed

The impact of the prevailing leadership styles on the organisation’s values and performance is assessed to

457

The impact of the prevailing leadership styles on the organisation’s values and/or performance is merely listed or described with no assessment to make a judgement based on appropriate criteria

using appropriate criteria to make a judgement, although the criteria or evidence base may be subjective or limited

make a judgement using appropriate criteria and a wide and objective evidence base

/ 16 (min. of 8)

Pass or Referral


Learning Outcome / Section 2: Be able to review effectiveness of own leadership capability and performance in meeting organisational values and goals




AC 2.1 Assess own ability to apply different leadership styles in a range of situations


Own ability to apply different leadership styles in a range of situations is not assessed, or is assessed in only one situation, or is assessed incorrectly or inappropriately

Own ability to apply different leadership styles is merely described with no assessment to make a judgement using appropriate criteria

Own ability to apply different leadership styles in a range of situations is assessed to make a judgement using appropriate criteria, although the range of situations may be similar or the criteria or evidence base may be subjective or limited

Own ability to apply different leadership styles in a range of situations is assessed to make a judgement using appropriate criteria and a wide and objective evidence base across a range of dissimilar situations

/ 12 (min. of 6)

Pass or Referral

AC 2.2 Assess own ability to communicate the organisation’s values and goals to staff in own area


Own ability to communicate the organisation’s values and goals to staff in own area is not assessed, or is assessed incorrectly or inappropriately

Own ability to communicate the organisation’s values and goals to staff in own area is merely described with no assessment to make a judgement using appropriate criteria

Own ability to communicate the organisation’s values and goals to staff in own area is assessed to make a judgement using appropriate criteria, although the criteria or evidence base may be subjective or limited

Own ability to communicate the organisation’s values and goals to staff in own area is assessed to make a judgement using appropriate criteria and a wide and objective evidence base

/ 12 (min. of 6)

Pass or Referral

458

AC 2.3 Assess own ability to motivate others and build commitment to the organisation’s values and goals


Own ability to motivate others and build commitment to the organisation’s values and goals is not assessed, or is assessed incorrectly or inappropriately

Own ability to motivate others and build commitment to the organisation’s values and goals is merely described with no assessment to make a judgement using appropriate criteria

Own ability to motivate others and build commitment to the organisation’s values and goals is assessed to make a judgement using appropriate criteria, although the criteria or evidence base may be subjective or limited

Own ability to motivate others and build commitment to the organisation’s values and goals is assessed to make a judgement using appropriate criteria and a wide and objective evidence base

/ 12 (min. of 6)

Pass or Referral


Learning Outcome / Section 3: Be able to adopt an effective leadership style to motivate staff to achieve organisational values and goals




AC 3.1 Justify the most effective leadership style to motivate staff in own area, to achieve the organisation’s values and goals


The most effective leadership style to motivate staff in own area to achieve the organisation’s goals is not justified, or is incorrect or inappropriate, or is merely stated or described with no rationale to justify the choice of leadership style

A rationale is presented to justify the most effective leadership style to motivate staff in own area to achieve the organisation’s goals, although the evidence base for the rationale may be limited or subjective

A detailed and objective rationale is presented to justify the most effective leadership style to motivate staff in own area to achieve the organisation’s goals

/ 20 (min. of 10)

Pass or Referral

AC 3.2 Implement the most effective leadership style in order to motivate staff in own area to achieve the organisation’s values and goals


No evidence is presented that the most effective leadership style is, or is being, implemented, or the implementation is incorrect

Limited evidence is presented that the most effective leadership style is, or is being, implemented correctly or appropriately

Detailed evidence is presented that the most effective leadership style is, or is being, implemented correctly and appropriately

/ 12 (min. of 6)

Pass or Referral

459

or inappropriate


/ 100 TOTAL MARKS




Date of QA Check:


Signature of QA:

Date of QA check:

460

Title: Managing own continuing professional development

(M5.31)

Level: 5

Credit value: 15


1 Be able to review personal and work-

related development experiences, aims, objectives and priorities

1.1

1.2

Evaluate prior learning and work-related experience to identify personal strengths and weaknesses in self-development Assess personal development aims, objectives, and priorities for the long, medium and short term

2 Be able to undertake and evaluate

planned development activities

2.1

2.2

2.3

2.4

Evaluate development opportunities for the long, medium and short term Justify undertaking planned personal development activities to employment and learning supervisors Negotiate and undertake planned and resourced development activities Evaluate the effectiveness of the development activities in meeting personal aims, objectives, and priorities

3 Be able to review and reflect on

learning and its effect on workplace performance

3.1

3.2

Critically review how learning and development has been applied in the workplace to improve own or others’ performance Review and revise short, medium and long-term goals based upon personal development activities and their impact on the workplace

Additional information about the unit The terms ‘employment supervisor’ and

‘learning supervisor’ are used to refer,

respectively to a line manager and/or

workplace mentor who has agreed

responsibility with the ILM centre for

supervising and assessing workplace learning

activity, and to the tutor or trainer who has

responsibility for advising, supporting and

assessing the candidate’s workplace learning.

It is expected that this activity will extend over

a period of 6 to 12 months.

461

Unit purpose and aim(s) To enable candidates to take personal

responsibility for managing their own

development






Links to MSC 2004 NOS: A2, A3



appropriate)



required)




Business Management


unit






Indicative Content:

1

Techniques for personal self assessment

Evaluating prior learning and performance

Concepts of ‘learning styles’ and different learning style models

Learning cycle and its implications, deep and surface learning and learning transfer

Sources and types of learning (formal and informal)

Goal setting, SMART objectives and techniques for reviewing progress and achievement

2

Range of learning and development opportunities available (formal and informal) and techniques for determining their appropriateness to meet learning goals and personal learning preferences

Self management skills for undertaking planned learning and development activities (time/task management, recognising distracters, personal motivation, planning skills and techniques, etc)

Evaluation nature, purpose and techniques

3

Performance appraisal techniques – self-appraisal, feedback, 360o, formal

performance appraisal, etc

462

Goal setting, SMART objectives and techniques for reviewing progress and achievement

463

ASSIGNMENT TASK for Unit: Managing own continuing professional development



TASK The purpose of this unit is to enable candidates to take personal responsibility for managing their own NOTE The terms ‘employment supervisor’ and ‘learning supervisor’ are used to refer respectively to a line manager and/or workplace mentor who has agreed responsibility with the ILM centre for supervising and assessing workplace learning activity, and to the tutor or trainer who has responsibility for advising, supporting and assessing the candidate’s workplace learning. It is expected that this activity will extend over a period of 6 to 12 months. The nominal word count for this assignment is 2500 words: The suggested range is between 2000 and 3000 words, however individuals have different writing styles, and there is no penalty if the word-count range is exceeded.


Be able to review personal and work-related development experiences, aims, objectives and priorities Evaluate your prior learning and work-related experience to identify personal strengths and weaknesses in self-development, and then to use this evaluation to assess personal development aims, objectives, and priorities for the long, medium and short term.

Evaluate prior learning and work-

related experience to identify personal strengths and weaknesses in self-development (8 marks)

Assess personal development aims, objectives, and priorities for the long, medium and short term (12 marks)

Be able to undertake and evaluate planned development activities Evaluation of a range of long, medium and short term development opportunities in order to provide a solution or recommendations. An argument or rationale must then presented to your employment and learning supervisors to justify undertaking relevant and appropriate planned personal development activities, and you are then required to negotiate and undertake the planned and resourced development activities. The development activities undertaken are then subsequently evaluated to provide a meaningful conclusion or recommendations as to their effectiveness in meeting personal aims, objectives, and priorities.

Evaluate development opportunities for

the long, medium and short term (12 marks)

Justify undertaking planned personal development activities to employment and learning supervisors (12 marks)

Negotiate and undertake planned and resourced development activities (24 marks)

Evaluate the effectiveness of the development activities in meeting personal aims, objectives, and priorities (12 marks)

Be able to review and reflect on learning and its effect on workplace performance The final part of the task requires you to use a combination of theory and evidence to critically review and make a judgement on how learning and development has been applied to improve own or others’ performance in the workplace. You are then required to review and revise own short, medium and long-term goals, based upon personal development activities and their impact on the workplace.

Critically review how learning and development has been applied in the workplace to improve own or others’ performance (12 marks)

Review and revise short, medium and long-term goals based upon personal development activities and their impact on the workplace (8 marks)


465

MARK SHEET –MANAGING OWN CONTINUING PROFESSIONAL DEVELOPMENT













Learning Outcome / Section 1: Be able to review personal and work-related development experiences, aims, objectives and priorities




AC 1.1 Evaluate prior learning and work-related experience to identify personal strengths and weaknesses in self-development


Prior learning and work-related experience are not addressed

Prior learning and work-related experience is merely listed or described with no evaluation to identify personal strengths and weaknesses in self-development

Prior learning and work-related experience is evaluated but the focus of the evaluation is something other than to identify personal strengths and weaknesses in self-development

The evaluation of prior learning and work-related experience is incorrect or inappropriate, or is not sufficient to identify

Prior learning and work-related experience is appropriately and correctly evaluated to identify meaningful personal strengths and weaknesses in self-development, although:

the range of prior learning and work-related experience evaluated is limited

there is a bias toward prior learning or work-related experience

A wide range of both prior learning and work-related experience is appropriately and correctly evaluated to identify meaningful personal strengths and weaknesses in self-development

466

meaningful personal strengths and weaknesses in self-development

/ 8 (min. of 4)

Pass or Referral

AC 1.2 Assess personal development aims, objectives, and priorities for the long, medium and short term


Personal development aims, objectives, and priorities are not addressed, or are not based on a meaningful evaluation of prior learning and work-related experience, or are inappropriate or incorrect

Personal development aims, objectives, and priorities are merely listed or described with no assessment using identified and valid criteria

There is no awareness that personal development aims, objectives, and priorities are for the long, medium and short term

Personal development aims, objectives, and priorities are based on a meaningful evaluation of prior learning and work-related experience and they are appropriately and correctly assessed using identified and valid criteria, although aims and objectives, and priorities are imprecise

Personal development aims, objectives, and priorities are for the long, medium and short term, although the distinctions between the long, medium and short term are imprecise

Personal development aims, objectives, and well-defined priorities:

are based on a meaningful evaluation of prior learning and work-related experience

are appropriately and correctly assessed using identified and valid criteria

address the long, medium and short term

demonstrate understanding of the distinction between aims and objectives

/ 12 (min. of 6)

Pass or Referral


Learning Outcome / Section 2: Be able to undertake and evaluate planned development activities




AC 2.1 Evaluate development opportunities for the long, medium and short term


Development opportunities are not addressed, or are inappropriate or insufficient, or are merely listed or described with no evaluation to provide a solution or recommendations, or there is no consideration of the long, medium and short

A correct, appropriate and limited but sufficient evaluation of a range of long, medium and short term development opportunities provides a solution or recommendations, although the range of development opportunities may be limited

A comprehensive evaluation of a wide range of differentiated long, medium and short term development opportunities provides a solution or recommendations

467

term, or the evaluation is incorrect, inappropriate, or insufficient

and the distinctions between the long, medium and short term may not always be clear

/ 12 (min. of 6)

Pass or Referral

AC 2.2 Justify undertaking planned personal development activities to employment and learning supervisors


No argument or rationale is presented to justify undertaking planned personal development activities, or the justification is incorrect, inappropriate, or insufficient

A correct, appropriate and limited but sufficient argument or rationale is presented to justify undertaking planned personal development activities, although the justification is based on limited evidence

A correct, appropriate and detailed argument or rationale based on comprehensive and objective evidence is presented to justify undertaking planned personal development activities

/ 12 (min. of 6)

Pass or Referral

AC 2.3 Negotiate and undertake planned and resourced development activities


No evidence is provided that planned and resourced development activities are negotiated and undertaken, or the development activities are inappropriate or not based on an evaluation of development opportunities, or the planning and resourcing for the development activities is not addressed or is wholly insufficient for the scope of the personal development activities

Evidence is provided that appropriate planned and resourced development activities based on an evaluation of development opportunities are, or are being, negotiated and undertaken, although the planning and resourcing for the development activities is limited but sufficient

Evidence is provided that appropriate planned and resourced development activities based on an evaluation of development opportunities are, or are being, negotiated and undertaken, and the planning and resourcing for the development activities addresses the full scope of the personal development activities

/ 24


AC 2.4 Evaluate the effectiveness of the development activities in meeting personal aims, objectives, and priorities


There is no evaluation of the development activities undertaken to provide a conclusion or recommendations as to their effectiveness in meeting personal aims, objectives, and priorities, or the evidence base is wholly insufficient for a meaningful

Development activities undertaken are evaluated to provide a meaningful conclusion or recommendations as to their effectiveness in meeting personal aims, objectives, and priorities, although the evidence base used or comparisons

Development activities undertaken are evaluated and ranked using a wide range of objective evidence to provide a meaningful conclusion or recommendations as to their effectiveness in meeting personal aims, objectives, and priorities

468

evaluation, or the evaluation is wholly subjective with no evidence provided, or the evaluation does not address personal aims, objectives, and priorities

between individual development activities is limited

/ 12 (min. of 6)

Pass or Referral


Learning Outcome / Section 3: Be able to review and reflect on learning and its effect on workplace performance




AC 3.1 Critically review how learning and development has been applied in the workplace to improve own or others’ performance


How learning and development has been applied in the workplace has not been addressed, or is incorrect, inappropriate, or insufficient, or the learning and development is not based on planned development activities

How learning and development has been applied in the workplace has merely been listed or described with no critical review using theory or evidence to make a judgement as to the improvement of own or others’ performance in the workplace leading to conclusions or recommendations for further actions

How learning and development has been applied in the workplace is based on planned development activities and has been critically reviewed using a combination of theory and evidence both to make a judgement as to the improvement of own or others’ performance in the workplace and to draw conclusions or make recommendations for further actions, although the evidence base used or comparisons between individual development activities is limited

How learning and development has been applied in the workplace is based on planned development activities and has been critically reviewed using a combination of theory and a wide and objective evidence base both to make a judgement as to the improvement of own or others’ performance in the workplace and to draw conclusions or make recommendations for further actions

/ 12 (min. of 6)

Pass or Referral

AC 3.2 Review and revise short, medium and long-term goals based upon


Review and revision of short, medium and long-term goals is not addressed,

Short, medium and long-term goals have been

Short, medium and long-term goals have been appropriately and correctly

469

personal development activities and their impact on the workplace

or is incorrect, inappropriate, or insufficient, or is not based upon personal development activities and their impact on the workplace

Review and revision of short, medium and long-term goals has merely been listed or described with no review to make a judgement using theory or evidence on the impact of personal development activities on the workplace, or the review is so limited as to preclude a meaningful revision

appropriately and correctly reviewed using a combination of theory and evidence to make a meaningful judgement on the impact of personal development activities on the workplace, although the evidence base is limited

Short, medium and long-term goals are revised in accordance with the review, although the distinctions between the long, medium and short term are imprecise

reviewed using a combination of theory and a wide and objective evidence base to make a meaningful judgement on the impact of personal development activities on the workplace

Short, medium and long-term goals are clearly differentiated and are all revised in accordance with the review

/ 8 (min. of 4)

Pass or Referral


/ 100 TOTAL MARKS




Date of QA Check:


Signature of QA:

Date of QA check:

470

MARK SHEET –MANAGING OWN CONTINUING PROFESSIONAL DEVELOPMENT













Learning Outcome / Section 1: Be able to review personal and work-related development experiences, aims, objectives and priorities




AC 1.1 Evaluate prior learning and work-related experience to identify personal strengths and weaknesses in self-development


Prior learning and work-related experience are not addressed

Prior learning and work-related experience is merely listed or described with no evaluation to identify personal strengths and weaknesses in self-development

Prior learning and work-related experience is evaluated but the focus of the evaluation is something other than to identify personal strengths and weaknesses in self-development

The evaluation of prior learning and work-related experience is incorrect or inappropriate, or is not sufficient to identify

Prior learning and work-related experience is appropriately and correctly evaluated to identify meaningful personal strengths and weaknesses in self-development, although:

the range of prior learning and work-related experience evaluated is limited

there is a bias toward prior learning or work-related experience

A wide range of both prior learning and work-related experience is appropriately and correctly evaluated to identify meaningful personal strengths and weaknesses in self-development

471

meaningful personal strengths and weaknesses in self-development

/ 8 (min. of 4)

Pass or Referral

AC 1.2 Assess personal development aims, objectives, and priorities for the long, medium and short term


Personal development aims, objectives, and priorities are not addressed, or are not based on a meaningful evaluation of prior learning and work-related experience, or are inappropriate or incorrect

Personal development aims, objectives, and priorities are merely listed or described with no assessment using identified and valid criteria

There is no awareness that personal development aims, objectives, and priorities are for the long, medium and short term

Personal development aims, objectives, and priorities are based on a meaningful evaluation of prior learning and work-related experience and they are appropriately and correctly assessed using identified and valid criteria, although aims and objectives, and priorities are imprecise

Personal development aims, objectives, and priorities are for the long, medium and short term, although the distinctions between the long, medium and short term are imprecise

Personal development aims, objectives, and well-defined priorities:

are based on a meaningful evaluation of prior learning and work-related experience

are appropriately and correctly assessed using identified and valid criteria

address the long, medium and short term

demonstrate understanding of the distinction between aims and objectives

/ 12 (min. of 6)

Pass or Referral


Learning Outcome / Section 2: Be able to undertake and evaluate planned development activities




AC 2.1 Evaluate development opportunities for the long, medium and short term


Development opportunities are not addressed, or are inappropriate or insufficient, or are merely listed or described with no evaluation to provide a solution or recommendations, or there is no consideration of the long, medium and short

A correct, appropriate and limited but sufficient evaluation of a range of long, medium and short term development opportunities provides a solution or recommendations, although the range of development opportunities may be limited

A comprehensive evaluation of a wide range of differentiated long, medium and short term development opportunities provides a solution or recommendations

472

term, or the evaluation is incorrect, inappropriate, or insufficient

and the distinctions between the long, medium and short term may not always be clear

/ 12 (min. of 6)

Pass or Referral

AC 2.2 Justify undertaking planned personal development activities to employment and learning supervisors


No argument or rationale is presented to justify undertaking planned personal development activities, or the justification is incorrect, inappropriate, or insufficient

A correct, appropriate and limited but sufficient argument or rationale is presented to justify undertaking planned personal development activities, although the justification is based on limited evidence

A correct, appropriate and detailed argument or rationale based on comprehensive and objective evidence is presented to justify undertaking planned personal development activities

/ 12 (min. of 6)

Pass or Referral

AC 2.3 Negotiate and undertake planned and resourced development activities


No evidence is provided that planned and resourced development activities are negotiated and undertaken, or the development activities are inappropriate or not based on an evaluation of development opportunities, or the planning and resourcing for the development activities is not addressed or is wholly insufficient for the scope of the personal development activities

Evidence is provided that appropriate planned and resourced development activities based on an evaluation of development opportunities are, or are being, negotiated and undertaken, although the planning and resourcing for the development activities is limited but sufficient

Evidence is provided that appropriate planned and resourced development activities based on an evaluation of development opportunities are, or are being, negotiated and undertaken, and the planning and resourcing for the development activities addresses the full scope of the personal development activities

/ 24


AC 2.4 Evaluate the effectiveness of the development activities in meeting personal aims, objectives, and priorities


There is no evaluation of the development activities undertaken to provide a conclusion or recommendations as to their effectiveness in meeting personal aims, objectives, and priorities, or the evidence base is wholly insufficient for a meaningful

Development activities undertaken are evaluated to provide a meaningful conclusion or recommendations as to their effectiveness in meeting personal aims, objectives, and priorities, although the evidence base used or comparisons

Development activities undertaken are evaluated and ranked using a wide range of objective evidence to provide a meaningful conclusion or recommendations as to their effectiveness in meeting personal aims, objectives, and priorities

473

evaluation, or the evaluation is wholly subjective with no evidence provided, or the evaluation does not address personal aims, objectives, and priorities

between individual development activities is limited

/ 12 (min. of 6)

Pass or Referral


Learning Outcome / Section 3: Be able to review and reflect on learning and its effect on workplace performance




AC 3.1 Critically review how learning and development has been applied in the workplace to improve own or others’ performance


How learning and development has been applied in the workplace has not been addressed, or is incorrect, inappropriate, or insufficient, or the learning and development is not based on planned development activities

How learning and development has been applied in the workplace has merely been listed or described with no critical review using theory or evidence to make a judgement as to the improvement of own or others’ performance in the workplace leading to conclusions or recommendations for further actions

How learning and development has been applied in the workplace is based on planned development activities and has been critically reviewed using a combination of theory and evidence both to make a judgement as to the improvement of own or others’ performance in the workplace and to draw conclusions or make recommendations for further actions, although the evidence base used or comparisons between individual development activities is limited

How learning and development has been applied in the workplace is based on planned development activities and has been critically reviewed using a combination of theory and a wide and objective evidence base both to make a judgement as to the improvement of own or others’ performance in the workplace and to draw conclusions or make recommendations for further actions

/ 12 (min. of 6)

Pass or Referral

AC 3.2 Review and revise short, medium and long-term goals based upon


Review and revision of short, medium and long-term goals is not addressed,

Short, medium and long-term goals have been

Short, medium and long-term goals have been appropriately and correctly

474

personal development activities and their impact on the workplace

or is incorrect, inappropriate, or insufficient, or is not based upon personal development activities and their impact on the workplace

Review and revision of short, medium and long-term goals has merely been listed or described with no review to make a judgement using theory or evidence on the impact of personal development activities on the workplace, or the review is so limited as to preclude a meaningful revision

appropriately and correctly reviewed using a combination of theory and evidence to make a meaningful judgement on the impact of personal development activities on the workplace, although the evidence base is limited

Short, medium and long-term goals are revised in accordance with the review, although the distinctions between the long, medium and short term are imprecise

reviewed using a combination of theory and a wide and objective evidence base to make a meaningful judgement on the impact of personal development activities on the workplace

Short, medium and long-term goals are clearly differentiated and are all revised in accordance with the review

/ 8 (min. of 4)

Pass or Referral


/ 100 TOTAL MARKS




Date of QA Check:


Signature of QA:

Date of QA check:

475

Title: Becoming an effective leader

Level: 5

Credit value: 5



1 Understand own ability to fulfil key

responsibilities of the leadership role

1.1

1.2

Evaluate own ability to use a range of leadership styles, in different situations and with different types of people, to fulfil the leadership role Use theories of emotional intelligence to review the effect of emotions on own and others’ performance

2 Be able to evaluate own ability to lead

others

2.1

2.2

2.3

Review own ability to set direction and communicate this to others Review own ability to motivate, delegate and empower others Produce a personal development plan to improve own ability to lead



effective leadership as required by a









appropriate)



required)


476


required)

M5.06 Becoming an effective leader





unit




Indicative Content:

1

The key responsibilities of the leadership role in terms of: taking responsibility contributing to overall vision and goals setting and providing guidance on values setting direction for significant programmes or projects stimulating innovation and enterprise anticipating, planning for and leading change overcoming obstacles delegating setting objectives for teams and individuals communicating and motivating supporting and developing programmes, projects, teams and individuals modelling appropriate behaviour representing the team and feeding back its experiences and views protecting the team and its members

A range of leadership theories and different leadership styles these illustrate, for example: the trait approach to leadership the behavioural school (MacGregor, Blake and Mouton) the contingency or situational school (Fielder, Hersey-Blanchard, Tannenbaum

and Smidt, Adair) leaders and followers (Servant Leadership, Team Leadership, Transactional

and Transformational)

Dispersed Leadership

How to evaluate the appropriateness of different leadership styles in the context of own responsibilities

The importance of being able to use a repertoire of leadership styles in different situations and with different people

The concept of emotional intelligence as developed by different theorists and how it applies to the leadership role

2 The importance of understanding one’s own strengths and limitations Using and interpreting different techniques to identify their own characteristics, strengths and limitations The importance of continuous self-development and how to identify opportunities to develop oneself in the leadership role The importance of leaders displaying confidence and self-assurance and to do this by

477

playing to own strengths and showing a readiness to take calculated risks Social awareness in terms of:

empathy organisational and ‘political’ awareness service to others

Relationship management in terms of: inspiring influencing networking conflict management

The characteristics of self-leadership in terms of: controlling own emotions, particularly when under stress being open and honest with others showing integrity and trustworthiness being flexible setting challenging but realistic objectives for themselves and others taking risks taking personal responsibility for significant challenges seeing setbacks as opportunities rather than threats

The role that effective communication plays in conveying overall vision and goals and how to win and maintain the commitment of teams and individuals to these Effective techniques for:

communicating both directly and indirectly with teams and individuals persuading negotiating

How to select communication, persuasion and negotiation skills appropriate to different situations and people How to develop vision and goals for significant projects or programmes of work The importance of being aware of and analysing the internal and external environments in which the leader operates Spotting opportunities How to develop objectives and values that support overall strategy and vision Theories and principles of delegating responsibility and empowering others The critical importance of the leader gaining the motivation and commitment of others Critiques of the main theories of motivation, for example:

Maslow’s Hierarchy MacGregor’s Theory X and Theory Y Herzberg’s Two Factor Theory Vroom’s Expectancy Theory McClelland’s 3-Needs Theory

Motivational factors that are available to the leader, for example: safety and security sense of belonging and common purpose respect recognition of achievement empowerment and self-actualisation sense of fulfilment personal and professional development material rewards sanctions job roles and employment conditions

How to evaluate motivational factors and select those that are appropriate to different situations and people The leader’s role in protecting and mentoring team members Needs for mentoring and support that individuals may have and how to meet these The role of continuous development and its importance to the organisation and to

478

individuals How to evaluate different methods of developing others, both directly and indirectly and how to choose methods most appropriate to the people involved

479

ASSIGNMENT TASK for Unit - Becoming an effective leader



TASK The purpose of this unit is to develop knowledge and understanding of effective leadership as required by a practising or potential middle manager. NOTE An ILM Assessment Task provides an opportunity to relate your learning directly to your current organisation. It is recommended that you discuss the assignment with your line manager to explore and agree how the task could be used to support the needs of your employer (as well as evidencing your learning as part of completing your ILM qualification). If you are not currently working within an organisation, then you may complete this task in relation to an organisation with which you are familiar. This could include experience working in a voluntary capacity. NOTE: You should plan to spend approximately 31 hours researching your workplace context, preparing for and writing or presenting the outcomes of this assignment for assessment. The nominal word count for this assignment is 2500 words: The suggested range is between 2000 and 3000 words, however individuals have different writing styles, and there is no penalty if the word-count range is exceeded.


Understand own ability to fulfil key responsibilities of the leadership role The first part of this task is to evaluate own ability to use two or more leadership styles, in different situations and with different people, in order to fulfil the leadership role, and to use theories of emotional intelligence to review and make judgements on the effect of emotions on own and others’ performance

Evaluate own ability to use a range of

leadership styles, in different situations and with different types of people, to fulfil the leadership role (20 marks)

Use theories of emotional intelligence to review the effect of emotions on own and others’ performance (20 marks)

Be able to evaluate own ability to lead others The second part of the task requires you to:

Review own ability to set direction and communicate this to others by using a combination of appropriate evidence and relevant theory in order to form a judgement

Review own ability to motivate and delegate and empower others by using a combination of appropriate evidence and suitable motivational, delegation and empowerment theories in order to form a judgement.

You are then required to create a personal development plan, which includes activities, timescales and resources, to improve own ability to lead.

Review own ability to set direction and

communicate this to others (20 marks)

Review own ability to motivate, delegate and empower others (20 marks)

Produce a personal development plan to improve own ability to lead (20 marks)


480

MARK SHEET –BECOMING AN EFFECTIVE LEADER













Learning Outcome / Section 1: Understand own ability to fulfil key responsibilities of the leadership role




AC 1.1 Evaluate own ability to use a range of leadership styles, in different situations and with different types of people, to fulfil the leadership role


No evaluation is made of own ability to use a range of leadership styles, in different situations and with different people, to fulfil the leadership role, or the evaluation is incorrect or inappropriate

An evaluation is made of own ability to use two or more leadership styles, but only in different situations or only with different people, but not both

A correct and appropriate evaluation based on subjective or limited evidence is made of own ability to use two or more leadership styles, in different situations and with different people, in order to fulfil the leadership role

A correct and appropriate evaluation based on detailed and objective evidence is made of own ability to use two or more leadership styles in different situations and with different people, in order to fulfil the leadership role

/ 20 (min. of 10)

Pass or Referral

AC 1.2 Use theories of emotional intelligence to review the effect of emotions on own and


The effect of emotions on own and others’ performance is not reviewed

The effect of emotions on own and others’

The effect of emotions on own and others’ performance is reviewed and brief judgements are made using two or more appropriate theories of

The effect of emotions on own and others’ performance is reviewed and detailed judgements are made using two or more appropriate theories

481

others’ performance performance is reviewed, but not by the use of two or more theories of emotional intelligence

The effect of emotions on only own or only others’ performance is reviewed by the use of two or more appropriate theories of emotional intelligence

emotional intelligence of emotional intelligence

/ 20 (min. of 10)

Pass or Referral


Learning Outcome / Section 2: Be able to evaluate own ability to lead others




AC 2.1 Review own ability to set direction and communicate this to others


Own ability to set direction and communicate this to others is not reviewed using appropriate evidence and suitable theory, or is merely described

Own ability to set direction and communicate this to others is reviewed using a combination of appropriate evidence and relevant theory to form a limited judgement

Own ability to set direction and communicate this to others is reviewed using a combination of appropriate evidence and relevant theory to form a well-reasoned judgement

/ 20 (min. of 10)

Pass or Referral

AC 2.2 Review own ability to motivate, delegate and empower others


Own ability to motivate, delegate and empower others is not reviewed using appropriate evidence and suitable theory, or is merely described

Own ability to motivate or delegate or empower others is reviewed using appropriate evidence and suitable theory, but not all three

Own ability to motivate and delegate and empower others is reviewed using appropriate evidence and suitable motivational, delegation and empowerment theories. The review may be limited although a brief judgement will have been formed

Own ability to motivate and delegate and empower others is reviewed using appropriate evidence and suitable motivational, delegation and empowerment theories. The review will be thorough and lead to a detailed judgements being made related to each topic.

/ 20 (min. of 10)

Pass or Referral

AC 2.3 Produce a personal development plan to


A personal development plan to improve own ability to lead is not created, or is

A personal development plan which includes activities, timescales and

A personal development plan which includes activities, timescales

482

improve own ability to lead.

incorrect or inappropriate

A personal development plan is created and but which does not include improvements in own ability to lead

resources is created to improve own ability to lead

resources, support and costs is created and to improve own ability to lead

/ 20 (min. of 10)

Pass or Referral


/ 100 TOTAL MARKS




Date of QA Check:


Signature of QA:

Date of QA check:

483

MARK SHEET –BECOMING AN EFFECTIVE LEADER













Learning Outcome / Section 1: Understand own ability to fulfil key responsibilities of the leadership role




AC 1.1 Evaluate own ability to use a range of leadership styles, in different situations and with different types of people, to fulfil the leadership role


No evaluation is made of own ability to use a range of leadership styles, in different situations and with different people, to fulfil the leadership role, or the evaluation is incorrect or inappropriate

An evaluation is made of own ability to use two or more leadership styles, but only in different situations or only with different people, but not both

A correct and appropriate evaluation based on subjective or limited evidence is made of own ability to use two or more leadership styles, in different situations and with different people, in order to fulfil the leadership role

A correct and appropriate evaluation based on detailed and objective evidence is made of own ability to use two or more leadership styles in different situations and with different people, in order to fulfil the leadership role

/ 20 (min. of 10)

Pass or Referral

AC 1.2 Use theories of emotional intelligence to review the effect of emotions on own and


The effect of emotions on own and others’ performance is not reviewed

The effect of emotions on own and others’

The effect of emotions on own and others’ performance is reviewed and brief judgements are made using two or more appropriate theories of

The effect of emotions on own and others’ performance is reviewed and detailed judgements are made using two or more appropriate theories

484

others’ performance performance is reviewed, but not by the use of two or more theories of emotional intelligence

The effect of emotions on only own or only others’ performance is reviewed by the use of two or more appropriate theories of emotional intelligence

emotional intelligence of emotional intelligence

/ 20 (min. of 10)

Pass or Referral


Learning Outcome / Section 2: Be able to evaluate own ability to lead others




AC 2.1 Review own ability to set direction and communicate this to others


Own ability to set direction and communicate this to others is not reviewed using appropriate evidence and suitable theory, or is merely described

Own ability to set direction and communicate this to others is reviewed using a combination of appropriate evidence and relevant theory to form a limited judgement

Own ability to set direction and communicate this to others is reviewed using a combination of appropriate evidence and relevant theory to form a well-reasoned judgement

/ 20 (min. of 10)

Pass or Referral

AC 2.2 Review own ability to motivate, delegate and empower others


Own ability to motivate, delegate and empower others is not reviewed using appropriate evidence and suitable theory, or is merely described

Own ability to motivate or delegate or empower others is reviewed using appropriate evidence and suitable theory, but not all three

Own ability to motivate and delegate and empower others is reviewed using appropriate evidence and suitable motivational, delegation and empowerment theories. The review may be limited although a brief judgement will have been formed

Own ability to motivate and delegate and empower others is reviewed using appropriate evidence and suitable motivational, delegation and empowerment theories. The review will be thorough and lead to a detailed judgements being made related to each topic.

/ 20 (min. of 10)

Pass or Referral

AC 2.3 Produce a personal development plan to


A personal development plan to improve own ability to lead is not created, or is

A personal development plan which includes activities, timescales and

A personal development plan which includes activities, timescales

485

improve own ability to lead.

incorrect or inappropriate

A personal development plan is created and but which does not include improvements in own ability to lead

resources is created to improve own ability to lead

resources, support and costs is created and to improve own ability to lead

/ 20 (min. of 10)

Pass or Referral


/ 100 TOTAL MARKS




Date of QA Check:


Signature of QA:

Date of QA check:

486

Title: Preparing to apply lean production and improvement

methodologies to operational problems in service

delivery

Level: 5

Credit value: 8



1 Understand how to use lean production

and improvement methods to measure and analyse service problems

1.1

1.2

Evaluate a range of lean production and improvement methods appropriate for measuring and analysing service problems Compare and contrast lean production and improvement methods currently employed within the organisation

2 Understand how to develop a service

improvement project using lean production and improvement methodologies

2.1

2.2

Describe an aspect of service delivery requiring improvement Develop a project proposal which uses lean production and improvement methods to bring about service improvement


Unit purpose and aim(s) To enable learners to prepare a service

improvement project using lean production

and improvement methodologies.






Links to Leadership and Management 2008

NOS: C2, C4 & C5



appropriate)



required)

Council for Administration (CFA)

487


required)

M5.33 Preparing to apply lean production and

improvement methodologies to operational

problems in service delivery





unit




Indicative Content:

1

Principles of lean production (DMAIC), six sigma, kaizen/continuous improvement and related models

Importance of problem definition; range of techniques to identify problems and their root causes

Role, purpose, content and structure of a project proposal

Organisational drivers and stakeholders in relation to an improvement project, and their implications for successful delivery

Criteria for judging the appropriateness of a project proposal

2

Problem measurement (distinguishing between measurable and descriptive data)

Employ range of techniques to analyse data (calculate mean, median and mode; distinguish between and explain characteristics of normal distribution and skewed distributions; produce histograms, bar charts, scatter charts, line graphs, Pareto diagrams, run/control charts)

Reasons for common cause (trivial many) and special cause (significant few) variation

488

ASSIGNMENT TASK for Unit - Preparing to apply lean production and improvement methodologies to operational problems in service delivery



TASK The purpose of this unit is to enable learners to prepare a service improvement project using lean production and improvement methodologies. NOTE An ILM Assessment Task provides an opportunity to relate your learning directly to your current organisation. It is recommended that you discuss the assignment with your line manager to explore and agree how the task could be used to support the needs of your employer (as well as evidencing your learning as part of completing your ILM qualification). If you are not currently working within an organisation, then you may complete this task in relation to an organisation with which you are familiar. This could include experience working in a voluntary capacity. NOTE: You should plan to spend approximately 56 hours researching your workplace context, preparing for and writing or presenting the outcomes of this assignment for assessment. The nominal word count for this assignment is 2500 words: The suggested range is between 2000 and 3000 words, however individuals have different writing styles, and there is no penalty if the word-count range is exceeded.


Understand how to use lean production and improvement methods to measure and analyse service problems The first part of this task is to evaluate, in order to provide a conclusion or recommendations, a representative range of lean production and improvement methods appropriate for measuring and analysing service delivery problems. You are then required to describe and assess the features and effectiveness of lean production and improvement methods currently employed within the organisation in order to compare and contrast the relative merits of the methods.

Evaluate a range of lean production

and improvement methods appropriate for measuring and analysing service problems (28 marks)

Compare and contrast lean production and improvement methods currently employed within the organisation (28 marks)

Understand how to develop a service improvement project using lean production and improvement methodologies The second part of the task requires you to describe the principal features of an aspect of service delivery requiring improvement in such a way that the need for improvement is made clear, and then to develop a correct and appropriate project proposal that uses lean production and improvement methods to bring about service improvement.

Describe an aspect of service delivery

requiring improvement (20 marks)

Develop a project proposal that uses lean production and improvement methods to bring about service improvement (24 marks)


489

MARK SHEET –PREPARING TO APPLY LEAN PRODUCTION AND IMPROVEMENT METHODOLOGIES TO OPERATIONAL PROBLEMS IN SERVICE DELIVERY













Learning Outcome / Section 1: Understand how to use lean production and improvement methods to measure and analyse service problems




AC 1.1 Evaluate a range of lean production and improvement methods appropriate for measuring and analysing service problems


A range of lean production and improvement methods appropriate for measuring and analysing service problems are not evaluated, or the range of methods is deficient, or the evaluations are incorrect, or methods are merely listed or described with no evaluation to provide a conclusion or recommendations

A representative range of lean production and improvement methods appropriate for measuring and analysing service problems are evaluated correctly to provide a conclusion or recommendations

A comprehensive range of lean production and improvement methods appropriate for measuring and analysing service problems are evaluated correctly to provide a conclusion or recommendations

/ 28 (min. of 14)

Pass or Referral

AC 1.2 Compare and contrast lean production and improvement methods


Lean production and improvement methods currently employed within the

The features and effectiveness of lean production and improvement methods currently employed within

The features and effectiveness of lean production and improvement methods currently employed within

490

currently employed within the organisation

organisation are not compared and contrasted, or are compared and contrasted incorrectly or inappropriately, or are merely listed or described with no descriptions or assessment to compare and contrast their relative features or effectiveness

the organisation are described and a limited assessment made to compare and contrast the relative merits of the methods

the organisation are described and a full assessment made to compare and contrast the relative merits of the methods

/ 28 (min. of 14)

Pass or Referral


Learning Outcome / Section 2: Understand how to develop a service improvement project using lean production and improvement methodologies




AC 2.1 Describe an aspect of service delivery requiring improvement


An aspect of service delivery requiring improvement is not described, or the description is incorrect or inappropriate, or why the aspect of service delivery requires improvement is not clear, or the aspect of service delivery has been merely stated with no account given of its principal features

The principal features of an aspect of service delivery requiring improvement are correctly and appropriately described, although why the aspect requires improvement requires further development

The principal features of an aspect of service delivery requiring improvement are correctly and appropriately described and why the aspect requires improvement is well-defined

/ 20 (min. of 10)

Pass or Referral

AC 2.2 Develop a project proposal that uses lean production and improvement methods to bring about service improvement


A project proposal that uses lean production and improvement methods to bring about service improvement has not been developed, or has been developed incorrectly or inappropriately, or the project proposal is

A project proposal that uses lean production and improvement methods to bring about service improvement has been developed correctly and appropriately and includes scope, objectives and desired results,

A project proposal that uses lean production and improvement methods to bring about service improvement has been fully developed correctly and appropriately and includes scope, objectives and desired results and

491

deficient

although additional work is required for full implementation

requires no additional work for full implementation

/ 24 (min. of 12)

Pass or Referral


/ 100 TOTAL MARKS




Date of QA Check:


Signature of QA:

Date of QA check:

492

Title: Applying lean production and improvement

methodologies to operational problems in service

delivery

Level: 5

Credit value: 11


NB: The guided learning hours for this unit are primarily

required for coaching or mentoring support as learners

apply their learning to agreed projects


1 Be able to undertake a service

delivery improvement project using lean production and improvement methodologies

1.1

1.2

1.3

Develop a plan to improve a workplace project using lean production and improvement methodologies Implement an appropriate improvement to service delivery, using the plan Use appropriate controls and monitoring techniques to ensure the continuing implementation of the improvement project

2 Be able to develop a report on the

outcomes of the service improvement project

2.1

2.2

Evaluate the success of the improvement project, explaining how it is controlled to produce long term sustainability of the improvement Develop a report on the improvement project that communicates the outcomes of the improvement project


Unit purpose and aim(s) To enable learners to implement and review a

service delivery improvement project using

lean production and improvement

methodologies.


493






NOS: C2, C4 & C5



appropriate)



required)

Council for Administration (CFA)


required)

M5.34 Applying lean production and

improvement methodologies to operational

problems in service delivery





unit




Indicative Content:

1

How to apply lean production and improvement methodologies to define, measure and analyse problems with service delivery, make improvements and control these improvements

Leading a group of people through the improvement process

Practical strategies for introducing changes to systems and procedures and monitoring their effectiveness

2

Report preparation and presentation skills

494

ASSIGNMENT TASK for Unit - Applying lean production and improvement methodologies to operational problems in service delivery



TASK The purpose of this unit is to enable learners to implement and review a service delivery improvement project using lean production and improvement methodologies. NOTE An ILM Assessment Task provides an opportunity to relate your learning directly to your current organisation. It is recommended that you discuss the assignment with your line manager to explore and agree how the task could be used to support the needs of your employer (as well as evidencing your learning as part of completing your ILM qualification). If you are not currently working within an organisation, then you may complete this task in relation to an organisation with which you are familiar. This could include experience working in a voluntary capacity. NOTE: You should plan to spend approximately 87 hours researching your workplace context, preparing for and writing or presenting the outcomes of this assignment for assessment. The nominal word count for this assignment is 3000 words: The suggested range is between 2500 and 3500 words, however individuals have different writing styles, and there is no penalty if the word-count range is exceeded.


Be able to undertake a service delivery improvement project using lean production and improvement methodologies The first part of this task is to develop a correct and appropriate plan to improve a workplace project using lean production and improvement methodologies. You are then required to implement an appropriate improvement to service delivery using the plan, ensuring that efficient and effective controls and monitoring techniques have been, or are being, used to ensure the continuing implementation of the improvement project.

Develop a plan to improve a workplace

project using lean production and improvement methodologies (20 marks)

Implement an appropriate improvement to service delivery, using the plan (20 marks)

Use appropriate controls and monitoring techniques to ensure the continuing implementation of the improvement project (20 marks)

Be able to develop a report on the outcomes of the service improvement project The second part of the task requires you to evaluate the success of the improvement project in order to provide a conclusion or recommendations that explain how it is controlled to produce long term sustainability of the improvement. You are then required to develop an accurate and appropriate report on the improvement project that communicates the outcomes of the improvement project.

Evaluate the success of the

improvement project, explaining how it is controlled to produce long term sustainability of the improvement (20 marks)

Develop a report on the improvement project that communicates the outcomes of the improvement project (20 marks)


496

MARK SHEET –APPLYING LEAN PRODUCTION AND IMPROVEMENT METHODOLOGIES TO OPERATIONAL PROBLEMS IN SERVICE DELIVERY













Learning Outcome / Section 1: Be able to undertake a service delivery improvement project using lean production and improvement methodologies




AC 1.1 Develop a plan to improve a workplace project using lean production and improvement methodologies


A plan to improve a workplace project using lean production and improvement methodologies has not been developed, or is incorrect or inappropriate, or the lean production and improvement methodologies are incorrect or inappropriate

A correct and appropriate plan to improve a workplace project using lean production and improvement methodologies has been developed, although additional work is required for full implementation

A correct and appropriate plan to improve a workplace project using lean production and improvement methodologies has been fully developed for implementation

/ 20


AC 1.2 Implement an appropriate improvement to service delivery, using the plan


No evidence is provided that an appropriate improvement to service delivery using the plan has been implemented or is being implemented, or the implementation is incorrect or inappropriate or is not

Limited evidence is provided that an appropriate improvement to service delivery using the plan has been, or is being, correctly and appropriately implemented

Detailed evidence is provided that an appropriate improvement to service delivery using the plan has been, or is being, correctly and appropriately implemented

/ 20 (min. of 10)

Pass or Referral

497

based on the plan

AC 1.3 Use appropriate controls and monitoring techniques to ensure the continuing implementation of the improvement project


No evidence is provided that appropriate controls and monitoring techniques have been, or are being, used to ensure the continuing implementation of the improvement project, or the controls and monitoring techniques are incorrect, inappropriate, inefficient or ineffective, or do not ensure the continuing implementation of the improvement project

Limited evidence is provided that correct, appropriate, efficient and effective controls and monitoring techniques have been, or are being, used to ensure the continuing implementation of the improvement project

Detailed evidence is provided that correct, appropriate, efficient and effective controls and monitoring techniques have been, or are being, used to ensure the continuing implementation of the improvement project

/ 20



Learning Outcome / Section 2: Be able to develop a report on the outcomes of the service improvement project




AC 2.1 Evaluate the success of the improvement project, explaining how it is controlled to produce long term sustainability of the improvement


The success of the improvement project has not been evaluated, or the evaluation is incorrect, or the success of the improvement project has merely been listed or described with no evaluation to provide a conclusion or recommendations that explain how it is controlled to produce long term sustainability of the improvement

The success of the improvement project has been correctly evaluated to provide a conclusion or recommendations that partially explain how it is controlled to produce long term sustainability of the improvement

The success of the improvement project has been correctly evaluated to provide a conclusion or recommendations that fully explain how it is controlled to produce long term sustainability of the improvement

/ 20 (min. of 10)

Pass or Referral

AC 2.2 Develop a report on the


A report on the improvement project that communicates the

An accurate and appropriate report on the improvement project that

An accurate and appropriate report on the improvement project that

498

improvement project that communicates the outcomes of the improvement project

outcomes of the improvement project has not been developed, or the report is inaccurate or inappropriate, or the report does not effectively communicate the outcomes of the improvement project

communicates the outcomes of the improvement project has been developed, although the report needs additional work for the communication to be fully effective

effectively communicates the outcomes of the improvement project has been developed

/ 20 (min. of 10)

Pass or Referral


/ 100 TOTAL MARKS




Date of QA Check:


Signature of QA:

Date of QA check:

499

Title: Improving and maintaining the organisation’s

environmental performance

Level: 5

Credit value: 5



1. Understand the strategic context of environmental sustainability

1.1 1.2 1.3 1.4

Explain why environmental sustainability is a strategic issue in the context of the organisation’s purpose and activities

Review current legislative requirements and codes of practice associated with environmental sustainability that impact on the organisation

Evaluate the organisation’s current environmental sustainability strategy, policy or standards Recommend improvements to the organisation’s current environmental sustainability strategy, policy or standards

2. Understand how to identify and resolve environmental problems and issues through an environmental audit

2.1 2.2

Undertake an environmental audit, or baseline environmental audit, using an appropriate methodology in own area of responsibility to improve environmental performance Produce a formal post-audit report comprising evaluation of findings, recommendations, action plan and monitoring and review techniques used to maintain improvements


Unit purpose and aim(s) The aim of this unit is to develop

understanding to improve and maintain

environmental performance as required by a

practicing or potential middle manager.

Unit review date 31 March 2017

500





Links to Management & Leadership 2008 NOS:



appropriate)



required)



required)







Indicative Content:

1

The business case for responding to the challenges of sustainability: o Financial pressures and incentives to go green o Reputation o Legislation from UK and Europe

Triple bottom line reporting: profit, people and planet

Legislative requirements

Regulatory requirements for specific industrial / commercial operations such as Packaging Waste Regulations, Electrical and Electronic Equipment Regulations

Environmental Standards such as ISO14001, Eco-Management Audit System (EMAS), Energy Efficiency Scheme

Environmental responsibilities in manager’s role, such as procurement, internal and external customers and suppliers, eco-design and development, energy awareness, identification and management of waste streams, excess materials, operations, heat / energy loss

Reduction of carbon footprint (Carbon Reduction Commitment), alternative sources of heating and lighting and the use of eco-efficient equipment

2

Environmental Management Systems (EMS) and EMS standards such as the British Standard BS7750 (BS11992), the European Eco-Management and Audit Scheme for Industry (CEC, 1993) and the DoE Eco-Management and Audit Scheme for UK Local Authorities (DoE,1995)

Environmental audit practice and procedures and methodologies Reasons for environmental audits, such as compliance with legislation, pressure from

501

customers and/or suppliers, demonstration of environmental concern and responsible environmental activity to the public

Benefits of environmental audits such as compliance with laws, regulations and standards and company policies and the requirements of an Environmental Management System (EMS) standard

502

ASSIGNMENT TASK for Unit - Improving and maintaining the organisation’s environmental performance



TASK The purpose of this unit is to develop understanding to improve and maintain environmental performance as required by a practicing or potential middle manager. NOTE An ILM Assessment Task provides an opportunity to relate your learning directly to your current organisation. It is recommended that you discuss the assignment with your line manager to explore and agree how the task could be used to support the needs of your employer (as well as evidencing your learning as part of completing your ILM qualification). If you are not currently working within an organisation, then you may complete this task in relation to an organisation with which you are familiar. This could include experience working in a voluntary capacity. NOTE: You should plan to spend approximately 29 hours researching your workplace context, preparing for and writing or presenting the outcomes of this assignment for assessment. The nominal word count for this assignment is 3500 words: The suggested range is between 3000 and 4000 words, however individuals have different writing styles, and there is no penalty if the word-count range is exceeded.


Understand the strategic context of environmental sustainability The first part of this task is to provide an account of a range of environmental sustainability practices to explain why environmental sustainability is a strategic issue for the organisation in the context of the organisation’s purpose and activities. You are then required to:

Use a combination of evidence and practice to review current legislative requirements and codes of practice in order to make a judgement as to their impact on the organisation

Evaluate the organisation’s current environmental sustainability strategy or policy or standards to ascertain its usefulness and to recommend appropriate and realistic improvements with precise outcomes

Explain why environmental

sustainability is a strategic issue in the context of the organisation’s purpose and activities (16 marks)

Review current legislative requirements and codes of practice associated with environmental sustainability that impact on the organisation (16 marks)

Evaluate the organisation’s current environmental sustainability strategy, policy or standards (16 marks)

Recommend improvements to the organisation’s current environmental sustainability strategy, policy or standards (8 marks)

Understand how to identify and resolve environmental problems and issues through environmental audit The final part of this task requires you to undertake an environmental audit or baseline environmental audit appropriate to the circumstances in own area of responsibility to improve environmental performance using a methodology appropriate for the type of audit undertaken. You are then required to produce a formal post-audit Report

Undertake an environmental audit or

baseline environmental audit using an appropriate methodology in own area of responsibility to improve environmental performance (20 marks)

Produce a formal post-audit Report comprising evaluation of findings, recommendations, action plan and monitoring and review techniques used to maintain improvements (24 marks)

503

based on the environmental audit or baseline audit that includes evaluation of findings, recommendations, action plan and monitoring and review techniques used to maintain improvements.


504

MARK SHEET – Improving and maintaining the organisation’s environmental performance













Learning Outcome / Section 1: Understand the strategic context of environmental sustainability




AC 1.1 Explain why environmental

sustainability is a strategic issue in the context of the organisation’s purpose and activities


Why environmental sustainability is a strategic issue in the context of the organisation’s purpose and activities is not explained, or the explanation is incorrect, inappropriate or deficient, or environmental sustainability is explained in generic terms with no reference to the organisation’s purpose and activities

Environmental sustainability is merely defined or discussed with no account of environmental sustainability practices to explain why it is a strategic issue in the context of the

A limited but sufficient and correct account of a narrow but sufficient range of environmental sustainability practices is provided to explain why environmental sustainability is a strategic issue for the organisation, although the business case for the practices explained is imprecise in the context of the organisation’s purpose and activities

A comprehensive account of a wide and relevant range of environmental sustainability practices is provided to explain why environmental sustainability is a strategic issue for the organisation, and the business case for the practices explained is detailed and fully within the context of the organisation’s purpose and activities

505

organisation’s purpose and activities

/ 16 (min. of 8)

Pass or Referral

AC 1.2 Review current legislative

requirements and codes of practice associated with environmental sustainability that impact on the organisation


Current legislative requirements and codes of practice associated with environmental sustainability that impact on the organisation are not reviewed, or the review is incorrect, inappropriate or deficient

Current legislative requirements and codes of practice are merely stated or described with no review using a combination of evidence and practice to make a judgement as to their impact on the organisation

A combination of evidence and practice is used to review a narrow but sufficient range of current legislative requirements and codes of practice in order to make a limited but sufficient judgement as to their impact on the organisation, although the evidence base is narrow and/or not quantified

A combination of evidence and practice is used to comprehensively review a wide and relevant range of current legislative requirements and codes of practice in order to make a rigorous and quantified judgement as to their impact on the organisation

/ 16 (min. of 8)

Pass or Referral

AC 1.3 Evaluate the organisation’s

current environmental sustainability strategy, policy or standards


The organisation’s current environmental sustainability strategy or policy or standards is not evaluated, or the evaluation is incorrect, inappropriate or deficient, or the current environmental sustainability strategy or policy or standards is merely described or explained with no evaluation to ascertain its usefulness and to provide a solution or conclusions

The organisation’s current environmental sustainability strategy or policy or standards is correctly and appropriately evaluated to ascertain its usefulness and to provide a limited solution or conclusions, although the evidence base for the evaluation is limited

The organisation’s current environmental sustainability strategy or policy or standards is correctly and appropriately evaluated using a wide and objective evidence base to ascertain its usefulness and to provide a detailed solution or conclusions

/ 16 (min. of 8)

Pass or Referral

AC 1.4 Recommend improvements

to the organisation’s current


Improvements to the organisation’s current

Appropriate and realistic improvements to the organisation’s current


506

environmental sustainability strategy, policy or standards

environmental sustainability strategy or policy or standards are not recommended, or the recommendations are not based on a correct, appropriate and sufficient evaluation, or recommendations are unrealistic and/or do not lead to an improvement

environmental sustainability strategy or policy or standards are recommended and are realistic and are based on a correct, appropriate and sufficient evaluation, although the outcomes of the recommended improvements are imprecise

environmental sustainability strategy or policy or standards with clearly-defined outcomes resulting from the improvements are recommended and are based on a correct, appropriate and sufficient evaluation

/ 8 (min. of 4)

Pass or Referral


Learning Outcome / Section 2: Understand how to identify and resolve environmental problems and issues through environmental audit




AC 2.1 Undertake an environmental

audit or baseline environmental audit using an appropriate methodology in own area of responsibility to improve environmental performance


An environmental audit or baseline environmental audit has not been undertaken, or the methodology is incorrect or inappropriate for the type of audit undertaken, or the environmental audit is not appropriate to the particular circumstances, or the environmental audit is not undertaken in own area of responsibility to improve environmental performance

A limited but sufficient environmental audit or baseline environmental audit appropriate to the circumstances has been undertaken in own area of responsibility to improve environmental performance using a methodology appropriate for the type of audit undertaken

A comprehensive environmental audit or baseline environmental audit appropriate to the circumstances has been undertaken in own area of responsibility to improve environmental performance using a methodology appropriate for the type of audit undertaken

/ 20


AC 2.2 Produce a formal post-audit

Report comprising evaluation of findings, recommendations, action plan and monitoring and review techniques used to maintain improvements


A formal post-audit Report has not been produced, or the post-audit Report is incorrect or inappropriate, or the post-audit Report is insufficiently based on the environmental audit or baseline audit

The post-audit Report

A limited but sufficient formal post-audit Report based on the environmental audit or baseline audit has been produced that includes evaluation of findings, recommendations, action plan and monitoring and review techniques used to

A detailed and professional post-audit Report based on the environmental audit or baseline audit has been produced that includes evaluation of findings, recommendations, action plan and monitoring and review techniques used to

507

does not include evaluation of findings and recommendations and action plan and monitoring and review techniques used to maintain improvements, or the post-audit Report is deficient in one or more of those areas

The post-audit Report is poorly presented and lacks the presentation and protocols expected of a professional formal Report

maintain improvements, although the Report requires additional work to attain the standard of a professional formal Report

maintain improvements

/ 24 (min. of 12)

Pass or Referral


/ 100

TOTAL MARKS






508

MARK SHEET – Improving and maintaining the organisation’s environmental performance













Learning Outcome / Section 1: Understand the strategic context of environmental sustainability




AC 1.1 Explain why environmental

sustainability is a strategic issue in the context of the organisation’s purpose and activities


Why environmental sustainability is a strategic issue in the context of the organisation’s purpose and activities is not explained, or the explanation is incorrect, inappropriate or deficient, or environmental sustainability is explained in generic terms with no reference to the organisation’s purpose and activities

Environmental sustainability is merely defined or discussed with no account of environmental sustainability practices to explain why it is a strategic issue in the context of the

A limited but sufficient and correct account of a narrow but sufficient range of environmental sustainability practices is provided to explain why environmental sustainability is a strategic issue for the organisation, although the business case for the practices explained is imprecise in the context of the organisation’s purpose and activities

A comprehensive account of a wide and relevant range of environmental sustainability practices is provided to explain why environmental sustainability is a strategic issue for the organisation, and the business case for the practices explained is detailed and fully within the context of the organisation’s purpose and activities

509

organisation’s purpose and activities

/ 16 (min. of 8)

Pass or Referral

AC 1.2 Review current legislative

requirements and codes of practice associated with environmental sustainability that impact on the organisation


Current legislative requirements and codes of practice associated with environmental sustainability that impact on the organisation are not reviewed, or the review is incorrect, inappropriate or deficient

Current legislative requirements and codes of practice are merely stated or described with no review using a combination of evidence and practice to make a judgement as to their impact on the organisation

A combination of evidence and practice is used to review a narrow but sufficient range of current legislative requirements and codes of practice in order to make a limited but sufficient judgement as to their impact on the organisation, although the evidence base is narrow and/or not quantified

A combination of evidence and practice is used to comprehensively review a wide and relevant range of current legislative requirements and codes of practice in order to make a rigorous and quantified judgement as to their impact on the organisation

/ 16 (min. of 8)

Pass or Referral

AC 1.3 Evaluate the organisation’s

current environmental sustainability strategy, policy or standards


The organisation’s current environmental sustainability strategy or policy or standards is not evaluated, or the evaluation is incorrect, inappropriate or deficient, or the current environmental sustainability strategy or policy or standards is merely described or explained with no evaluation to ascertain its usefulness and to provide a solution or conclusions

The organisation’s current environmental sustainability strategy or policy or standards is correctly and appropriately evaluated to ascertain its usefulness and to provide a limited solution or conclusions, although the evidence base for the evaluation is limited

The organisation’s current environmental sustainability strategy or policy or standards is correctly and appropriately evaluated using a wide and objective evidence base to ascertain its usefulness and to provide a detailed solution or conclusions

/ 16 (min. of 8)

Pass or Referral


to the organisation’s current


Improvements to the organisation’s current



510

environmental sustainability strategy, policy or standards

environmental sustainability strategy or policy or standards are not recommended, or the recommendations are not based on a correct, appropriate and sufficient evaluation, or recommendations are unrealistic and/or do not lead to an improvement

environmental sustainability strategy or policy or standards are recommended and are realistic and are based on a correct, appropriate and sufficient evaluation, although the outcomes of the recommended improvements are imprecise

environmental sustainability strategy or policy or standards with clearly-defined outcomes resulting from the improvements are recommended and are based on a correct, appropriate and sufficient evaluation

/ 8 (min. of 4)

Pass or Referral


Learning Outcome / Section 2: Understand how to identify and resolve environmental problems and issues through environmental audit




AC 2.1 Undertake an environmental

audit or baseline environmental audit using an appropriate methodology in own area of responsibility to improve environmental performance


An environmental audit or baseline environmental audit has not been undertaken, or the methodology is incorrect or inappropriate for the type of audit undertaken, or the environmental audit is not appropriate to the particular circumstances, or the environmental audit is not undertaken in own area of responsibility to improve environmental performance

A limited but sufficient environmental audit or baseline environmental audit appropriate to the circumstances has been undertaken in own area of responsibility to improve environmental performance using a methodology appropriate for the type of audit undertaken

A comprehensive environmental audit or baseline environmental audit appropriate to the circumstances has been undertaken in own area of responsibility to improve environmental performance using a methodology appropriate for the type of audit undertaken

/ 20


AC 2.2 Produce a formal post-audit

Report comprising evaluation of findings, recommendations, action plan and monitoring and review techniques used to maintain improvements


A formal post-audit Report has not been produced, or the post-audit Report is incorrect or inappropriate, or the post-audit Report is insufficiently based on the environmental audit or baseline audit

The post-audit Report

A limited but sufficient formal post-audit Report based on the environmental audit or baseline audit has been produced that includes evaluation of findings, recommendations, action plan and monitoring and review techniques used to

A detailed and professional post-audit Report based on the environmental audit or baseline audit has been produced that includes evaluation of findings, recommendations, action plan and monitoring and review techniques used to

511

does not include evaluation of findings and recommendations and action plan and monitoring and review techniques used to maintain improvements, or the post-audit Report is deficient in one or more of those areas

The post-audit Report is poorly presented and lacks the presentation and protocols expected of a professional formal Report

maintain improvements, although the Report requires additional work to attain the standard of a professional formal Report

maintain improvements

/ 24 (min. of 12)

Pass or Referral


/ 100

TOTAL MARKS






512

Title: Managing remote workers

Level: 5

Credit value: 5



1. Understand the different forms of

remote working that can best apply for business/enterprise requirements

1.1

1.2

1.3

Describe the differences between a range of remote working practices Describe an organisation’s policy for addressing remote working practices Explain the contractual requirements that an organisation will require to ensure the remote worker achieves agreed or prescribed goals and objectives

2. Be able to apply the legislative and

regulatory requirements for remote working

2.1 2.2

Explain the Health and Safety legislative requirements that apply to remote working practices including the use of IT equipment Explain the requirements of the Data Protection Act that impact on remote working practices

3. Understand the benefits and

disadvantages from managing remote workers

3.1

3.2

3.3

Describe the advantages of remote working for the employer / contractor and the remote worker Describe the disadvantages that remote working brings for the employer / contractor and the remote worker Explain the difficulties that a middle manager can experience from managing remote workers


Unit purpose and aim(s) The aim of this unit is to develop ability to

effectively manage staff who work remotely

from their organisation’s usual place of

business or for those who have set up a

business/enterprise working either from home

513

or a managed facility.







NOS:



appropriate)



required)



required)







Indicative Content:

1 ‘Remote working’ by employees who work away from an organisation's main site,

such as home, from a remote office, or on the move

Flexible working, flexi-time, annualised hours, compressed hours, staggered hours

Obligations to the contactor / client, responsibility and authority, terms and conditions and contract of employment

Employment rights and legal status of the enterprise

2 Managing for health and safety and relevant health and safety legislation such as

Health & Safety at Work Act 1974, Management of Health & Safety at Work Regulations1999, The Health and Safety (Display Screen Equipment) Regulations 1992, relevant Codes of Practice

Data Protection Act 1998 Regulatory requirements for service delivery to client, customer and/or contractor

3 Advantages and disadvantages of remote working for the employer / contractor and

the remote worker

Planning, organisation, motivation and control of remote workers and remote working

514

practices

Implementing improvements to organisational policies and procedures for the planning, organisation, motivation and control of remote workers

515

ASSIGNMENT TASK for Unit - Managing remote workers



TASK The purpose of this unit is to develop ability to effectively manage staff who work remotely from their organisation’s usual place of business or for those who have set up a business/enterprise working either from home or a managed facility. NOTE An ILM Assessment Task provides an opportunity to relate your learning directly to your current organisation. It is recommended that you discuss the assignment with your line manager to explore and agree how the task could be used to support the needs of your employer (as well as evidencing your learning as part of completing your ILM qualification). If you are not currently working within an organisation, then you may complete this task in relation to an organisation with which you are familiar. This could include experience working in a voluntary capacity. NOTE: You should plan to spend approximately 23 hours researching your workplace context, preparing for and writing or presenting the outcomes of this assignment for assessment. The nominal word count for this assignment is 2500 words: The suggested range is between 2000 and 3000 words, however individuals have different writing styles, and there is no penalty if the word-count range is exceeded.


Understand the different forms of remote working that can best apply for business/enterprise requirements The first part of this task is to provide an account of the principal features of a range of remote working practices in order to describe the differences between them. You are then required to:

Provide an account of the principal features of an organisation’s policy for addressing the practices of remote working

Provide an account of the contractual requirements that an organisation will require for remote workers that explains how the contractual requirements will work to ensure the remote worker achieves agreed or prescribed goals and objectives

Describe the differences between a

range of remote working practices (12 marks)

Describe an organisation’s policy for addressing remote working practices (12 marks)

Explain the contractual requirements that an organisation will require to ensure the remote worker achieves agreed or prescribed goals and objectives (16 marks)

Be able to apply the legislative and regulatory requirements for remote working The second part of this task requires you to provide an account of a range of relevant and appropriate Health and Safety legislative requirements, including the use of IT equipment, in order to explain the reasons why the requirements apply to remote working practices specifically. You are then required to provide an account of relevant requirements of the Data Protection Act in order to explain why the requirements impact on remote working practices specifically.

Explain the Health and Safety

legislative requirements that apply to remote working practices including the use of IT equipment (16 marks)

Explain the requirements of the Data Protection Act that impact on remote working practices (16 marks)

516

Understand the benefits and disadvantages from managing remote workers The final part of this task requires you to provide an account of the principal features of remote working that both describes the advantages of remote working for the employer / contractor and the remote worker and, secondly, describes the disadvantages that remote working brings for the employer / contractor and the remote worker. You are then required to provide an account of the practices involved in managing remote workers that explains the difficulties that a middle manager can experience.

Describe the advantages of remote working for the employer / contractor and the remote worker (8 marks)

Describe the disadvantages that remote working brings for the employer / contractor and the remote worker (8 marks)

Explain the difficulties that a middle manager can experience from managing remote workers (12 marks)


517

MARK SHEET – Managing remote workers













Learning Outcome / Section 1: Understand the different forms of remote working that can best apply for business/enterprise requirements




AC 1.1 Describe the differences

between a range of remote working practices


The differences between a range of remote working practices are not described, or the descriptions are incorrect or deficient, or the remote working practices are incorrect, or the range of remote working practices is insufficient

A range of remote working practices is merely listed with no account of the principal features of the working practices to describe the differences between them

A limited but sufficient and correct account of the principal features of a narrow but sufficient range of appropriate remote working practices correctly describes the differences between the working practices, although the context provided for the remote working practices is limited but sufficient

A comprehensive and correct account of the principal features of a wide and diverse range of appropriate remote working practices correctly describes the differences between the working practices within a detailed and appropriate context

/ 12 (min. of 6)

Pass or Referral

AC 1.2 Describe an organisation’s


An organisation’s policy for A limited but sufficient and correct account of the

A comprehensive and correct account of the

518

policy for addressing remote working practices

addressing the practices of remote working is not described, or the policy described is incorrect, inappropriate or deficient, or the policy is merely stated with no description of its principal features

principal features of an appropriate organisational policy for addressing the practices of remote working is described, although the context is limited but sufficient and/or the application of the policy is imprecise

principal features and precise application of an appropriate organisational policy for addressing the practices of remote working is described within a detailed and appropriate context

/ 12 (min. of 6)

Pass or Referral

AC 1.3 Explain the contractual

requirements that an organisation will require to ensure the remote worker achieves agreed or prescribed goals and objectives


The contractual requirements that an organisation will require to ensure the remote worker achieves agreed or prescribed goals and objectives is not explained, or the explanation is incorrect, inappropriate or deficient, or contractual requirements are merely described with no explanation as to how they will work to ensure the remote worker achieves agreed or prescribed goals and objectives

A limited but sufficient and correct account of the contractual requirements that an organisation will require is provided that explains how the contractual requirements will work to ensure the remote worker achieves agreed or prescribed goals and objectives, although the context is limited but sufficient and/or agreed or prescribed goals and objectives are imprecise

A comprehensive and correct account of the contractual requirements that an organisation will require is provided within a detailed and appropriate context that fully explains how the contractual requirements will work to ensure the remote worker achieves precisely-defined agreed or prescribed goals and objectives

/ 16 (min. of 8)

Pass or Referral


Learning Outcome / Section 2: Be able to apply the legislative and regulatory requirements for remote working




AC 2.1 Explain the Health and

Safety legislative requirements that apply to remote working practices including the use of IT equipment


Health and Safety legislative requirements that apply to remote working practices are not explained, or the explanation is incorrect or deficient, or the explanation does not include the use of IT

A limited but sufficient and correct account of a limited but sufficient range of relevant and appropriate Health and Safety legislative requirements, including the use of IT equipment, is provided to explain the

A comprehensive and correct account of a full range of relevant and appropriate Health and Safety legislative requirements, including the use of IT equipment, is provided within a detailed context to explain

519

equipment, or the range of Health and Safety legislative requirements is deficient or inappropriate

Health and Safety legislative requirements that apply to remote working practices are merely listed or described with no explanation as to the reasons why they apply to remote working practices specifically

reasons why the practices apply to remote working practices specifically, although the context provided is limited but sufficient

the reasons why the practices apply to remote working practices specifically

/ 16 (min. of 8)

Pass or Referral

AC 2.2 Explain the requirements of

the Data Protection Act that impact on remote working practices


Requirements of the Data Protection Act that impact on remote working practices are not explained, or the explanation is incorrect or deficient, or the range of requirements is deficient or inappropriate

Requirements of the Data Protection Act that impact on remote working practices are merely listed or described with no explanation as to the reasons why they apply to remote working practices specifically

A limited but sufficient and correct account of the requirements of the Data Protection Act that impact on remote working practices is provided to explain the reasons why the requirements impact on remote working practices specifically, although the context provided is limited but sufficient

A comprehensive and correct account of the requirements of the Data Protection Act that impact on remote working practices is provided within a detailed context to explain the reasons why the requirements impact on remote working practices specifically

/ 16 (min. of 8)

Pass or Referral


Learning Outcome / Section 3: Understand the benefits and disadvantages from managing remote workers




AC 3.1 Describe the advantages of

remote working for the employer / contractor and the


The advantages of remote working for the employer / contractor and the remote worker are not

A limited but sufficient and correct account of their principal features is provided to describe a

A comprehensive and correct account of their principal features is provided within a detailed

520

remote worker

described, or advantages for the employer / contractor or the remote worker are described but not both, or the range of advantages provided is insufficient

The advantages described are incorrect or inappropriate, or the descriptions are inappropriate or deficient, or advantages are merely listed with no account provided to describe their principal features

narrow but sufficient range of correct and appropriate advantages of remote working for the employer / contractor and the remote worker, although the context provided is limited but sufficient

context to describe a full range of correct and appropriate advantages of remote working for the employer / contractor and the remote worker

/ 8 (min. of 4)

Pass or Referral

AC 3.2 Describe the disadvantages

that remote working brings for the employer / contractor and the remote worker


The disadvantages that remote working brings for the employer / contractor and the remote worker are not described, or the disadvantages for the employer / contractor or the remote worker are described but not both, or the range of disadvantages provided is insufficient

The disadvantages described are incorrect or inappropriate, or the descriptions are inappropriate or deficient, or disadvantages are merely listed with no account provided to describe their principal features

A limited but sufficient and correct account of their principal features is provided to describe a narrow but sufficient range of correct and appropriate disadvantages that remote working brings for the employer / contractor and the remote worker, although the context provided is limited but sufficient

A comprehensive and correct account of their principal features is provided within a detailed context to describe a full range of correct and appropriate disadvantages that remote working brings for the employer / contractor and the remote worker

/ 8 (min. of 4)

Pass or Referral

AC 3.3 Explain the difficulties that a

middle manager can experience from managing remote workers


The difficulties that a middle manager can experience from managing remote workers is not explained, or the explanation is incorrect or

A limited but sufficient and correct account of a limited but sufficient range of the practices involved in managing remote workers that explains the difficulties that a middle

A comprehensive and correct account of a full range of diverse practices involved in managing remote workers is provided that explains the difficulties that a middle

521

deficient, or the range of difficulties is insufficient, or the difficulties explained are incorrect or inappropriate

The difficulties that a middle manager can experience from managing remote workers are merely listed or described with no account of the practices involved in managing remote workers that explains the difficulties that a middle manager can experience

manager can experience is provided, although the context is limited but sufficient

manager can experience within a detailed context

/ 12 (min. of 6)

Pass or Referral


/ 100

TOTAL MARKS






522

MARK SHEET – Managing remote workers













Learning Outcome / Section 1: Understand the different forms of remote working that can best apply for business/enterprise requirements




AC 1.1 Describe the differences

between a range of remote working practices


The differences between a range of remote working practices are not described, or the descriptions are incorrect or deficient, or the remote working practices are incorrect, or the range of remote working practices is insufficient

A range of remote working practices is merely listed with no account of the principal features of the working practices to describe the differences between them

A limited but sufficient and correct account of the principal features of a narrow but sufficient range of appropriate remote working practices correctly describes the differences between the working practices, although the context provided for the remote working practices is limited but sufficient

A comprehensive and correct account of the principal features of a wide and diverse range of appropriate remote working practices correctly describes the differences between the working practices within a detailed and appropriate context

/ 12 (min. of 6)

Pass or Referral

AC 1.2 Describe an organisation’s


An organisation’s policy for A limited but sufficient and correct account of the

A comprehensive and correct account of the

523

policy for addressing remote working practices

addressing the practices of remote working is not described, or the policy described is incorrect, inappropriate or deficient, or the policy is merely stated with no description of its principal features

principal features of an appropriate organisational policy for addressing the practices of remote working is described, although the context is limited but sufficient and/or the application of the policy is imprecise

principal features and precise application of an appropriate organisational policy for addressing the practices of remote working is described within a detailed and appropriate context

/ 12 (min. of 6)

Pass or Referral

AC 1.3 Explain the contractual

requirements that an organisation will require to ensure the remote worker achieves agreed or prescribed goals and objectives


The contractual requirements that an organisation will require to ensure the remote worker achieves agreed or prescribed goals and objectives is not explained, or the explanation is incorrect, inappropriate or deficient, or contractual requirements are merely described with no explanation as to how they will work to ensure the remote worker achieves agreed or prescribed goals and objectives

A limited but sufficient and correct account of the contractual requirements that an organisation will require is provided that explains how the contractual requirements will work to ensure the remote worker achieves agreed or prescribed goals and objectives, although the context is limited but sufficient and/or agreed or prescribed goals and objectives are imprecise

A comprehensive and correct account of the contractual requirements that an organisation will require is provided within a detailed and appropriate context that fully explains how the contractual requirements will work to ensure the remote worker achieves precisely-defined agreed or prescribed goals and objectives

/ 16 (min. of 8)

Pass or Referral


Learning Outcome / Section 2: Be able to apply the legislative and regulatory requirements for remote working




AC 2.1 Explain the Health and

Safety legislative requirements that apply to remote working practices including the use of IT equipment


Health and Safety legislative requirements that apply to remote working practices are not explained, or the explanation is incorrect or deficient, or the explanation does not include the use of IT

A limited but sufficient and correct account of a limited but sufficient range of relevant and appropriate Health and Safety legislative requirements, including the use of IT equipment, is provided to explain the

A comprehensive and correct account of a full range of relevant and appropriate Health and Safety legislative requirements, including the use of IT equipment, is provided within a detailed context to explain

524

equipment, or the range of Health and Safety legislative requirements is deficient or inappropriate

Health and Safety legislative requirements that apply to remote working practices are merely listed or described with no explanation as to the reasons why they apply to remote working practices specifically

reasons why the practices apply to remote working practices specifically, although the context provided is limited but sufficient

the reasons why the practices apply to remote working practices specifically

/ 16 (min. of 8)

Pass or Referral

AC 2.2 Explain the requirements of

the Data Protection Act that impact on remote working practices


Requirements of the Data Protection Act that impact on remote working practices are not explained, or the explanation is incorrect or deficient, or the range of requirements is deficient or inappropriate

Requirements of the Data Protection Act that impact on remote working practices are merely listed or described with no explanation as to the reasons why they apply to remote working practices specifically

A limited but sufficient and correct account of the requirements of the Data Protection Act that impact on remote working practices is provided to explain the reasons why the requirements impact on remote working practices specifically, although the context provided is limited but sufficient

A comprehensive and correct account of the requirements of the Data Protection Act that impact on remote working practices is provided within a detailed context to explain the reasons why the requirements impact on remote working practices specifically

/ 16 (min. of 8)

Pass or Referral


Learning Outcome / Section 3: Understand the benefits and disadvantages from managing remote workers




AC 3.1 Describe the advantages of

remote working for the employer / contractor and the


The advantages of remote working for the employer / contractor and the remote worker are not

A limited but sufficient and correct account of their principal features is provided to describe a

A comprehensive and correct account of their principal features is provided within a detailed

525

remote worker

described, or advantages for the employer / contractor or the remote worker are described but not both, or the range of advantages provided is insufficient

The advantages described are incorrect or inappropriate, or the descriptions are inappropriate or deficient, or advantages are merely listed with no account provided to describe their principal features

narrow but sufficient range of correct and appropriate advantages of remote working for the employer / contractor and the remote worker, although the context provided is limited but sufficient

context to describe a full range of correct and appropriate advantages of remote working for the employer / contractor and the remote worker

/ 8 (min. of 4)

Pass or Referral

AC 3.2 Describe the disadvantages

that remote working brings for the employer / contractor and the remote worker


The disadvantages that remote working brings for the employer / contractor and the remote worker are not described, or the disadvantages for the employer / contractor or the remote worker are described but not both, or the range of disadvantages provided is insufficient

The disadvantages described are incorrect or inappropriate, or the descriptions are inappropriate or deficient, or disadvantages are merely listed with no account provided to describe their principal features

A limited but sufficient and correct account of their principal features is provided to describe a narrow but sufficient range of correct and appropriate disadvantages that remote working brings for the employer / contractor and the remote worker, although the context provided is limited but sufficient

A comprehensive and correct account of their principal features is provided within a detailed context to describe a full range of correct and appropriate disadvantages that remote working brings for the employer / contractor and the remote worker

/ 8 (min. of 4)

Pass or Referral

AC 3.3 Explain the difficulties that a

middle manager can experience from managing remote workers


The difficulties that a middle manager can experience from managing remote workers is not explained, or the explanation is incorrect or

A limited but sufficient and correct account of a limited but sufficient range of the practices involved in managing remote workers that explains the difficulties that a middle

A comprehensive and correct account of a full range of diverse practices involved in managing remote workers is provided that explains the difficulties that a middle

526

deficient, or the range of difficulties is insufficient, or the difficulties explained are incorrect or inappropriate

The difficulties that a middle manager can experience from managing remote workers are merely listed or described with no account of the practices involved in managing remote workers that explains the difficulties that a middle manager can experience

manager can experience is provided, although the context is limited but sufficient

manager can experience within a detailed context

/ 12 (min. of 6)

Pass or Referral


/ 100

TOTAL MARKS






527

Title: Partnership working

Level: 5

Credit value: 4



1. Understand the principles of partnership working

1.1 1.2

Explain the differences between strategic and operational partnerships

Explain the key principles for establishing effective partnership working at strategic and operational levels

2. Understand how to meet the needs and expectations of partners

2.1 2.2 2.3 2.4

Explain how effective partnerships can be formed between stakeholders with a shared interest Analyse prospective partner interests and expectations for your organisation Assess the long and short term benefits to be gained from effective partnership working in your organisation Explain how barriers to effective partnership working might be overcome

3. Understand how to reach a partnership

working agreement

3.1 3.2

Evaluate the process for establishing trust and agreement on the partnership’s aims and objectives Evaluate monitoring and review processes and procedures for the achievement of agreed goals and objectives of an effective partnership working arrangement



understanding and ability to work with partner

organisations to achieve a common goal.


528








appropriate)



required)



required)







Indicative Content:

1

Key principles of partnership working such as openness, trust and honesty between partners, agreed shared goals and values, regular communication between partners

Process for working partnership development, informal and integrated working partnerships

Levels or degrees of partnership and strategic and operational ‘fit’

Strategic / Operational partnership working arrangements and differences such as their aims and objectives, commissioning and management arrangements, arrangements for sharing information, monitoring and evaluation

2

Benefits of partnership working such as tackling complex problems that cross organisational boundaries, better co-ordination of product or service change, pooling learning, resources (including financial) and expertise, gaining improved access to financial resources, responding to a perceived threat, increasing joint market share or competitive advantage, collaboration on new joint project beyond the capabilities of a single organisation

Risks of partnership working and barriers to partnership working such as loss of reputation if a partner fails to deliver agreed outcomes, potential loss of intellectual property, different cultures and imperatives leading to conflicts of interest, employee turnover, reluctance to share information and data, lack of time available to commit to the partnership, misconceptions or previous negative experiences

3

Negotiation skills for reaching a partnership working agreement

529

Features of a partnership working agreement such as level of formality, shared purpose underpinning the collaboration, specific objectives, partners’ individual vision, mission and values, benefits of collaboration to each partner, length of the collaboration, roles and responsibilities, arrangements and processes for communication, monitoring and audit

530

ASSIGNMENT TASK for Unit - Partnership Working



TASK The purpose of this unit is to develop understanding and ability to work with partner organisations to achieve a common goal. NOTE An ILM Assessment Task provides an opportunity to relate your learning directly to your current organisation. It is recommended that you discuss the assignment with your line manager to explore and agree how the task could be used to support the needs of your employer (as well as evidencing your learning as part of completing your ILM qualification). If you are not currently working within an organisation, then you may complete this task in relation to an organisation with which you are familiar. This could include experience working in a voluntary capacity. NOTE: You should plan to spend approximately 23 hours researching your workplace context, preparing for and writing or presenting the outcomes of this assignment for assessment. The nominal word count for this assignment is 2500 words: The suggested range is between 2000 and 3000 words, however individuals have different writing styles, and there is no penalty if the word-count range is exceeded.


Understand the principles of partnership working

The first part of this task is to provide an account of the practices of strategic and operational partnerships in order to explain the differences between the two. You are then required to provide an account of the key principles for establishing effective partnership working at strategic and operational levels that correctly explains how the key principles work.

Explain the differences between

strategic and operational partnerships (8 marks)

Explain the key principles for establishing effective partnership working at strategic and operational levels (12 marks)

Understand how to meet the needs and expectations of partners The second part of the task requires you to provide an account of the practices associated with forming effective partnerships between stakeholders with a shared interest in order to provide an explanation of how effective partnerships can be formed. You are then required to:

Analyse prospective partner interests and expectations for your organisation to determine their essential features and to draw conclusions

Use appropriate criteria and evidence to assess and make a judgement on long and short term benefits to be gained from effective partnership working in your organisation

Explain how a range of relevant barriers to effective partnership working might be overcome

Explain how effective partnerships can

be formed between stakeholders with a shared interest (8 marks)

Analyse prospective partner interests and expectations for your organisation (16 marks)

Assess the long and short term benefits to be gained from effective partnership working in your organisation (16 marks)

Explain how barriers to effective partnership working might be overcome (8 marks)

531

Understand how to reach a partnership working agreement The final part of the task requires you to:

Evaluate the issues around the process for establishing trust and agreement on the partnership’s aims and objectives in order to provide a solution, conclusion and/or recommendations

Evaluate the issues around monitoring and review processes and procedures for the achievement of agreed goals and objectives of an effective partnership working arrangement in order to provide a solution, conclusion and/or recommendations

Evaluate the process for establishing trust and agreement on the partnership’s aims and objectives (16 marks)

Evaluate monitoring and review processes and procedures for the achievement of agreed goals and objectives of an effective partnership working arrangement (16 marks)


532

MARK SHEET – Partnership Working













Learning Outcome / Section 1: Understand the principles of partnership working




AC 1.1 Explain the differences

between strategic and operational partnerships


The differences between strategic and operational partnerships are not explained, or the explanation is incorrect or insufficient, or strategic partnerships and operational partnerships are merely described with no account of the practices associated with each to explain the differences between the two

A limited but sufficient account is provided of the practices of strategic and operational partnerships to correctly explain the differences between the two, although the range of practices is limited but sufficient

A full account is provided of a comprehensive range of practices of strategic and operational partnerships to correctly explain the differences between the two

/ 8 (min. of 4)

Pass or Referral

AC 1.2 Explain the key principles for

establishing effective partnership working at strategic and operational levels


The key principles for establishing effective partnership working at strategic and operational levels are not explained, or

A limited but sufficient account is provided of the key principles for establishing effective partnership working at

A wide evidence base and detailed examples provide a comprehensive account of the key principles for establishing effective

533

the explanation is incorrect or insufficient, or the key principles for establishing effective partnership working at strategic or operational levels are explained, but not both

The key principles for establishing effective partnership working at strategic and operational levels are merely stated or described with no account provided to explain how the key principles work

strategic and operational levels that correctly explains how the key principles work, although the evidence base and/or examples provided for the explanation is limited but sufficient

partnership working at strategic and operational levels that correctly explains how the key principles work

/ 12 (min. of 6)

Pass or Referral


Learning Outcome / Section 2: Understand how to meet the needs and expectations of partners




AC 2.1 Explain how effective

partnerships can be formed between stakeholders with a shared interest


How effective partnerships can be formed between stakeholders with a shared interest is not explained, or the explanation is incorrect, inappropriate or insufficient, or how effective partnerships can be formed is merely stated with no account of the practices associated with forming effective partnerships to explain how it would be carried out

A limited but sufficient account of a narrow range of practices associated with forming effective partnerships between stakeholders with a shared interest provides a limited but correct and sufficient explanation of how effective partnerships can be formed, although what is meant and understood by ‘effective partnerships’ is imprecise

A full account of a wide range of practices associated with forming effective partnerships between stakeholders with a shared interest provides a comprehensive explanation of how precisely-defined effective partnerships can be formed

/ 8 (min. of 4)

Pass or Referral

AC 2.2 Analyse prospective partner

interests and expectations for your organisation

Referral [ca 4/16] Pass [8/16] Good Pass [ca. 12/16]

Prospective partner interests and expectations for your organisation have

Prospective partner interests and expectations for your organisation have been correctly and


534

not been analysed, or the analysis is incorrect, inappropriate or insufficient, or interests or expectations have been analysed, but not both

Prospective partner interests and expectations have been merely stated or described with no analysis to determine the essential features of prospective partner interests and expectations and to draw conclusions

appropriately analysed to determine their essential features and to draw limited but sufficient conclusions, although the evidence base for the analysis is limited

appropriately analysed using a wide evidence base to determine their essential features and to draw comprehensive conclusions

/ 16 (min. of 8)

Pass or Referral

AC 2.3 Assess the long and short

term benefits to be gained from effective partnership working in your organisation


Long and short term benefits to be gained from effective partnership working in your organisation have not been assessed, or the assessment is incorrect, inappropriate or insufficient, or long term or short term benefits have been assessed, but not both

Long and short term benefits to be gained are merely stated or described with no assessment using appropriate criteria to make a judgement

Long and short term benefits to be gained from effective partnership working in your organisation have correctly and appropriately assessed using a narrow range of appropriate criteria to make a limited judgement, although the evidence base for the assessment is limited and/or the criteria are imprecise

Long and short term benefits to be gained from effective partnership working in your organisation have correctly and appropriately assessed using a wide range of appropriate and precise objective criteria to make a full and rigorous judgement

/ 16 (min. of 8)

Pass or Referral

AC 2.4 Explain how barriers to

effective partnership working might be overcome


How barriers to effective partnership working might be overcome is not explained, or the explanation is incorrect, inappropriate or insufficient, or the range of barriers to effective partnership working is incorrect, insufficient or not

A limited but sufficient account is provided to correctly explain how in practice a narrow range of relevant barriers to effective partnership working might be overcome

A full account is provided to correctly explain how in practice a wide range of relevant barriers to effective partnership working might be overcome

535

relevant

How barriers to effective partnership working might be overcome is merely stated with no account provided to explain how overcoming the barriers would work

/ 8 (min. of 4)

Pass or Referral


Learning Outcome / Section 3: Understand how to reach a partnership working agreement




AC 3.1 Evaluate the process for

establishing trust and agreement on the partnership’s aims and objectives


The process for establishing trust and agreement on the partnership’s aims and objectives is not evaluated, or the evaluation is incorrect, inappropriate or deficient, or the process is merely stated or described with no evaluation of the issues around the process to provide a solution or conclusion and/or recommendations

A limited but sufficient, correct and appropriate evaluation of the issues around the process for establishing trust and agreement on the partnership’s aims and objectives is undertaken to provide a limited solution, conclusion and/or limited recommendations

A full, correct and appropriate evaluation of the issues around the process for establishing trust and agreement on the partnership’s aims and objectives is undertaken to provide a comprehensive solution, conclusion and/or comprehensive recommendations

/ 16 (min. of 8)

Pass or Referral

AC 3.2 Evaluate monitoring and

review processes and procedures for the achievement of agreed goals and objectives of an effective partnership working arrangement


Monitoring and review processes and procedures for the achievement of agreed goals and objectives of an effective partnership working arrangement are not evaluated, or the evaluation is incorrect, inappropriate or deficient, or the processes and procedures are merely

A limited but sufficient, correct and appropriate evaluation of the issues around monitoring and review processes and procedures for the achievement of agreed goals and objectives of an effective partnership working arrangement is undertaken to provide a limited solution,

A full, correct and appropriate evaluation of the issues around monitoring and review processes and procedures for the achievement of agreed goals and objectives of an effective partnership working arrangement is undertaken to provide a comprehensive solution,

536

stated or described with no evaluation of the issues around the processes to provide a solution or conclusion and/or recommendations

conclusion and/or limited recommendations

conclusion and/or comprehensive recommendations

/ 16 (min. of 8)

Pass or Referral


/ 100

TOTAL MARKS






537

MARK SHEET – Partnership Working













Learning Outcome / Section 1: Understand the principles of partnership working




AC 1.1 Explain the differences

between strategic and operational partnerships


The differences between strategic and operational partnerships are not explained, or the explanation is incorrect or insufficient, or strategic partnerships and operational partnerships are merely described with no account of the practices associated with each to explain the differences between the two

A limited but sufficient account is provided of the practices of strategic and operational partnerships to correctly explain the differences between the two, although the range of practices is limited but sufficient

A full account is provided of a comprehensive range of practices of strategic and operational partnerships to correctly explain the differences between the two

/ 8 (min. of 4)

Pass or Referral

AC 1.2 Explain the key principles for

establishing effective partnership working at strategic and operational levels


The key principles for establishing effective partnership working at strategic and operational levels are not explained, or

A limited but sufficient account is provided of the key principles for establishing effective partnership working at

A wide evidence base and detailed examples provide a comprehensive account of the key principles for establishing effective

538

the explanation is incorrect or insufficient, or the key principles for establishing effective partnership working at strategic or operational levels are explained, but not both

The key principles for establishing effective partnership working at strategic and operational levels are merely stated or described with no account provided to explain how the key principles work

strategic and operational levels that correctly explains how the key principles work, although the evidence base and/or examples provided for the explanation is limited but sufficient

partnership working at strategic and operational levels that correctly explains how the key principles work

/ 12 (min. of 6)

Pass or Referral


Learning Outcome / Section 2: Understand how to meet the needs and expectations of partners




AC 2.1 Explain how effective

partnerships can be formed between stakeholders with a shared interest


How effective partnerships can be formed between stakeholders with a shared interest is not explained, or the explanation is incorrect, inappropriate or insufficient, or how effective partnerships can be formed is merely stated with no account of the practices associated with forming effective partnerships to explain how it would be carried out

A limited but sufficient account of a narrow range of practices associated with forming effective partnerships between stakeholders with a shared interest provides a limited but correct and sufficient explanation of how effective partnerships can be formed, although what is meant and understood by ‘effective partnerships’ is imprecise

A full account of a wide range of practices associated with forming effective partnerships between stakeholders with a shared interest provides a comprehensive explanation of how precisely-defined effective partnerships can be formed

/ 8 (min. of 4)

Pass or Referral

AC 2.2 Analyse prospective partner

interests and expectations for your organisation


Prospective partner interests and expectations for your organisation have



539

not been analysed, or the analysis is incorrect, inappropriate or insufficient, or interests or expectations have been analysed, but not both

Prospective partner interests and expectations have been merely stated or described with no analysis to determine the essential features of prospective partner interests and expectations and to draw conclusions

appropriately analysed to determine their essential features and to draw limited but sufficient conclusions, although the evidence base for the analysis is limited

appropriately analysed using a wide evidence base to determine their essential features and to draw comprehensive conclusions

/ 16 (min. of 8)

Pass or Referral

AC 2.3 Assess the long and short

term benefits to be gained from effective partnership working in your organisation


Long and short term benefits to be gained from effective partnership working in your organisation have not been assessed, or the assessment is incorrect, inappropriate or insufficient, or long term or short term benefits have been assessed, but not both

Long and short term benefits to be gained are merely stated or described with no assessment using appropriate criteria to make a judgement

Long and short term benefits to be gained from effective partnership working in your organisation have correctly and appropriately assessed using a narrow range of appropriate criteria to make a limited judgement, although the evidence base for the assessment is limited and/or the criteria are imprecise

Long and short term benefits to be gained from effective partnership working in your organisation have correctly and appropriately assessed using a wide range of appropriate and precise objective criteria to make a full and rigorous judgement

/ 16 (min. of 8)

Pass or Referral

AC 2.4 Explain how barriers to

effective partnership working might be overcome


How barriers to effective partnership working might be overcome is not explained, or the explanation is incorrect, inappropriate or insufficient, or the range of barriers to effective partnership working is incorrect, insufficient or not

A limited but sufficient account is provided to correctly explain how in practice a narrow range of relevant barriers to effective partnership working might be overcome

A full account is provided to correctly explain how in practice a wide range of relevant barriers to effective partnership working might be overcome

540

relevant

How barriers to effective partnership working might be overcome is merely stated with no account provided to explain how overcoming the barriers would work

/ 8 (min. of 4)

Pass or Referral


Learning Outcome / Section 3: Understand how to reach a partnership working agreement




AC 3.1 Evaluate the process for

establishing trust and agreement on the partnership’s aims and objectives


The process for establishing trust and agreement on the partnership’s aims and objectives is not evaluated, or the evaluation is incorrect, inappropriate or deficient, or the process is merely stated or described with no evaluation of the issues around the process to provide a solution or conclusion and/or recommendations

A limited but sufficient, correct and appropriate evaluation of the issues around the process for establishing trust and agreement on the partnership’s aims and objectives is undertaken to provide a limited solution, conclusion and/or limited recommendations

A full, correct and appropriate evaluation of the issues around the process for establishing trust and agreement on the partnership’s aims and objectives is undertaken to provide a comprehensive solution, conclusion and/or comprehensive recommendations

/ 16 (min. of 8)

Pass or Referral

AC 3.2 Evaluate monitoring and

review processes and procedures for the achievement of agreed goals and objectives of an effective partnership working arrangement


Monitoring and review processes and procedures for the achievement of agreed goals and objectives of an effective partnership working arrangement are not evaluated, or the evaluation is incorrect, inappropriate or deficient, or the processes and procedures are merely

A limited but sufficient, correct and appropriate evaluation of the issues around monitoring and review processes and procedures for the achievement of agreed goals and objectives of an effective partnership working arrangement is undertaken to provide a limited solution,

A full, correct and appropriate evaluation of the issues around monitoring and review processes and procedures for the achievement of agreed goals and objectives of an effective partnership working arrangement is undertaken to provide a comprehensive solution,

541

stated or described with no evaluation of the issues around the processes to provide a solution or conclusion and/or recommendations

conclusion and/or limited recommendations

conclusion and/or comprehensive recommendations

/ 16 (min. of 8)

Pass or Referral


/ 100

TOTAL MARKS






542

Title: Understanding governance of organisations

Level: 5

Credit value: 6



1. Understand the role and

responsibilities of governance within an organisation.

1.1 1.2 1.3 1.4

Describe governance as it applies to an organisation that you are familiar with Describe the range of trustees’ responsibilities within the governing body of an organisation Explain the organisation’s committee / sub-committee structure for delegating identified roles and responsibilities relating to governance Compare the main responsibilities of the governing body with those of the organisation’s management team

2. Understand the legal and financial

undertakings of a governing body.

2.1 2.2

Evaluate the procedures in place that ensure compliance with legal and regulatory requirements of governance Evaluate the effectiveness of organisation’s procedures for reviewing its plans and budgets with the governing body

3. Understand how to influence the

effectiveness of the governing body

3.1 3.2 3.3

Explain the process for identifying and recruiting members to the governing body Describe the procedures for monitoring induction, training and on-going development for newly appointed members to the governing body Critically evaluate how feedback from the organisation’s staff, customers, and other stakeholders impacts on the actions of the governing body


543


understanding of how to respond effectively to

the challenges of governance within a

public/private enterprise such as charitable

trusts, NGOs, schools, housing associations,

or similar social enterprises in order to

improve strategic business performance.







NOS:



appropriate)



required)



required)







Indicative Content:

1

Description and definition of governance

Legal structure that best fits the aims and objectives, such as Trust, Limited Company, Community Interest Company, Company Limited by Guarantee, Unincorporated Association

Governance and strategic direction and accountability

Responsibilities of trustees Relationship between, and roles and responsibilities of, the governing body

and the management team

Delegation of identified roles and responsibilities relating to governance

Delegation to committees, staff and volunteers (as applicable)

544

2

Compliance with legislative and regulatory requirements, protection and use of assets, financial solvency and risk

Risk management Developing, setting and monitoring operational plans and budgets

Monitoring spend against plans and budgets

3

Recruitment and selection policies and procedures for members to the governing body

Training and development for members of the governing body Listening and responding to views of others within and external to the

organisation

Handling complaints and complaint procedures

Consideration of responsibilities to the wider community (such as environmental impact)

Managing conflicts of interest

545

ASSIGNMENT TASK for Unit - Understanding Governance of Organisations



TASK The purpose of this unit is to develop understanding of how to respond effectively to the challenges of governance within a public/private enterprise such as charitable trusts, NGOs, schools, housing associations, or similar social enterprises in order to improve strategic business performance. NOTE An ILM Assessment Task provides an opportunity to relate your learning directly to your current organisation. It is recommended that you discuss the assignment with your line manager to explore and agree how the task could be used to support the needs of your employer (as well as evidencing your learning as part of completing your ILM qualification). If you are not currently working within an organisation, then you may complete this task in relation to an organisation with which you are familiar. This could include experience working in a voluntary capacity. NOTE: You should plan to spend approximately 29 hours researching your workplace context, preparing for and writing or presenting the outcomes of this assignment for assessment. The nominal word count for this assignment is 2500 words: The suggested range is between 2000 and 3000 words, however individuals have different writing styles, and there is no penalty if the word-count range is exceeded.


Understand the role and responsibilities of governance within an organisation The first part of this task is to provide a description of the principal features of governance that apply to an organisation you are familiar with. You are then required to:

Describe the principal features of the range of trustees’ responsibilities within the governing body of an organisation, making clear the relationship between the trustees and the governing body

Explain how the organisation’s committee / sub-committee structure works to delegate identified roles and responsibilities relating to governance

Compare the main responsibilities of the governing body with the main responsibilities of the organisation’s management team to determine resemblances and differences in responsibilities

Describe governance as it applies to an

organisation that you are familiar with (8 marks)

Describe the range of trustees’ responsibilities within the governing body of an organisation (8 marks)

Explain the organisation’s committee / sub-committee structure for delegating identified roles and responsibilities relating to governance (8 marks)

Compare the main responsibilities of the governing body with those of the organisation’s management team (8 marks)

Understand the legal and financial undertakings of a governing body The second part of the task requires you to:

Evaluate how the procedures work that are in place to ensure compliance with legal and regulatory requirements of governance in order to provide a solution, conclusion and/or recommendations

Evaluate the effectiveness of the organisation’s

Evaluate the procedures in place that

ensure compliance with legal and regulatory requirements of governance (16 marks)

Evaluate the effectiveness of organisation’s procedures for reviewing its plans and budgets with the governing body (16 marks)

546

procedures for reviewing its plans and budgets with the governing body in order to provide a solution, conclusion and/or recommendations

Understand how to influence the effectiveness of the governing body The final part of the task requires you to explain how the process for identifying and recruiting members to the governing body works and to describe the principal features of the procedures for monitoring induction, training and on-going development for the newly appointed members to the governing body. You are then required to critically evaluate how feedback from the organisation’s staff, customers, and other stakeholders impacts on the actions of the governing body in order to provide a solution or conclusion and/or recommendations as to what needs to be done to make the process work better.

Explain the process for identifying and recruiting members to the governing body (8 marks)

Describe the procedures for monitoring induction, training and on-going development for newly appointed members to the governing body (8 marks)

Critically evaluate how feedback from the organisation’s staff, customers, and other stakeholders impacts on the actions of the governing body (20 marks)


547

MARK SHEET – Understanding Governance of Organisations













Learning Outcome / Section 1: Understand the role and responsibilities of governance within an organisation.




AC 1.1 Describe governance as it

applies to an organisation that you are familiar with


Governance is not described, or the description is incorrect, inappropriate or deficient, or governance is described in generic terms with no account of the principal features of governance that apply to an organisation you are familiar with

A limited but a sufficient, appropriate and correct description of the principal features of governance that apply to an organisation you are familiar with is provided, although why governance is relevant to the organisation is imprecise

A comprehensive, appropriate and correct description of the principal features of governance that apply to an organisation you are familiar with is provided that makes it clear why governance is relevant to the organisation

/ 8 (min. of 4)

Pass or Referral

AC 1.2 Describe the range of

trustees’ responsibilities within the governing body of an organisation


The range of trustees’ responsibilities within the governing body of an organisation are not described, or the description of trustee’s responsibilities is incorrect, inappropriate or deficient,

The principal features of a narrow but sufficient range of trustees’ responsibilities within the governing body of an organisation are correctly and appropriately described, although the relationship and/or

The principal features of the full range of trustees’ responsibilities within the governing body of an organisation are correctly and appropriately described with a clear distinction made between the trustees and the

548

or the range of trustees’ responsibilities is incorrect, inappropriate or deficient, or trustees’ responsibilities are merely listed with no description provided of their principal features

distinction between the trustees and the governing body is imprecise

governing body

/ 8 (min. of 4)

Pass or Referral

AC 1.3 Explain the organisation’s

committee / sub-committee structure for delegating identified roles and responsibilities relating to governance


The organisation’s committee / sub-committee structure for delegating identified roles and responsibilities relating to governance is not explained, or the explanation is incorrect, inappropriate or deficient, or the organisation’s committee / sub-committee structure is merely described with no explanation of how it works to delegate identified roles and responsibilities relating to governance

A limited but sufficient and correct account is provided to explain how the organisation’s committee / sub-committee structure works to delegate identified roles and responsibilities relating to governance, although the processes and procedures for delegation are imprecise

A full account is provided, with clear processes and procedures, to explain how the organisation’s committee / sub-committee structure works to delegate identified roles and responsibilities relating to governance

/ 8 (min. of 4)

Pass or Referral

AC 1.4 Compare the main

responsibilities of the governing body with those of the organisation’s management team


The main responsibilities of the governing body are not compared with those of the organisation’s management team, or the comparison is incorrect, inappropriate or deficient, or the main responsibilities of the governing body and the organisation’s management team are merely listed or described with no comparison to determine resemblances and differences in responsibilities

A limited but a sufficient and appropriate comparison of the main responsibilities of the governing body with the main responsibilities of the organisation’s management team determines a narrow but sufficient range of resemblances and differences in responsibilities

A detailed comparison of the main responsibilities of the governing body with the main responsibilities of the organisation’s management team determines the full range of resemblances and differences in responsibilities

/ 8 (min. of 4)

Pass or Referral


549

Learning Outcome / Section 2: Understand the legal and financial undertakings of a governing body




AC 2.1 Evaluate the procedures in

place that ensure compliance with legal and regulatory requirements of governance


The procedures in place that ensure compliance with legal and regulatory requirements of governance are not evaluated, or the evaluation is incorrect, inappropriate or deficient, or the procedures are merely listed or described with no evaluation of how the procedures work in order to provide a solution or conclusion and/or recommendations

A limited but sufficient and appropriate evaluation of how the procedures work that are in place to ensure compliance with legal and regulatory requirements of governance provides a limited solution or conclusion and/or recommendations, although the evidence base for the evaluation is limited

A comprehensive and appropriate evaluation of how the procedures work that are in place to ensure compliance with legal and regulatory requirements of governance uses a wide and objective evidence base to provide a detailed solution or conclusion and/or recommendations

/ 16


AC 2.2 Evaluate the effectiveness of

organisation’s procedures for reviewing its plans and budgets with the governing body


The effectiveness of organisation’s procedures for reviewing its plans and budgets with the governing body is not evaluated, or the evaluation is incorrect, inappropriate or deficient, or the procedures for reviewing its plans and budgets with the governing body are merely listed or described with no evaluation of how effective the procedures are in order to provide a solution or conclusion and/or recommendations

A limited but sufficient and appropriate evaluation of the effectiveness of the organisation’s procedures for reviewing its plans and budgets with the governing body provides a solution or conclusion and/or recommendations, although the evidence base for ‘effectiveness’ for the evaluation is limited

A comprehensive and appropriate evaluation of the effectiveness of the organisation’s procedures for reviewing its plans and budgets with the governing body uses a wide and objective evidence base to provide a solution or conclusion and/or recommendations

/ 16 (min. of 8)

Pass or Referral


550

Learning Outcome / Section 3: Understand how to influence the effectiveness of the governing body




AC 3.1 Explain the process for

identifying and recruiting members to the governing body


The process for identifying and recruiting members to the governing body is not explained, or the explanation is inappropriate or deficient, or the process is merely described with no explanation of how it works to identify and recruit members to the governing body

A limited but sufficient and correct account is provided to explain how the process for identifying and recruiting members to the governing body works, although compliance with statutory and regulatory requirements is imprecise

A comprehensive and correct account is provided to explain how the process for identifying and recruiting members to the governing body works and compliance with statutory and regulatory requirements is precise

/ 8


AC 3.2 Describe the procedures for

monitoring induction, training and on-going development for newly appointed members to the governing body


The procedures for monitoring induction, training and on-going development for newly appointed members to the governing body are not described, or the descriptions are inappropriate or deficient, or procedures for monitoring induction or training or on-going development are described but not all three

The procedures for monitoring induction, training and on-going development for newly appointed members to the governing body are merely stated or listed with no description of their principal features

A limited but a sufficient, appropriate and correct description of the principal features of the procedures for monitoring induction, training and on-going development for newly appointed members to the governing body is provided, although compliance with statutory and regulatory requirements is imprecise

A comprehensive, appropriate and correct description of the principal features of the procedures for monitoring induction, training and on-going development for newly appointed members to the governing body is provided and compliance with statutory and regulatory requirements is precise

/ 8 (min. of 4)

Pass or Referral

AC 3.3 Critically evaluate how


How feedback from the organisation’s staff,

A sufficient and appropriate critical

A comprehensive critical evaluation of how

551

feedback from the organisation’s staff, customers, and other stakeholders impacts on the actions of the governing body

customers, and other stakeholders impacts on the actions of the governing body is not critically evaluated, or the critical evaluation is inappropriate or deficient, or feedback from the organisation’s staff or customers or other stakeholders is critically evaluated but not all three

How feedback from the organisation’s staff, customers, and other stakeholders impacts on the actions of the governing body is merely described or explained with no critical evaluation to provide a solution or conclusion and/or recommendations as to what needs to be done to make the process work better

evaluation of how feedback from the organisation’s staff, customers, and other stakeholders impacts on the actions of the governing body provides a limited solution or conclusion and/or recommendations, although what needs to be done to make the process work better is imprecise and/or the evidence base for the critical evaluation is limited but sufficient

feedback from the organisation’s staff, customers, and other stakeholders impacts on the actions of the governing body uses a wide and objective evidence base to provide a detailed solution or conclusion and/or recommendations and a precise account of what needs to be done to make the process work better

/ 20 (min. of 10)

Pass or Referral


/ 100

TOTAL MARKS






552

MARK SHEET – Understanding Governance of Organisations













Learning Outcome / Section 1: Understand the role and responsibilities of governance within an organisation.




AC 1.1 Describe governance as it

applies to an organisation that you are familiar with


Governance is not described, or the description is incorrect, inappropriate or deficient, or governance is described in generic terms with no account of the principal features of governance that apply to an organisation you are familiar with

A limited but a sufficient, appropriate and correct description of the principal features of governance that apply to an organisation you are familiar with is provided, although why governance is relevant to the organisation is imprecise

A comprehensive, appropriate and correct description of the principal features of governance that apply to an organisation you are familiar with is provided that makes it clear why governance is relevant to the organisation

/ 8 (min. of 4)

Pass or Referral

AC 1.2 Describe the range of

trustees’ responsibilities within the governing body of an organisation


The range of trustees’ responsibilities within the governing body of an organisation are not described, or the description of trustee’s responsibilities is incorrect, inappropriate or deficient,

The principal features of a narrow but sufficient range of trustees’ responsibilities within the governing body of an organisation are correctly and appropriately described, although the relationship and/or

The principal features of the full range of trustees’ responsibilities within the governing body of an organisation are correctly and appropriately described with a clear distinction made between the trustees and the

553

or the range of trustees’ responsibilities is incorrect, inappropriate or deficient, or trustees’ responsibilities are merely listed with no description provided of their principal features

distinction between the trustees and the governing body is imprecise

governing body

/ 8 (min. of 4)

Pass or Referral

AC 1.3 Explain the organisation’s

committee / sub-committee structure for delegating identified roles and responsibilities relating to governance


The organisation’s committee / sub-committee structure for delegating identified roles and responsibilities relating to governance is not explained, or the explanation is incorrect, inappropriate or deficient, or the organisation’s committee / sub-committee structure is merely described with no explanation of how it works to delegate identified roles and responsibilities relating to governance

A limited but sufficient and correct account is provided to explain how the organisation’s committee / sub-committee structure works to delegate identified roles and responsibilities relating to governance, although the processes and procedures for delegation are imprecise

A full account is provided, with clear processes and procedures, to explain how the organisation’s committee / sub-committee structure works to delegate identified roles and responsibilities relating to governance

/ 8 (min. of 4)

Pass or Referral

AC 1.4 Compare the main

responsibilities of the governing body with those of the organisation’s management team


The main responsibilities of the governing body are not compared with those of the organisation’s management team, or the comparison is incorrect, inappropriate or deficient, or the main responsibilities of the governing body and the organisation’s management team are merely listed or described with no comparison to determine resemblances and differences in responsibilities

A limited but a sufficient and appropriate comparison of the main responsibilities of the governing body with the main responsibilities of the organisation’s management team determines a narrow but sufficient range of resemblances and differences in responsibilities

A detailed comparison of the main responsibilities of the governing body with the main responsibilities of the organisation’s management team determines the full range of resemblances and differences in responsibilities

/ 8 (min. of 4)

Pass or Referral


554

Learning Outcome / Section 2: Understand the legal and financial undertakings of a governing body




AC 2.1 Evaluate the procedures in

place that ensure compliance with legal and regulatory requirements of governance


The procedures in place that ensure compliance with legal and regulatory requirements of governance are not evaluated, or the evaluation is incorrect, inappropriate or deficient, or the procedures are merely listed or described with no evaluation of how the procedures work in order to provide a solution or conclusion and/or recommendations

A limited but sufficient and appropriate evaluation of how the procedures work that are in place to ensure compliance with legal and regulatory requirements of governance provides a limited solution or conclusion and/or recommendations, although the evidence base for the evaluation is limited

A comprehensive and appropriate evaluation of how the procedures work that are in place to ensure compliance with legal and regulatory requirements of governance uses a wide and objective evidence base to provide a detailed solution or conclusion and/or recommendations

/ 16


AC 2.2 Evaluate the effectiveness of

organisation’s procedures for reviewing its plans and budgets with the governing body


The effectiveness of organisation’s procedures for reviewing its plans and budgets with the governing body is not evaluated, or the evaluation is incorrect, inappropriate or deficient, or the procedures for reviewing its plans and budgets with the governing body are merely listed or described with no evaluation of how effective the procedures are in order to provide a solution or conclusion and/or recommendations

A limited but sufficient and appropriate evaluation of the effectiveness of the organisation’s procedures for reviewing its plans and budgets with the governing body provides a solution or conclusion and/or recommendations, although the evidence base for ‘effectiveness’ for the evaluation is limited

A comprehensive and appropriate evaluation of the effectiveness of the organisation’s procedures for reviewing its plans and budgets with the governing body uses a wide and objective evidence base to provide a solution or conclusion and/or recommendations

/ 16 (min. of 8)

Pass or Referral


555

Learning Outcome / Section 3: Understand how to influence the effectiveness of the governing body




AC 3.1 Explain the process for

identifying and recruiting members to the governing body


The process for identifying and recruiting members to the governing body is not explained, or the explanation is inappropriate or deficient, or the process is merely described with no explanation of how it works to identify and recruit members to the governing body

A limited but sufficient and correct account is provided to explain how the process for identifying and recruiting members to the governing body works, although compliance with statutory and regulatory requirements is imprecise

A comprehensive and correct account is provided to explain how the process for identifying and recruiting members to the governing body works and compliance with statutory and regulatory requirements is precise

/ 8


AC 3.2 Describe the procedures for

monitoring induction, training and on-going development for newly appointed members to the governing body


The procedures for monitoring induction, training and on-going development for newly appointed members to the governing body are not described, or the descriptions are inappropriate or deficient, or procedures for monitoring induction or training or on-going development are described but not all three

The procedures for monitoring induction, training and on-going development for newly appointed members to the governing body are merely stated or listed with no description of their principal features

A limited but a sufficient, appropriate and correct description of the principal features of the procedures for monitoring induction, training and on-going development for newly appointed members to the governing body is provided, although compliance with statutory and regulatory requirements is imprecise

A comprehensive, appropriate and correct description of the principal features of the procedures for monitoring induction, training and on-going development for newly appointed members to the governing body is provided and compliance with statutory and regulatory requirements is precise

/ 8 (min. of 4)

Pass or Referral

AC 3.3 Critically evaluate how


How feedback from the organisation’s staff,

A sufficient and appropriate critical

A comprehensive critical evaluation of how

556

feedback from the organisation’s staff, customers, and other stakeholders impacts on the actions of the governing body

customers, and other stakeholders impacts on the actions of the governing body is not critically evaluated, or the critical evaluation is inappropriate or deficient, or feedback from the organisation’s staff or customers or other stakeholders is critically evaluated but not all three

How feedback from the organisation’s staff, customers, and other stakeholders impacts on the actions of the governing body is merely described or explained with no critical evaluation to provide a solution or conclusion and/or recommendations as to what needs to be done to make the process work better

evaluation of how feedback from the organisation’s staff, customers, and other stakeholders impacts on the actions of the governing body provides a limited solution or conclusion and/or recommendations, although what needs to be done to make the process work better is imprecise and/or the evidence base for the critical evaluation is limited but sufficient

feedback from the organisation’s staff, customers, and other stakeholders impacts on the actions of the governing body uses a wide and objective evidence base to provide a detailed solution or conclusion and/or recommendations and a precise account of what needs to be done to make the process work better

/ 20 (min. of 10)

Pass or Referral


/ 100

TOTAL MARKS






557

1Title: Knowledge and information management

Level: 5

Credit value: 5



1. Understand the concept and importance of knowledge management in terms of an organisation’s knowledge assets and their management.

1.1

1.2

1.3

1.4 1.5

Explain the relationship between data, information, knowledge and wisdom

Explain the relationship between individual knowledge and organisational knowledge

Apply analysis and modelling techniques to identify knowledge assets, within own area of organisation

Evaluate the actual and potential knowledge assets, within own area of organisation

Present a rationale for capturing and managing knowledge, within own area of organisation

2. Understand the key knowledge management processes required for innovation

2.1 2.2

Explain what is required to create, store, apply and integrate knowledge Evaluate the impact of intellectual property rights on the organisation

3. Be able to develop a framework for establishing a knowledge management culture

3.1

3.2

3.3

3.4

Explain the contribution that significant knowledge assets have on the organisation

Evaluate the knowledge requirements for the organisation’s operations

Evaluate the organisations current framework for enabling knowledge sharing within the organisation

Recommend improvements to the organisations current framework for enabling knowledge sharing within the organisation

558



understanding and ability to enable a

practicing or potential middle manager to

respond effectively to the challenges of

managing knowledge and information within

an organisation in order to protect the

business and to improve business

performance.









appropriate)



required)



required)







Indicative Content:

1

Data – an attribute not in context, Information – data in context, description, definition, purpose; Knowledge – strategy, practice, method, Wisdom – insight,

Modelling techniques such as; SWOT and PESTEL analyses, IDEF (Process Flow and Object State Description Capture Method (R Mayer) – business processes, resources, capabilities, roles and authority, communication between resources, control systems.

Knowledge assets such as; products, processes, markets, technologies, organisations

Knowledge processes such as; application, development, preservation, transfer, transforming, updating

559

Perspectives of (i) the business, (ii) management and (iii) operational tasks

Knowledge usefulness, weaknesses and appropriateness

Equipment operational skills, production processes, staffing,

Knowledge storage and retrieval systems; such as hard-copy / electronic filing systems and procedures, internet, staff / personnel own work-related knowledge.

Potential of sharing knowledge for different applications and types of user.

Identify and capture quality knowledge for creating / maintaining a competitive edge

Improving productivity and profitability by maximizing resourcefulness

2

Planning for future development

Capability to operate current activity together with potential / proposed changes

Methodology of procedures, project planning.

Staff learning and development, equipment updating, new equipment installations

Communication effectiveness – vertical, from operator to senior management; horizontal, between section / departmental staff

Management Information Systems (MIS) and Knowledge Management Systems (KM Systems)

3

Wisdom / Systems thinking techniques (Senge), insightfulness

Auditing of people, processes and products

Total quality management

Patterns of reliability and predictability

Supply chain activity from raw materials through production to marketing and distribution

SMART action planning to address identified improvements to (i) current organisational capability and (ii) future development.

560

ASSIGNMENT TASK for Unit - Knowledge and information management



TASK The purpose of this unit is to develop understanding and ability to enable a practicing or potential middle manager to respond effectively to the challenges of managing knowledge and information within an organisation in order to protect the business and to improve business performance. NOTE An ILM Assessment Task provides an opportunity to relate your learning directly to your current organisation. It is recommended that you discuss the assignment with your line manager to explore and agree how the task could be used to support the needs of your employer (as well as evidencing your learning as part of completing your ILM qualification). If you are not currently working within an organisation, then you may complete this task in relation to an organisation with which you are familiar. This could include experience working in a voluntary capacity. NOTE: You should plan to spend approximately 29 hours researching your workplace context, preparing for and writing or presenting the outcomes of this assignment for assessment. The nominal word count for this assignment is 2500 words: The suggested range is between 2000 and 3000 words, however individuals have different writing styles, and there is no penalty if the word-count range is exceeded.


Understand the concept and importance of knowledge management in terms of an organisation’s knowledge assets and their management. The first part of this task is to provide an account of the uses of data, information, knowledge and wisdom in order to explain the relationship between them. You are then required to:

Provide an account of the uses of individual knowledge and organisational knowledge that explains the relationship between them, including the process by which individual knowledge may be converted into organisational knowledge and shared

Apply two or more analysis and modelling techniques to identify knowledge assets and the extent to which the knowledge assets add value within own area of organisation

Evaluate actual and potential knowledge assets within own area of organisation to provide a conclusion or recommendations as to their importance and relevance

Provide an appropriate rationale for capturing and managing knowledge within own area of organisation

Explain the relationship between data, information, knowledge and wisdom (8 marks)

Explain the relationship between individual knowledge and organisational knowledge (4 marks)

Apply analysis and modelling techniques to identify knowledge assets, within own area of organisation (12 marks)

Evaluate the actual and potential knowledge assets, within own area of organisation (8 marks)

Present a rationale for capturing and managing knowledge, within own area of organisation (12 marks)

Understand the key knowledge management processes required for innovation The second part of the task requires you to use an appropriate knowledge creation and transfer theory or model as a

Explain what is required to create, store, apply and integrate knowledge (12 marks)

Evaluate the impact of intellectual

561

framework to provide an explanation of what is required to create, store, apply and integrate knowledge. You are then required to evaluate the organisation’s own intellectual property rights and other relevant intellectual property rights that impinge upon the organisation in order to provide a conclusion as to their impact on the organisation.

property rights on the organisation (8 marks)

Be able to develop a framework for establishing a knowledge management culture The final part of the task requires you to provide an account of how significant knowledge assets work, or are used, in order to explain their contribution on the organisation. You are then required to:

Evaluate the current and future knowledge requirements for the organisation’s operations in order to provide a solution or conclusion and/or recommendations

Evaluate the organisation’s current framework for enabling knowledge sharing within the organisation in order to provide a solution or conclusion and/or recommendations

Recommend appropriate and realistic improvements to the organisations current framework for enabling knowledge sharing, based on an appropriate evaluation of the current framework

Explain the contribution that significant knowledge assets have on the organisation (8 marks)

Evaluate the knowledge requirements for the organisation’s operations (8 marks)

Evaluate the organisations current framework for enabling knowledge sharing within the organisation (8 marks)

Recommend improvements to the organisations current framework for enabling knowledge sharing within the organisation (12 marks)


562

MARK SHEET – Knowledge and information management













Learning Outcome / Section 1: Understand the concept and importance of knowledge management in terms of an organisation’s knowledge assets and their management




AC 1.1 Explain the relationship

between data, information, knowledge and wisdom


The relationship between data, information, knowledge and wisdom is not explained, or the explanation is incorrect or deficient, or the explanation does not cover data and information and knowledge and wisdom

The key features of data, information, knowledge and wisdom are merely listed or described with no account of the uses of data, information, knowledge and wisdom to explain the relationship between them

A limited but sufficient and correct account is provided of the uses of data, information, knowledge and wisdom to explain the relationship between them, although the context is limited

A comprehensive and correct account is provided of the uses of data, information, knowledge and wisdom in a broad context to explain the relationship between them

/ 8 (min. of 4)

Pass or Referral

563


between individual knowledge and organisational knowledge


The relationship between individual knowledge and organisational knowledge is not explained, or the explanation is incorrect or deficient, or the key features of ‘individual knowledge’ and ‘organisational knowledge’ are merely described with no account of the uses of individual knowledge and organisational knowledge that explains the relationship between them

individual knowledge and organisational knowledge that explains the relationship between them, although the process by which individual knowledge may be converted into organisational knowledge and shared is imprecise

A comprehensive and correct account is provided of the uses of individual knowledge and organisational knowledge that precisely explains the relationship between them and the process by which individual knowledge may be converted into organisational knowledge and shared / 4


AC 1.3 Apply analysis and modelling

techniques to identify knowledge assets, within own area of organisation


Analysis and modelling techniques to identify knowledge assets within own area of organisation have not been applied, or have been applied incorrectly or inappropriately, or only one technique has been applied, or how the assets identified add value is not addressed

Two or more analysis and modelling techniques to identify knowledge assets within own area of organisation have been correctly and appropriately applied, although the extent to which the assets identified as knowledge assets add value is imprecise

Two or more analysis and modelling techniques have been correctly and appropriately applied to precisely identify knowledge assets and the value-added by the knowledge assets within own area of organisation

/ 12


AC 1.4 Evaluate the actual and

potential knowledge assets, within own area of organisation


Actual and potential knowledge assets within own area of organisation have not been evaluated, or the evaluation is incorrect, inappropriate or deficient, or actual or potential knowledge assets are identified but not both, or actual and potential knowledge assets are merely listed or described with no evaluation to provide a conclusion or recommendations as to

A limited but sufficient and correct evaluation of actual and potential knowledge assets within own area of organisation has been undertaken to provide a conclusion or recommendations as to their importance and/or relevance as knowledge assets, although the evidence base for the evaluation is limited

A comprehensive and correct evaluation of actual and potential knowledge assets within own area of organisation has been undertaken using a wide evidence base to provide a conclusion or recommendations as to their importance and/or relevance as knowledge assets

564

their importance and/or relevance as knowledge assets

/ 8 (min. of 4)

Pass or Referral

AC 1.5 Present a rationale for

capturing and managing knowledge, within own area of organisation


A rationale for capturing and managing knowledge within own area of organisation is not presented, or the rationale is incorrect, inappropriate, deficient, or flawed

A limited but sufficient and correct rationale for capturing and managing knowledge within own area of organisation is presented, although the scope of knowledge management as presented in the rationale is limited

A detailed and rigorous rationale for capturing and managing knowledge within the full scope of knowledge management relevant to own of organisation is presented

/ 12



Learning Outcome / Section 2: Understand the key knowledge management processes required for innovation




AC 2.1 Explain what is required to

create, store, apply and integrate knowledge


What is required to create, store, apply and integrate knowledge is not explained, or the explanation is incorrect or deficient, or creating or storing or applying or integrating knowledge is explained but not all four

The key features of creating, storing, applying and integrating knowledge are merely listed or described with no account provided to explain how this works and/or no use or application of an appropriate knowledge creation and transfer theory or model

An appropriate and correct knowledge creation and transfer theory or model is used to provide a limited but sufficient and correct explanation of what is required to create, store, apply and integrate knowledge, although the context is limited and/or the reasons for the practices are imprecise

An appropriate and correct knowledge creation and transfer theory or model and detailed context is used to provide a comprehensive and correct explanation of what is required to create, store, apply and integrate knowledge with clear and precise reasons for the practices

/ 12 (min. of 6)

Pass or Referral

565

AC 2.2 Evaluate the impact of

intellectual property rights on the organisation


The impact of intellectual property rights is not evaluated, or the evaluation is incorrect, inappropriate or deficient, or intellectual property rights are incorrect or inappropriate

Intellectual property rights are merely defined or described with no evaluation of the impact on the organisation of each in order to provide a conclusion

A limited but sufficient and correct evaluation of intellectual property rights has been undertaken to provide a conclusion as to their impact on the organisation, although the evidence for the analysis is limited and/or is restricted to evaluating the impact of the organisation’s own intellectual property rights

A comprehensive and correct evaluation of the organisation’s own intellectual property rights and other relevant intellectual property rights that impinge upon the organisation has been undertaken using a wide evidence base to provide a conclusion as to their impact on the organisation

/ 8 (min. of 4)

Pass or Referral


Learning Outcome / Section 3: Be able to develop a framework for establishing a knowledge management culture




AC 3.1 Explain the contribution that

significant knowledge assets have on the organisation


The contribution that significant knowledge assets have on the organisation is not explained, or the explanation is incorrect, inappropriate or deficient

Significant knowledge assets are merely listed or described with no account of how they work, or how they are used, that explains their contribution on the organisation

A limited but sufficient and correct account of how a narrow range of significant knowledge assets work, or how they are used, is provided that explains their contribution on the organisation, although the evidence provided to substantiate the impact is limited or imprecise

A comprehensive, correct and precise account of how a wide range of significant knowledge assets work, or how they are used, is provided using a wide and objective evidence base that explains their contribution on the organisation / 8


AC 3.2

Referral [ca.2/8] Pass [4/8] Good Pass [ca. 6/8] Knowledge requirements A limited but correct and A comprehensive, correct

566


for the organisation’s operations are not evaluated, or the evaluation is incorrect, inappropriate or deficient, or knowledge requirements are merely listed or described with no evaluation of their value to the organisation in order to provide a solution or conclusion and/or recommendations

appropriate evaluation of the knowledge requirements for the organisation’s operations provides a solution or conclusion and/or recommendations, although:

o the value of the knowledge requirements to the organisation is imprecise

o the evidence for the evaluation is limited

o the evaluation is restricted to current requirements

and appropriate evaluation of the knowledge requirements for the organisation’s operations based on a detailed knowledge or information audit precisely defines the value of current and future knowledge requirements and provides a solution or conclusion and/or recommendations

/ 8 (min. of 4)

Pass or Referral

AC 3.3 Evaluate the organisations

current framework for enabling knowledge sharing within the organisation


The organisation’s current framework for enabling knowledge sharing within the organisation is not evaluated, or the evaluation is incorrect, inappropriate or deficient, or the current framework is merely described with no evaluation of how it enables knowledge sharing in order to provide a solution or conclusion and/or recommendations

A limited but correct and appropriate evaluation of the organisation’s current framework for enabling knowledge sharing within the organisation provides a solution or conclusion and/or recommendations, although the evidence base for the evaluation is limited

A comprehensive, correct and appropriate evaluation of the organisation’s current framework for enabling knowledge sharing within the organisation uses a wide and objective evidence base and provides a solution or conclusion and/or recommendations

/ 8 (min. of 4)

Pass or Referral


to the organisations current framework for enabling knowledge sharing within the organisation


Improvements to the organisation’s current framework for enabling knowledge sharing within the organisation are not recommended, or recommendations are incorrect, inappropriate, unrealistic or deficient, or recommended improvements are not

Appropriate and realistic improvements to the organisations current framework for enabling knowledge sharing are recommended and are based upon an appropriate evaluation of the current framework, although additional work is required for full

Appropriate and realistic improvements to the organisations current framework for enabling knowledge sharing are recommended, are based upon an appropriate evaluation of the current framework, and require no additional work for full implementation / 12 Pass or Referral

567

based upon an evaluation of the current framework

implementation

(min. of 6)


/ 100

TOTAL MARKS






568

MARK SHEET – Knowledge and information management













Learning Outcome / Section 1: Understand the concept and importance of knowledge management in terms of an organisation’s knowledge assets and their management





between data, information, knowledge and wisdom


The relationship between data, information, knowledge and wisdom is not explained, or the explanation is incorrect or deficient, or the explanation does not cover data and information and knowledge and wisdom

The key features of data, information, knowledge and wisdom are merely listed or described with no account of the uses of data, information, knowledge and wisdom to explain the relationship between them

A limited but sufficient and correct account is provided of the uses of data, information, knowledge and wisdom to explain the relationship between them, although the context is limited

A comprehensive and correct account is provided of the uses of data, information, knowledge and wisdom in a broad context to explain the relationship between them

/ 8 (min. of 4)

Pass or Referral

569


between individual knowledge and organisational knowledge


The relationship between individual knowledge and organisational knowledge is not explained, or the explanation is incorrect or deficient, or the key features of ‘individual knowledge’ and ‘organisational knowledge’ are merely described with no account of the uses of individual knowledge and organisational knowledge that explains the relationship between them

individual knowledge and organisational knowledge that explains the relationship between them, although the process by which individual knowledge may be converted into organisational knowledge and shared is imprecise

A comprehensive and correct account is provided of the uses of individual knowledge and organisational knowledge that precisely explains the relationship between them and the process by which individual knowledge may be converted into organisational knowledge and shared / 4


AC 1.3 Apply analysis and modelling

techniques to identify knowledge assets, within own area of organisation


Analysis and modelling techniques to identify knowledge assets within own area of organisation have not been applied, or have been applied incorrectly or inappropriately, or only one technique has been applied, or how the assets identified add value is not addressed

Two or more analysis and modelling techniques to identify knowledge assets within own area of organisation have been correctly and appropriately applied, although the extent to which the assets identified as knowledge assets add value is imprecise

Two or more analysis and modelling techniques have been correctly and appropriately applied to precisely identify knowledge assets and the value-added by the knowledge assets within own area of organisation

/ 12


AC 1.4 Evaluate the actual and

potential knowledge assets, within own area of organisation


Actual and potential knowledge assets within own area of organisation have not been evaluated, or the evaluation is incorrect, inappropriate or deficient, or actual or potential knowledge assets are identified but not both, or actual and potential knowledge assets are merely listed or described with no evaluation to provide a conclusion or recommendations as to

A limited but sufficient and correct evaluation of actual and potential knowledge assets within own area of organisation has been undertaken to provide a conclusion or recommendations as to their importance and/or relevance as knowledge assets, although the evidence base for the evaluation is limited

A comprehensive and correct evaluation of actual and potential knowledge assets within own area of organisation has been undertaken using a wide evidence base to provide a conclusion or recommendations as to their importance and/or relevance as knowledge assets

570

their importance and/or relevance as knowledge assets

/ 8 (min. of 4)

Pass or Referral

AC 1.5 Present a rationale for

capturing and managing knowledge, within own area of organisation


A rationale for capturing and managing knowledge within own area of organisation is not presented, or the rationale is incorrect, inappropriate, deficient, or flawed

A limited but sufficient and correct rationale for capturing and managing knowledge within own area of organisation is presented, although the scope of knowledge management as presented in the rationale is limited

A detailed and rigorous rationale for capturing and managing knowledge within the full scope of knowledge management relevant to own of organisation is presented

/ 12



Learning Outcome / Section 2: Understand the key knowledge management processes required for innovation




AC 2.1 Explain what is required to

create, store, apply and integrate knowledge


What is required to create, store, apply and integrate knowledge is not explained, or the explanation is incorrect or deficient, or creating or storing or applying or integrating knowledge is explained but not all four

The key features of creating, storing, applying and integrating knowledge are merely listed or described with no account provided to explain how this works and/or no use or application of an appropriate knowledge creation and transfer theory or model

An appropriate and correct knowledge creation and transfer theory or model is used to provide a limited but sufficient and correct explanation of what is required to create, store, apply and integrate knowledge, although the context is limited and/or the reasons for the practices are imprecise

An appropriate and correct knowledge creation and transfer theory or model and detailed context is used to provide a comprehensive and correct explanation of what is required to create, store, apply and integrate knowledge with clear and precise reasons for the practices

/ 12 (min. of 6)

Pass or Referral

571

AC 2.2 Evaluate the impact of

intellectual property rights on the organisation


The impact of intellectual property rights is not evaluated, or the evaluation is incorrect, inappropriate or deficient, or intellectual property rights are incorrect or inappropriate

Intellectual property rights are merely defined or described with no evaluation of the impact on the organisation of each in order to provide a conclusion

A limited but sufficient and correct evaluation of intellectual property rights has been undertaken to provide a conclusion as to their impact on the organisation, although the evidence for the analysis is limited and/or is restricted to evaluating the impact of the organisation’s own intellectual property rights

A comprehensive and correct evaluation of the organisation’s own intellectual property rights and other relevant intellectual property rights that impinge upon the organisation has been undertaken using a wide evidence base to provide a conclusion as to their impact on the organisation

/ 8 (min. of 4)

Pass or Referral


Learning Outcome / Section 3: Be able to develop a framework for establishing a knowledge management culture




AC 3.1 Explain the contribution that

significant knowledge assets have on the organisation


The contribution that significant knowledge assets have on the organisation is not explained, or the explanation is incorrect, inappropriate or deficient

Significant knowledge assets are merely listed or described with no account of how they work, or how they are used, that explains their contribution on the organisation

A limited but sufficient and correct account of how a narrow range of significant knowledge assets work, or how they are used, is provided that explains their contribution on the organisation, although the evidence provided to substantiate the impact is limited or imprecise

A comprehensive, correct and precise account of how a wide range of significant knowledge assets work, or how they are used, is provided using a wide and objective evidence base that explains their contribution on the organisation / 8


AC 3.2

Referral [ca.2/8] Pass [4/8] Good Pass [ca. 6/8] Knowledge requirements A limited but correct and A comprehensive, correct

572


for the organisation’s operations are not evaluated, or the evaluation is incorrect, inappropriate or deficient, or knowledge requirements are merely listed or described with no evaluation of their value to the organisation in order to provide a solution or conclusion and/or recommendations

appropriate evaluation of the knowledge requirements for the organisation’s operations provides a solution or conclusion and/or recommendations, although:

o the value of the knowledge requirements to the organisation is imprecise

o the evidence for the evaluation is limited

o the evaluation is restricted to current requirements

and appropriate evaluation of the knowledge requirements for the organisation’s operations based on a detailed knowledge or information audit precisely defines the value of current and future knowledge requirements and provides a solution or conclusion and/or recommendations

/ 8 (min. of 4)

Pass or Referral

AC 3.3 Evaluate the organisations

current framework for enabling knowledge sharing within the organisation


The organisation’s current framework for enabling knowledge sharing within the organisation is not evaluated, or the evaluation is incorrect, inappropriate or deficient, or the current framework is merely described with no evaluation of how it enables knowledge sharing in order to provide a solution or conclusion and/or recommendations

A limited but correct and appropriate evaluation of the organisation’s current framework for enabling knowledge sharing within the organisation provides a solution or conclusion and/or recommendations, although the evidence base for the evaluation is limited

A comprehensive, correct and appropriate evaluation of the organisation’s current framework for enabling knowledge sharing within the organisation uses a wide and objective evidence base and provides a solution or conclusion and/or recommendations

/ 8 (min. of 4)

Pass or Referral


to the organisations current framework for enabling knowledge sharing within the organisation


Improvements to the organisation’s current framework for enabling knowledge sharing within the organisation are not recommended, or recommendations are incorrect, inappropriate, unrealistic or deficient, or recommended improvements are not

Appropriate and realistic improvements to the organisations current framework for enabling knowledge sharing are recommended and are based upon an appropriate evaluation of the current framework, although additional work is required for full

Appropriate and realistic improvements to the organisations current framework for enabling knowledge sharing are recommended, are based upon an appropriate evaluation of the current framework, and require no additional work for full implementation / 12 Pass or Referral

573

based upon an evaluation of the current framework

implementation

(min. of 6)


/ 100

TOTAL MARKS






574

Title: Understanding the skills, principles and practice of effective

management coaching and mentoring

Level: 5

Credit value: 5

Unit guided learning

hours:

18


1 Understand the purpose of coaching

and mentoring within an organisational context

1.1

1.2

1.3

Define what coaching and mentoring is within the context of an organisation and explain the similarities and differences between coaching and mentoring Identify potential individual, operational and organisational barriers to using coaching or mentoring and develop appropriate strategies for minimising or overcoming these Present the case for using coaching or mentoring to benefit individuals and organisation performance

2 Understand the skills, behaviours,

attitudes, beliefs and values of an effective coach or mentor

2.1

2.2

2.3

Critically explore the knowledge, skills, and behaviour of an effective coach or mentor Analyse why coaches or mentors require effective communication skills Review the responsibilities of the coach or mentor to manage relationships (including values and power) and remain ethical and non-judgemental

3 Understand the role of contracting and

the process to effectively coach or mentor

3.1

3.2

3.3

3.4

Review a model or process which should be followed when formally coaching or mentoring Analyse the rationale for and the characteristics of effective contracting within coaching or mentoring Explain the necessity of exploring the expectations and boundaries of a coaching or mentoring programme with all stakeholders Justify the rationale for supervision of coaches and mentors in practice

4 Understand the principles of effective

coaching or mentoring in practice and how to evaluate benefits

4.1

4.2

Critically review the elements required for effective and integrated coaching or mentoring Analyse how the benefits of coaching or mentoring should be evaluated

575


Unit purpose and aim(s) To enable learners to understand the role and

contribution of coaching and mentoring to individuals

and organisations and make a case for using

management coaching and mentoring in their

organisations.






Links to Coaching & Mentoring 2012 NOS: LSI CM01,

LSI CM02, LSI CM03, LSI CM04, LSI CM08, LSI CM10



appropriate)



required)

Learning and Skills Improvement Service (LSIS)


required)

D5.01 – Understanding how management coaching

and mentoring can benefit individuals and organisations



15.3 - Business Management


unit


Availability for use Restricted to City & Guilds


Indicative Content:

1

Definitions of coaching and mentoring

Differences and overlaps of coaching, mentoring, counselling and training

Overview of therapy and counselling, differentiating between them and coaching and mentoring and identifying the boundaries

Organisational context – vision, mission, size, structure and readiness for coaching and mentoring

Individual and organisational benefits of coaching and mentoring

Costs and benefits of coaching and mentoring – financial and personal/social/emotional

Alternative strategies for developing and supporting employees, including different training strategies (long and short courses, in-house and external, distance/flexible/e-learning, etc)

576

Range of formal and informal learning opportunities, their costs and benefits and utility in developing particular knowledge and skills

Corporate objectives and the contribution of coaching and mentoring to their achievement

Organisational, operational and individual barriers (time, resources, attitudes, values, ownership, etc) and strategies for overcoming these barriers

Techniques for programme monitoring, review and evaluation

2

Different perspectives on mentoring and coaching

Contracting, agreeing the coaching process and framework

Organisational context of coaching (senior manager buy in, other related policies and procedures)

Different models of learning style and preference

The knowledge, skills and behaviours of an effective coach and mentor

Models of coaching and mentoring able to contribute to performance improvement (examples of models that may be used include: performance coaching/life coaching, GROW Model, Argyris’s double loop learning, Kolb’s learning cycle, Gardner's Multiple Intelligences, Myers-Briggs, hemispherical dominance, transformational learning, Johari’s window, NLP, and other psycho-social models)

Range of learning and counselling services available

Legal aspects of coaching and mentoring (health & safety, equal opportunities, disability, etc) and ethical issues (abuse of power and authority, personal intimacy and sexual harassment)

The role of supervision in coaching and mentoring

Concepts of power and authority (personal/positional, zero-sum, etc), and power dynamics (especially power relationship between self and client)

Cultural issues working with a diverse workforce (gender stereotyping, race, religion and sexuality, etc)

Personal beliefs and values, their source and effect on attitudes and behaviours

Behavioural traits, their drivers and effect on others (e.g. nature/nurture debate on sex/gender, and differences in cognition and behaviour)

Communication theories (e.g. discourse analysis theories, overview of socio-linguistics)

Relationship characteristics and contrasts between coaching and mentoring (judgemental/non-judgemental, transactional analysis, etc)

Distinguishing the appropriate physical environments for mentoring and coaching, especially the need for confidentiality

3

Processes and models for effectively coaching (GROW, ARROW, OSKAR, OSCAR, Skilled Helper etc)

Questioning processes and techniques (solution focused, clean etc)

Contracting arrangements (stakeholder involvement, 2 way and 3 way contracting)

Explaining the purpose, principles, ethics, practice of coaching or mentoring to gain stakeholder understanding

Different contracts for coaching or mentoring (and different focus of relationship explored at contracting stage)

Goal setting when contracting

Ground rules for engagement and feedback

Contracting timescales and scheduling coaching or mentoring activity

Supervision – principles and practice

Links to contracting

Codes of practice (used when contracting to support)

577

4

Organisational structure, culture and the role coaching or mentoring has supporting performance

Values, ethics and principles underpinning coaching and mentoring

Culture and environments appropriate to embedding coaching or mentoring within organisations

Support for coaching or mentoring internally (policies, procedures, strategies and senior level support)

Barriers to coaching and mentoring within organisations (individual, team, operational, organisational)

Determining and agreeing strategic objectives relating to coaching and mentoring

Standards and indication of competence applicable to coaches or mentors

Standards, indicators and success measures (return on investment and evaluation techniques) to monitor and evaluate the impact of coaching and mentoring in an organisation

578

Assignment Task for Unit: Understanding the skills, principles and practice of effective management coaching and mentoring



TASK This assignment requires you to demonstrate your understanding of the context in which effective coaching and mentoring operates including the individual and organisational benefits of coaching and mentoring. You should also be able to show your understanding of the practical requirements of coaches and mentors operating with managers and professionals within organisations. It is recommended that you include an introduction explaining the organisation (size, structure, and sector) as well as explaining your own role in order to provide a context to this assignment. If you are not currently working within an organisation, then you may complete this within an organisation you are familiar. This may include working in a volunteer, charitable or supporting capacity. Note: You should plan to spend approximately 24 hours researching your workplace context, preparing for and writing or presenting the outcomes of this assignment for assessment. The suggested word count for this assignment is between 4000-5000 words. However individuals have different writing styles, and there is no penalty if the word-count range is exceeded or not met – as long as the assessment criteria are adequately covered. Check your assignment carefully prior to submission using the assessment criteria.

Please use the sub-headings shown below when structuring your Assignment Assessment Criteria

The context of coaching or mentoring practice

Consider in depth the purpose of coaching or mentoring within an organisational environment including exploring the differences between the disciplines and the benefits and contribution they may be able to make to organisational performance.

Define what coaching and mentoring is within the context of an organisation and explain the similarities and differences between coaching and mentoring (8 marks)

Identify potential individual, operational and organisational barriers to using coaching or mentoring and develop appropriate strategies for minimising or overcoming these (8 marks)

Present the case for using coaching or mentoring to benefit individuals and organisation performance (8 marks)

The skills, behaviours, attitudes, beliefs and values of the coach or mentor

Critically explore the knowledge, skills, and behaviour of an effective coach or mentor (8 marks)

Analyse why coaches or mentors require effective communication skills (8 marks)

Review the responsibilities of the coach or mentor to manage relationships (including values and power) and remain ethical and non-judgemental (8 marks)

The role of contracting and the process to effectively coach and mentor

Review a model or process which should be followed when formally coaching or mentoring (8 marks)

579

Analyse the rationale for and the characteristics of effective contracting within coaching or mentoring (8 marks)

Explain the necessity of exploring the expectations and boundaries of a coaching or mentoring programme with all stakeholders (8 marks)

Justify the rationale for supervision of coaches and mentors in practice (8 marks)

Understand the principles of effective coaching and mentoring in practice and how to evaluate benefits

This section should summarise the previous sections to show your understanding of good practice in coaching and mentoring. You should also conclude how coaching or mentoring can be evaluated in order to bring quantifiable business benefits to individuals and organisations. As part of this document you may include coaching strategy papers or supporting documents.

Critically review the elements required for effective and integrated coaching or mentoring (8 marks)

Analyse how the benefits of coaching or mentoring should be evaluated (12 marks)

By submitting I confirm that this assignment is my own work

580

MARK SHEET – Understanding the skills, principles and practice of effective management coaching and mentoring













Learning Outcome / Section 1: Understand the purpose of coaching and mentoring within an organisational context




AC 1.1 Define what coaching and mentoring is within the context of an organisation and explain the similarities and differences between coaching and mentoring


Coaching and mentoring are not defined, or the definitions are incorrect, deficient, or inappropriate for an organisational context

Coaching or mentoring is correctly and appropriately defined, but not both

The similarities and differences between coaching and mentoring are not explained, or are incorrect, deficient or inappropriate for an organisational context, or similarities or differences are explained but not both

The similarities and differences between coaching and mentoring are merely listed with no account of the practices associated with coaching and mentoring and the reasons for

Limited but sufficient and correct definitions of both coaching and mentoring within a narrow organisational context are provided

A limited but sufficient and correct account of the practices associated with both coaching and mentoring is given with the reasons for those practices that correctly explains the similarities and differences between coaching and mentoring within a narrow organisational context

Full and correct definitions of both coaching and mentoring within a wide organisational context are provided

A full and correct account of the practices associated with both coaching and mentoring is given with the reasons for those practices that fully and correctly explains the similarities and differences between coaching and mentoring within a wide organisational context

/ 8 (min. of 4)

Pass or Referral

581

those practices that correctly explain the similarities and differences

AC 1.2 Identify potential individual, operational and organisational barriers to using coaching or mentoring and develop appropriate strategies for minimising or overcoming these


Potential individual, operational and organisational barriers to using coaching or mentoring are not identified, or are incorrect or inappropriate for an organisational context

Appropriate strategies are not developed for minimising or overcoming identified potential barriers, or are incorrect, inappropriate or deficient, or appropriate strategies have been developed for individual barriers or operational barriers or organisational barriers but not all three

Potential correct and appropriate individual, operational and organisational barriers to using coaching or mentoring are identified within a narrow organisational context, although why they are potential barriers is imprecise

Limited but sufficient correct and appropriate strategies are developed for minimising or overcoming identified potential individual, operational and organisational barriers, although further development of the strategies is required for full implementation

Potential correct and appropriate individual, operational and organisational barriers to using coaching or mentoring are precisely identified within a wide organisational context

Comprehensive correct and appropriate strategies that require no additional work for full implementation are developed for minimising or overcoming identified potential individual, operational and organisational barriers

/ 8 (min. of 4)

Pass or Referral

AC 1.3 Present the case for using coaching or mentoring to benefit individuals and organisation performance


The case for using coaching or mentoring to benefit individual and organisational performance is not presented, or is incorrect, inappropriate or not proven or the case is presented for benefiting individual or organisational performance but not both

The case for using coaching or mentoring is merely stated with no appropriate argument or rationale presented

The case does not argue the connection between individual and organisational performance

A limited but sufficient correct and appropriate argument or rationale is used to present the case for using coaching or mentoring to benefit individual and organisational performance is presented

Relevant but limited argument of the connection between individual and organisational performance

A comprehensive correct and appropriate argument or rationale that includes a wide range of organisational and individual implications, resources, success criteria and risks is used to present the case for using coaching or mentoring to benefit individual and organisational performance is presented

/ 8 (min. of 4)

Pass or Referral


582

Learning Outcome / Section 2: Understand the skills, behaviours, attitudes, beliefs and values of an effective coach or mentor




AC 2.1 Critically explore the knowledge, skills, and behaviour of an effective coach or mentor


The knowledge, skills, and behaviour of an effective coach or mentor are not critically explored, or this is incorrect, inappropriate or deficient

Knowledge or skills or behaviour are critically explored but not all three

The knowledge, skills, and behaviour of an effective coach or mentor are merely listed or described with no critical exploration referencing relevant theory, idea, practice or experience to evaluate and make a judgement

A sufficient but limited and correct and appropriate critical exploration of the knowledge, skills, and behaviour of an effective coach referencing a sufficient but limited range of relevant theory, idea, practice or experience to evaluate and make a judgement, although the evidence base for the judgement is narrow

A comprehensive, correct and appropriate critical exploration of the knowledge, skills, and behaviour of an effective coach referencing a wide range of current relevant theory, idea, practice or experience to evaluate and make a sound judgement using a wide evidence base

/ 8 (min. of 4)

Pass or Referral

AC 2.2 Analyse why coaches or mentors require effective communication skills


Why coaches or mentors require effective communication skills is not explained, or the explanation is incorrect, inappropriate or deficient

Effective communication skills are merely listed or described with no account of the practices associated with them and the reasons for those practices that explains why they are required by coaches or mentors

A limited but correct and appropriate account is provided of the practices of a sufficient but narrow range of effective communication skills and the reasons for those practices that explains why they are required by coaches or mentors

A full correct and appropriate account is provided of the practices of a wide range of effective communication skills and the reasons for those practices that wholly explains why they are required by coaches or mentors

/ 8 (min. of 4)

Pass or Referral

AC 2.3 Review the responsibilities of the coach or mentor to manage relationships (including values and


The responsibilities of the coach or mentor to manage relationships (including values and power) is not discussed, or the discussion is incorrect,

A limited but correct and appropriate discussion of the responsibilities of the coach or mentor to manage relationships includes values and power and

A comprehensive, correct and appropriate discussion of the responsibilities of the coach or mentor to manage relationships includes explicit and precise

583

power) and remain ethical and non-judgemental

inappropriate or deficient, or the discussion does not sufficiently address values and power and/or the importance of remaining ethical and non-judgemental

the importance of remaining ethical and non-judgemental, although the context for the discussion is limited and references to value, power, ethical and non-judgemental are imprecise

references to values and power and to the importance of remaining ethical and non-judgemental

/ 8 (min. of 4)

Pass or Referral


Learning Outcome / Section 3: Understand the role of contracting and the process to effectively coach or mentor




AC 3.1 Review a model or process which should be followed when formally coaching or mentoring


A model or process which should be followed when formally coaching or mentoring is not described, or is incorrect, inappropriate or deficient, or is merely stated with no account of its principal features and context to describe what the model or process looks like

A limited but sufficient and correct account of its principal features describes an appropriate model or process which should be followed when formally coaching or mentoring, although the context is limited

A full and correct account of its principal features describes an appropriate model or process which should be followed when formally coaching or mentoring within a broad context / 8


AC 3.2 Analyse the rationale for and the characteristics of effective contracting within coaching or mentoring


The rationale for effective contracting within coaching or mentoring is not analysed, or is incorrect, inappropriate or deficient

The characteristics of effective contracting within coaching or mentoring are not analysed, or are incorrect, inappropriate or deficient

A limited but sufficient and correct rationale for effective contracting within coaching or mentoring is analysed, although the reasons and arguments presented for the rationale are limited and do not cover the full scope of effective contracting

A narrow range of appropriate and correct characteristics of effective contracting within coaching or mentoring are analysed, although why they are appropriate and correct is imprecise

A full and correct rationale for effective contracting within coaching or mentoring is analysed that covers the full scope of effective contracting

A wide range of appropriate and correct characteristics of effective contracting within coaching or mentoring have been analysed

/ 8 (min. of 4)

Pass or Referral

584

AC 3.3 Explain the necessity of exploring the expectations and boundaries of a coaching or mentoring programme with all stakeholders


The necessity of exploring the expectations and boundaries of a coaching or mentoring programme with all stakeholders is not explained, or exploring expectations or boundaries is explained but not both, or why it is necessary to explore expectations and boundaries is merely stated with no explanation of how this is done to show why it is necessary

A limited but sufficient and correct account of how expectations and boundaries of a coaching or mentoring programme are explored with all stakeholders is provided that explains why this is necessary, although the context and/or scope of the coaching or mentoring programme is limited

A comprehensive and correct account of how expectations and boundaries of the full scope of a coaching or mentoring programme within a broad context are explored with all stakeholders is provided that fully explains why this is necessary

/ 8 (min. of 4)

Pass or Referral

AC 3.4 Justify the rationale for supervision of coaches and mentors in practice


No rationale is explained, or the rationale is incorrect, inappropriate or deficient, or the supervision of coaches and mentors in practice is merely described with no rationale presented to explain why it is necessary

A limited but sufficient and correct rationale is presented that explains why supervision is necessary, although the context and/or scope of coaching or mentoring in practice is limited

A full and correct rationale is presented within a broad context that explains why supervision is necessary across the full scope of coaching or mentoring in practice

/ 8 (min. of 4)

Pass or Referral


Learning Outcome / Section 4: Understand the principles of effective coaching or mentoring in practice and how to evaluate benefits




AC 4.1 Critically review the elements required for effective and integrated coaching or mentoring


The elements required for effective and integrated coaching or mentoring are not summarised, or are incorrect, inappropriate or deficient, or the summary does not include how the benefits of coaching should be evaluated

A limited but sufficient range of correct and appropriate elements required for effective and integrated coaching or mentoring within a limited context are summarised

A comprehensive range of correct and appropriate elements required for effective and integrated coaching or mentoring within a wide context are summarised / 8


585

AC 4.2 Analyse how the benefits of coaching or mentoring should be evaluated


How the benefits of coaching should be evaluated is incorrect, inappropriate or deficient

How the benefits of coaching should be evaluated is merely stated or described with no reference to how an appropriate theory, process or model should be used to provide a solution or conclusion or recommendations

How an appropriate theory, process or model should be used to evaluate the benefits of coaching and provide a solution or conclusion or recommendations is correctly and appropriately summarised, although the context and/or scope of the benefits of coaching is limited

How an appropriate theory, process or model should be used to evaluate the full scope of the benefits of coaching within a wide context and provide a solution or conclusion or recommendations is correctly and appropriately summarised

/ 12 (min. of 6)

Pass or Referral


/ 100

TOTAL MARKS






586

MARK SHEET – Understanding the skills, principles and practice of effective management coaching and mentoring













Learning Outcome / Section 1: Understand the purpose of coaching and mentoring within an organisational context




AC 1.1 Define what coaching and mentoring is within the context of an organisation and explain the similarities and differences between coaching and mentoring


Coaching and mentoring are not defined, or the definitions are incorrect, deficient, or inappropriate for an organisational context

Coaching or mentoring is correctly and appropriately defined, but not both

The similarities and differences between coaching and mentoring are not explained, or are incorrect, deficient or inappropriate for an organisational context, or similarities or differences are explained but not both

The similarities and differences between coaching and mentoring are merely listed with no account of the practices associated with coaching and mentoring and the reasons for

Limited but sufficient and correct definitions of both coaching and mentoring within a narrow organisational context are provided

A limited but sufficient and correct account of the practices associated with both coaching and mentoring is given with the reasons for those practices that correctly explains the similarities and differences between coaching and mentoring within a narrow organisational context

Full and correct definitions of both coaching and mentoring within a wide organisational context are provided

A full and correct account of the practices associated with both coaching and mentoring is given with the reasons for those practices that fully and correctly explains the similarities and differences between coaching and mentoring within a wide organisational context

/ 8 (min. of 4)

Pass or Referral

587

those practices that correctly explain the similarities and differences

AC 1.2 Identify potential individual, operational and organisational barriers to using coaching or mentoring and develop appropriate strategies for minimising or overcoming these


Potential individual, operational and organisational barriers to using coaching or mentoring are not identified, or are incorrect or inappropriate for an organisational context

Appropriate strategies are not developed for minimising or overcoming identified potential barriers, or are incorrect, inappropriate or deficient, or appropriate strategies have been developed for individual barriers or operational barriers or organisational barriers but not all three

Potential correct and appropriate individual, operational and organisational barriers to using coaching or mentoring are identified within a narrow organisational context, although why they are potential barriers is imprecise

Limited but sufficient correct and appropriate strategies are developed for minimising or overcoming identified potential individual, operational and organisational barriers, although further development of the strategies is required for full implementation

Potential correct and appropriate individual, operational and organisational barriers to using coaching or mentoring are precisely identified within a wide organisational context

Comprehensive correct and appropriate strategies that require no additional work for full implementation are developed for minimising or overcoming identified potential individual, operational and organisational barriers

/ 8 (min. of 4)

Pass or Referral

AC 1.3 Present the case for using coaching or mentoring to benefit individuals and organisation performance


The case for using coaching or mentoring to benefit individual and organisational performance is not presented, or is incorrect, inappropriate or not proven or the case is presented for benefiting individual or organisational performance but not both

The case for using coaching or mentoring is merely stated with no appropriate argument or rationale presented

The case does not argue the connection between individual and organisational performance

A limited but sufficient correct and appropriate argument or rationale is used to present the case for using coaching or mentoring to benefit individual and organisational performance is presented

Relevant but limited argument of the connection between individual and organisational performance

A comprehensive correct and appropriate argument or rationale that includes a wide range of organisational and individual implications, resources, success criteria and risks is used to present the case for using coaching or mentoring to benefit individual and organisational performance is presented

/ 8 (min. of 4)

Pass or Referral


588

Learning Outcome / Section 2: Understand the skills, behaviours, attitudes, beliefs and values of an effective coach or mentor




AC 2.1 Critically explore the knowledge, skills, and behaviour of an effective coach or mentor


The knowledge, skills, and behaviour of an effective coach or mentor are not critically explored, or this is incorrect, inappropriate or deficient

Knowledge or skills or behaviour are critically explored but not all three

The knowledge, skills, and behaviour of an effective coach or mentor are merely listed or described with no critical exploration referencing relevant theory, idea, practice or experience to evaluate and make a judgement

A sufficient but limited and correct and appropriate critical exploration of the knowledge, skills, and behaviour of an effective coach referencing a sufficient but limited range of relevant theory, idea, practice or experience to evaluate and make a judgement, although the evidence base for the judgement is narrow

A comprehensive, correct and appropriate critical exploration of the knowledge, skills, and behaviour of an effective coach referencing a wide range of current relevant theory, idea, practice or experience to evaluate and make a sound judgement using a wide evidence base

/ 8 (min. of 4)

Pass or Referral

AC 2.2 Analyse why coaches or mentors require effective communication skills


Why coaches or mentors require effective communication skills is not explained, or the explanation is incorrect, inappropriate or deficient

Effective communication skills are merely listed or described with no account of the practices associated with them and the reasons for those practices that explains why they are required by coaches or mentors

A limited but correct and appropriate account is provided of the practices of a sufficient but narrow range of effective communication skills and the reasons for those practices that explains why they are required by coaches or mentors

A full correct and appropriate account is provided of the practices of a wide range of effective communication skills and the reasons for those practices that wholly explains why they are required by coaches or mentors

/ 8 (min. of 4)

Pass or Referral

AC 2.3 Review the responsibilities of the coach or mentor to manage relationships (including values and


The responsibilities of the coach or mentor to manage relationships (including values and power) is not discussed, or the discussion is incorrect,

A limited but correct and appropriate discussion of the responsibilities of the coach or mentor to manage relationships includes values and power and

A comprehensive, correct and appropriate discussion of the responsibilities of the coach or mentor to manage relationships includes explicit and precise

589

power) and remain ethical and non-judgemental

inappropriate or deficient, or the discussion does not sufficiently address values and power and/or the importance of remaining ethical and non-judgemental

the importance of remaining ethical and non-judgemental, although the context for the discussion is limited and references to value, power, ethical and non-judgemental are imprecise

references to values and power and to the importance of remaining ethical and non-judgemental

/ 8 (min. of 4)

Pass or Referral


Learning Outcome / Section 3: Understand the role of contracting and the process to effectively coach or mentor




AC 3.1 Review a model or process which should be followed when formally coaching or mentoring


A model or process which should be followed when formally coaching or mentoring is not described, or is incorrect, inappropriate or deficient, or is merely stated with no account of its principal features and context to describe what the model or process looks like

A limited but sufficient and correct account of its principal features describes an appropriate model or process which should be followed when formally coaching or mentoring, although the context is limited

A full and correct account of its principal features describes an appropriate model or process which should be followed when formally coaching or mentoring within a broad context / 8


AC 3.2 Analyse the rationale for and the characteristics of effective contracting within coaching or mentoring


The rationale for effective contracting within coaching or mentoring is not analysed, or is incorrect, inappropriate or deficient

The characteristics of effective contracting within coaching or mentoring are not analysed, or are incorrect, inappropriate or deficient

A limited but sufficient and correct rationale for effective contracting within coaching or mentoring is analysed, although the reasons and arguments presented for the rationale are limited and do not cover the full scope of effective contracting

A narrow range of appropriate and correct characteristics of effective contracting within coaching or mentoring are analysed, although why they are appropriate and correct is imprecise

A full and correct rationale for effective contracting within coaching or mentoring is analysed that covers the full scope of effective contracting

A wide range of appropriate and correct characteristics of effective contracting within coaching or mentoring have been analysed

/ 8 (min. of 4)

Pass or Referral

590

AC 3.3 Explain the necessity of exploring the expectations and boundaries of a coaching or mentoring programme with all stakeholders


The necessity of exploring the expectations and boundaries of a coaching or mentoring programme with all stakeholders is not explained, or exploring expectations or boundaries is explained but not both, or why it is necessary to explore expectations and boundaries is merely stated with no explanation of how this is done to show why it is necessary

A limited but sufficient and correct account of how expectations and boundaries of a coaching or mentoring programme are explored with all stakeholders is provided that explains why this is necessary, although the context and/or scope of the coaching or mentoring programme is limited

A comprehensive and correct account of how expectations and boundaries of the full scope of a coaching or mentoring programme within a broad context are explored with all stakeholders is provided that fully explains why this is necessary

/ 8 (min. of 4)

Pass or Referral

AC 3.4 Justify the rationale for supervision of coaches and mentors in practice


No rationale is explained, or the rationale is incorrect, inappropriate or deficient, or the supervision of coaches and mentors in practice is merely described with no rationale presented to explain why it is necessary

A limited but sufficient and correct rationale is presented that explains why supervision is necessary, although the context and/or scope of coaching or mentoring in practice is limited

A full and correct rationale is presented within a broad context that explains why supervision is necessary across the full scope of coaching or mentoring in practice

/ 8 (min. of 4)

Pass or Referral


Learning Outcome / Section 4: Understand the principles of effective coaching or mentoring in practice and how to evaluate benefits




AC 4.1 Critically review the elements required for effective and integrated coaching or mentoring


The elements required for effective and integrated coaching or mentoring are not summarised, or are incorrect, inappropriate or deficient, or the summary does not include how the benefits of coaching should be evaluated

A limited but sufficient range of correct and appropriate elements required for effective and integrated coaching or mentoring within a limited context are summarised

A comprehensive range of correct and appropriate elements required for effective and integrated coaching or mentoring within a wide context are summarised / 8


591

AC 4.2 Analyse how the benefits of coaching or mentoring should be evaluated


How the benefits of coaching should be evaluated is incorrect, inappropriate or deficient

How the benefits of coaching should be evaluated is merely stated or described with no reference to how an appropriate theory, process or model should be used to provide a solution or conclusion or recommendations

How an appropriate theory, process or model should be used to evaluate the benefits of coaching and provide a solution or conclusion or recommendations is correctly and appropriately summarised, although the context and/or scope of the benefits of coaching is limited

How an appropriate theory, process or model should be used to evaluate the full scope of the benefits of coaching within a wide context and provide a solution or conclusion or recommendations is correctly and appropriately summarised

/ 12 (min. of 6)

Pass or Referral


/ 100

TOTAL MARKS






592

Title: Managing operations research

Level: 6

Credit value: 3


1. Be able to conduct operations research in an organisation

1.1 Define a problem in own area of

responsibility, that has arisen out of a need to make better use of available resources

1.2 Establish the objectives for the problem resolution and any specific requirements that must be met in proposing a solution

1.3 Select and justify a specific operations research methodology to resolve the problem, identifying both its strengths and weaknesses in comparison to alternative methodologies

1.4 Collect, validate and analyse data collected from the organisation in order to employ the selected operations research methodology to propose an appropriate solution

2. Be able to interpret the outcomes of operations research

2.1 Recommend improvements to organisational efficiency based on the outcomes of operations research



to conduct operational research techniques, as


manager

Unit expiry date







appropriate)



593

required)



Business Management


unit





Indicative content:

1

Operations Research as a scientific approach to problem-solving and decision-making

Allocating scarce resources, e.g. production planning and scheduling, routing, working capital management

Operations Research modelling approach, i.e. problem identification, formulation, analysis, model validation and implementation

Range of techniques available, e.g. linear programming, queuing theory, simulation, mathematical programming and optimisation

Operations Research analysis and interpretation

2 Using the outcomes of operational research to optimise choices and improve

organisational efficiency

594

ASSIGNMENT TASK for Unit: Managing Operations Research



TASK The purpose of this unit is to develop understanding and ability to be able to conduct operational research techniques, as required by a practising or potential middle manager. NOTE An ILM Assessment Task provides an opportunity to relate your learning directly to your current organisation. It is recommended that you discuss the assignment with your line manager to explore and agree how the task could be used to support the needs of your employer (as well as evidencing your learning as part of completing your ILM qualification). If you are not currently working within an organisation, then you may complete this task in relation to an organisation with which you are familiar. This could include experience working in a voluntary capacity The nominal word count for this assignment is 2500 words: The suggested range is between 2000 and 3000 words, however individuals have different writing styles, and there is no penalty if the word-count range is exceeded.


Be able to conduct operations research in an organisation Define a problem in own area of responsibility that has arisen out of a need to make better use of available resources, and to establish objectives for the problem resolution as well as an appropriate measure of performance and any specific requirements that must be met in proposing a solution. You are required to select and justify your choice of an appropriate operations research methodology to resolve the problem, and collect, validate, and analyse data that accurately reflects the scale and complexity of the problem and go on to employ the operations research methodology to propose an appropriate solution. You must ensure there is confidence that the proposed solution can be justified by the data analysis and the methodology and that the proposed solution meets the objectives for the problem resolution as well as any specific requirements for the problem resolution.

Define a problem in own area of

responsibility, that has arisen out of a need to make better use of available resources (12 marks)

Establish the objectives for the problem resolution and any specific requirements that must be met in proposing a solution (12 marks)

Select and justify a specific operations research methodology to resolve the problem, identifying both its strengths and weaknesses in comparison to alternative methodologies (12 marks)

Collect, validate and analyse data collected from the organisation in order to employ the selected operations research methodology to propose an appropriate solution (44 marks)

Be able to interpret the outcomes of operations research Interpret the outcomes of the operations research correctly to recommend improvements to organisational efficiency that addresses the objectives for the problem resolution and any specific requirements that must be met.

Recommend improvements to organisational efficiency based on the outcomes of operations research (20 marks)


595

MARK SHEET – MANAGING OPERATIONS RESEARCH













Learning Outcome / Section 1: Be able to conduct operations research in an organisation




AC 1.1 Define a problem in own area of responsibility, that has arisen out of a need to make better use of available resources


A problem in own area of responsibility is not defined, or the problem definition is vague, unclear or inappropriate, or the problem has not arisen out of a need to make better use of available resources

A problem is defined in own area of responsibility that has arisen out of a need to make better use of available resources, although the problem definition may not be clearly or accurately quantified

A problem in own area of responsibility that has arisen out of a need to make better use of available resources is clearly defined and fully quantified

/ 12


AC 1.2 Establish the objectives for the problem resolution and any specific requirements that must be met in proposing a solution


No objectives for the problem resolution are established, or objectives are vague, unclear or inappropriate, or objectives are not focused on a need to make better use of available resources in proposing a solution

No specific requirements that must be met in

Limited but sufficient objectives for the problem resolution are established and quantified to devise an appropriate measure of performance that must be met in proposing a solution

Any specific requirements that must be met in proposing a solution are

Objectives for the problem resolution are established and quantified or expressed in rigorous mathematical terms to devise an appropriate measure of performance that must be met in proposing a solution

Specific requirements that must be met in proposing a solution are established and

596

proposing a solution are established, or specific requirements are vague, unclear or inappropriate

established, although how the requirements will be met by the operations research methodology is imprecise

clearly and fully addressed by the operations research methodology

/ 12 (min. of 6)

Pass or Referral

AC 1.3 Select and justify a specific operations research methodology to resolve the problem, identifying both its strengths and weaknesses in comparison to alternative methodologies


No specific operations research methodology to resolve the problem is selected and justified, or the selected operations research methodology is vague or unclear, or is incorrect, or is inappropriate for the problem resolution

A specific operations research methodology to resolve the problem has merely been selected with no justification for the particular choice in comparison to alternative methodologies and/or there is no identification of its strengths and weaknesses in comparison to alternative methodologies

A specific and appropriate operations research methodology to resolve the problem is selected and justified in comparison to alternative methodologies and its strengths and weaknesses in comparison to alternative methodologies are identified, although the range of alternative methodologies compared may be limited

A specific and appropriate operations research methodology to resolve the problem is selected and justified in comparison to a wide range of alternative methodologies and its strengths and weaknesses in comparison to a wide range of alternative methodologies are identified

/ 12 (min. of 6)

Pass or Referral

AC 1.4 Collect, validate and analyse data collected from the organisation in order to employ the selected operations research methodology to propose an appropriate solution


No data has been collected, or data collection is limited and insufficient in relation to the scale of the problem, or the relevance and validity of the data is not clear

No operations research methodology has been employed to propose an appropriate solution, or:

the operations research methodology is inappropriate or has been employed incorrectly

there are errors in the data analysis and use of the operations research

Limited but sufficient data has been collected in relation to the scale of the problem, although the relevance and validity of the data is not always made clear

An appropriate operations research methodology has been employed correctly to propose an appropriate solution and there is some confidence that the proposed solution can be justified by the data analysis and the methodology, although the methodology

Comprehensive data has been collected in relation to the scale of the problem, and the relevance and validity of the data is always made clear

An appropriate operations research methodology takes full account of all controlled variables and relevant uncontrolled variables, the methodology has been employed correctly to propose an appropriate solution, and there is a high level of confidence that the proposed solution can be

597

methodology that nullify the proposed solution

the proposed solution does not meet both the objectives for the problem resolution and any specific requirements for the problem resolution

does not always take full account of all controlled variables and relevant uncontrolled variables

The proposed solution meets both the objectives for the problem resolution and any specific requirements for the problem resolution

justified by the data analysis and the methodology

The proposed solution meets both the objectives for the problem resolution and any specific requirements for the problem resolution

/ 44 (min. of 22)

Pass or Referral


Learning Outcome / Section 2: Be able to interpret the outcomes of operations research




AC 2.1 Recommend improvements to organisational efficiency based on the outcomes of operations research

Referral [ca. 5/20] Pass [10/20] Good Pass [ca. 15/20

No improvements to organisational efficiency are recommended, or:

improvements are not based on the outcomes of operations research

the outcomes of operations research are interpreted incorrectly,

the improvements recommended do not address both the objectives for the problem resolution and any specific requirements that must be met

The outcomes of operations research are interpreted correctly to recommend improvements to organisational efficiency that address both the objectives for the problem resolution and any specific requirements that must be met, although limited consideration has been given to the wider organisational implications of any efficiency improvements

The outcomes of operations research are interpreted correctly to recommend improvements to organisational efficiency that address both the objectives for the problem resolution and any specific requirements that must be met, and consideration has been given to the wider organisational implications of any efficiency improvements

/ 20 (min. of 10)

Pass or Referral


/ 100 TOTAL MARKS




Date of QA Check:


Signature of QA:

Date of QA check:

ILM Level 5 Diploma in Principles of Leadership and Management ...

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