ILM Level 7 - Training - Leadership, Consultancy, Coaching ...€¦ · ILM Level 5 Certificate and Diploma Requirements Reference Unit Name Credit Value GLH * Mandatory ** 8580-500

ILM Level 7

December 2018- February 2019

Salford One ILM guide Level 5/7 programme 2018

Introducing Salford Professional Development Salford Professional Development Limited is a standalone training company, supplying high value,

demand led training to regional, national and international clients from the public, private and third

sector. Salford Professional Development (SPD) Ltd is a wholly owned subsidiary of the University of

Salford.

Salford Professional Development helps delegates to achieve their career goals through lifelong

learning and development programmes that draw upon over 100 years of educational excellence.

Continued professional development (CPD) is fundamental to career progression, helping people to

learn new skills, keep up with the changing demands of the workplace and gain valuable

qualifications in the process.

With this in mind, Salford Professional Development has been established with the aim of

consolidating the University’s expertise in this area, providing a wide selection of courses that have

been designed specifically to further the careers of those who study with us.

Visit our website or call us for further information:

T: 0161 295 3000

W: http://www.salford.ac.uk/onecpd

E: [email protected]

http://www.salford.ac.uk/onecpd

mailto:[email protected]

Chapel House Group

Chapel House is an award-winning training and consultancy organisation based near Leeds, North Yorkshire, working with people and organisations across the UK and globally. Our premier training location at Tadcaster is where individuals and businesses come to realise their career goals through our varied training courses.

We are accredited with the Institute of Leadership and Management (ILM), Chartered Management Institute (CMI) and the Association for Coaching (AC), and specialise in a broad range of coach & mentor development and leadership programmes combined with strategic consultancy services to support organisational change and development.

We are proud to work closely with a number of universities in the area, including the University of York, Leeds Becket, Salford and Bradford.

Course Leader – Tracey Smith

Tracey Smith runs her own Business Consultancy and is an Associate Trainer for Chapel House Training and Consultancy Ltd

Tracey is a leadership, coaching and organisational development consultant, with experience delivering learning and development programmes. Having achieved qualifications in management, IOD Company Direction and developed coaching and mentoring expertise, Tracey is an enthusiastic strategic business leader with a passion for nurturing, finding solutions and developing people and teams. She thrives in dynamic and challenging situations, works at Board and Director level and is commercially astute and driven to succeed. With considerable business experience and 14 years incubating science, technology, creative, media and IT businesses, Tracey decided to share her expertise and founded her consultancy business - Evolve720. Having experience securing accreditations including ICT Active, Customer First, ISO Quality Management and Investors in People Gold, it is this experience which Tracey now wishes to share with others who wish to improve and grow.A coach and mentor who challenges and motivates with a passion for developing an individual or a team to full potential.

Tracey can help you unravel obstacles and encourage you to gain clarity on your pathway to successful outcomes and lasting growth and change.



Programme elements and requirements for different levels

The titles given below are the titles as they will appear on the qualification when awarded to the Learner. The qualification reference number is the number allocated to the qualification by the Regulator at the time of submission, which confirms that this is a regulated qualification on the RQF and on the Register.

ILM Level 5 Certificate and Diploma Requirements

Reference Unit Name Credit Value

GLH *

Mandatory **

8580-500 Understanding the Skills, Principles and Practice of Effective Management Coaching and Mentoring

5 18 C D

8580-501 Undertaking Management Coaching or Mentoring in the Workplace

5 12 C

8580-502 Undertaking an Extended Period of Management Coaching or Mentoring in the Workplace

29 20 D

8580-503 Reviewing Own Ability as a Management Coach or Mentor

3 7 C D

*GLH = Guided Learning Hours ** C = mandatory for Certificate D = Mandatory for Diploma

ILM Level 7 Certificate and Diploma Requirements in Coaching and Mentoring

Learners need to complete any combination of units to a maximum of 13 credits. The minimum total qualification time is 130 hours, including 45 guided learning hours.

Reference Unit Name Credit Value

GLH *

Mandatory **

8580-700 Understanding the Context of Coaching and Mentoring in a Strategic Business Environment

5 18 C D

8580-701 Undertaking Coaching or Mentoring at a Senior and Strategic Level

5 12 C

8580-702 Undertaking an Extended Period of Supervised Coaching or Mentoring at a Senior and Strategic Level

29 20 D

8580-703 Reviewing Own Ability to Perform Effectively as a Coach or Mentor Practising at a Senior Level

3 7 C D

*GLH = Guided Learning Hours ** C = mandatory for Certificate D = Mandatory for Diploma


OVERVIEW OF THE ILM

The Institute of Leadership & Management (ILM) formed in November 2001 through the merger of

the Institute of Supervision and Management (ISM) and NEBS Management (National Examining

Board for Supervision & Management).

ILM is the UK’s largest management body, combining industry-leading qualifications and specialist

member services. ILM is founded on the principle that skilled managers and leaders hold the key to

creating productive workforces that deliver organisational and economic success.

ILM qualifications and membership services combine to drive up the standards of leadership and

management and improve individual and team performance. ILM is constantly in dialogue with

practising leaders and managers, their employers and with learning and development professionals

to ensure continuous awareness of current individual, organizational and industry specific concerns.

Based on these concerns ILM then reviews existing sources of information and advice, assess validity

and applicability, and then develops research projects to fill gaps where there is believed there is a

need.

ILM qualifications include awards, certificates and diplomas and are available from Level 2 to level 7.

ILM qualifications are in leadership & management or associated / enhancing subjects such as

Coaching & Mentoring or Business & Enterprise. ILM also offers a number of specialist but linked

qualifications including:

Business Improvement

Service Improvement

Management of Volunteers

Facilities Management

Managing Equality & Diversity

All persons undertaking an ILM accredited training programme are automatically receive 6 months

‘studying membership’ of the ILM, which allows access to ILM on-line research library as well as

other member benefits. Studying members may wish to upgrade to full membership at any point.

For more information about ILM including information regarding membership and a full list of

available ILM programmes visit their website www.i-l-m.com/about-ilm.aspx.

Learning resources There is a range of materials available to support ILM qualifications, for full details browse online atwww.i-l-m.com/shop ILM membership ILM membership brings access to a wide range of online resources, news and information that have been specially selected to support management learning and development. It’s the ideal way to help learners get the most from their ILM programme and support their management career. Visit www.i-l-m.com/members for more information. Our ethos Our qualifications combine innovative design with a strong focus on workplace performance, we believe this delivers well-rounded managers with a proven ability to perform to the required standards. Contact ILM

http://www.i-l-m.com/about-ilm.aspx


The ILM Customer Service Team is dedicated to providing the very best in customer care. If you need guidance on any aspect of leadership and management development, whether at an individual or organisational level, contact ILM. OVERVIEW OF THE ILM CENTRE - Chapel House Training & Consultancy

Chapel House Training & Consultancy is a well-established training organisation operating across the

UK and internationally and is proud to have been an ILM centre since 2008.We see that our alignment

to and delivery of ILM programmes ensures that continuously high standards of training delivery are

maintained. The centre specialises in coaching and mentoring and leadership and management

development where the background of the CEO, Directors, Partners and Associates ensures that a high

standard of training is delivered by a dynamic team who provide a unique blend of both academic

knowledge and practical operational experience.

THE PURPOSE OF THE PROGRAMMES

Whether working towards Level 5 or Level 7 qualifications and regardless of whether it is a Diploma

or a Certificate the purpose of the programme is to create space and time to concentrate on

developing your understanding, knowledge and skills to be a more confident and competent leader

or manager. Whichever programme you are undertaking the time spent on the programme represents

and investment in you. The learning space should be utilised to assess, reflect and develop you with a

view to achieving skill and role enhancement.

Everyone participating in the programme, whether tutor or learner plays an equal part of the process

as everyone brings their own unique experience of the world. It is through sharing and discussion that

learning and change will occur.

Managers and Leaders at all levels carry a great deal of responsibility, whether for delivering the

bottom line, setting vision and strategy, ensuring legal compliance, rolling out projects, meeting

targets, developing the organisation or any combination of these and other objectives. The

management or leadership role is often stressful, frequently lonely and the place where the buck

stops. As such it is important that managers and leaders have time and space to reflect on self, refresh

their knowledge and develop their skills so that they can maintain and improve their both personal

performance and that of their team/s.

Our accredited management / leadership development training is designed to create that space for

reflection, development and growth in a safe yet challenging and stimulating environment. Our

programmes have the added advantage of giving delegates an internationally recognised qualification

in management / leadership that is a unique blend of the theoretical and practical.

ILM Level 7 Diplomas & Certificates

Level 7 programmes are post-graduate level qualifications designed to enhance the knowledge and

skills of individuals with considerable existing experience in their field and those operating at or

aspiring to senior positions. Ideally the candidate will hold a degree or an equivalent vocational

qualification or be an extremely experienced leader / manager / professional who is now seeking to

gain a recognised qualification.


An individual seeking development at this level can expect to consider and critique a variety of

related theory, demonstrate detailed knowledge of the subject being studied, undertake in-depth

personal reflection and developmental action planning, participate in challenging and probing group

exercises, critically review personal performance, undertake complex projects and submit detailed

assignments supported by rigorous academic research.

ILM Level 5 Diplomas & Certificates

Level 5 programmes are graduate level qualifications. They are aimed at professionals who seek to

consolidate knowledge and practice into a recognised qualification. Whilst there are no formal entry

requirements the learner will be required to demonstrate understanding on a wide range of

associated concepts and deliver detailed assignments combining practical knowledge with academic

research.

Those seeking development at this level can expect to undertake a journey of self-discovery,

developing their personal knowledge and skills in the chosen subject area and be well positioned to

transfer the new skill sets to their working environment.

RESOURCES

Delegates on Chapel House Training & Consultancy’s ILM programmes can draw on a wealth of

resources to support and enhance their learning experience, including:

Course Facilitators.Facilitators are available throughout the programme providing formal coaching support, structured tutorials and informal ad-hoc advice as required by the learner.

ILM on-line resources. These are accessed through the ILM website via studying membership for 6 months from date of activation or via full membership should the participants decide upon this.www.i-l-m.com

Other course participants. Chapel House Training & Consultancy encourages learning support amongst delegates throughout the course of the programme and beyond through the creation of appropriate support structures including; co-coaching circles, buddy groups or action learning sets.

Pre-course workbooks. All delegates receive a pre-course workbook, which has a detailed range of information, reference material and recommended reading relevant to the chosen programme.

Each programme is supported by a comprehensive reading list. Course facilitators hold hard copies of the majority of the texts, which can be made available to delegates.

Delegates on Level 5 & Level 7 programmes receive a Chapel House Training & Consultancy data stick containing a myriad of useful information relevant to the chosen course of study.

Chapel House Training & Consultancy has a comprehensive website and blog where subject related information and updates, news articles and research findings are routinely posted. www.thechapelhousegroup.co.uk

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

http://www.thechapelhousegroup.co.uk/


ROLES & RESPONSIBILITIES

The Delegate

Delegates on all programmes have a responsibility to take ownership for their own learning, to

attend the programme and to engage in the learning experience. Delegates are required to complete

the pre-course work programme and should commit to interacting with the programme, the

facilitators and other delegates to maximise the learning experience of all.

They should also endeavour to engage with interim tutorials, group learning sessions and personal

coaching / development support where this is applicable to the programme. If elements of the

programme are not meeting the delegates expectations this should be fed back to the facilitators so

that any such concerns can be addressed and, where necessary, the programme amended.

Delegates also have a responsibility to ensure that payment for programmes undertaken are

received in a timely fashion by Chapel House Training & Consultancy.

The Facilitator(s) / Trainer(s)

Programme facilitators are there to deliver the programme, ensure that delegates have a positive

and rewarding learning experience and that they are equipped with the appropriate levels of

knowledge to successfully complete the programme, attaining an appropriate qualification. Course

facilitators will the principle contact for delegates for the duration of their learning where their role

will be to support, guide and clarify. Facilitators are also responsible for the safety of all parties

during the contact phase/s of the programme and will take the lead for initial assessment of all

written assignments.

The Internal Verifier (IV)

The IV is a staff member or associate of Chapel House Training & Consultancy who ensures the

quality of the marking of the assessor so that Chapel House Training & Consultancy continues to

meet the ILM’s exacting standards. The IV may, occasionally, challenge the assessment made during

the initial assessment and in such circumstances they will meet with the initial assessor to discuss a

process for agreement.

The External Verifier (EV)

The EV is an individual appointed by the ILM to quality check the marking undertaken by Chapel

House Training & Consultancy. Regular meetings take place between ILM centre staff and their

appointed EV, who is independent and does not work for the ILM centre.

The ILM

The ILM is the awarding body for qualifications. They ensure that programmes are well designed and

appropriate for delivery at the stated level. They set the parameters of course content and are able


to remove ILM centre status from any training organisation aligned to them that fails to meet their

standards.

THE LEARNERS JOURNEY

Pre-Course

All potential delegates onto a Chapel House Training & Consultancy training programme will be

offered a conversation with one of our trainers either by telephone, Skype or in person to establish

the correct fit of qualification. This assessment will be based on discussions around a variety of

topics including: individual learning needs, personal goals, career aspirations etc.

Initial Contact

Once a programme of study is selected you will be allocated to your study cohort and dates for the

programme module/s will be agreed. At this point completion of a registration form will be required.

The registration process is designed to give you the opportunity to reflect upon your reasons for

undertaking the programme and what you will bring to and take from the experience.

Upon receipt of your registration form you will be registered with the ILM by our administration

team. Once this has happened you will receive an e-mail from the ILM confirming registration and

advising you of the benefits of your free 6 months studying membership to the ILM.

You will be sent joining instructions and a pre-course workbook, which you will be required to

complete prior to attendance on your chosen course and bring with you to the programme. The

workbook will provide you with the foundations to begin the programme and will ensure orientation

for the work ahead.

You will also be provided with the opportunity for a pre-course telephone coaching session with one

of our professionally qualified coaches. This will allow you the opportunity to discuss any matters

that are of concern or that may impact on the next phase of your learning.

Pre-course Assessment (Leadership / Leadership & Management only)

Some of Chapel House Training & Consultancy’s Leadership or Leadership and Management

programmes involve a pre-course psychometric assessment. The assessment process is an additional

tool to support the personal development phase of the programme you have embarked upon.

Where a psychometric tool is to be deployed the Chapel House Training & Consultancy

administration team will contact you, in advance of the programme, to book the assessment process

at a time that is convenient to you.

Programme Attendance

All ILM accredited programmes delivered by Chapel House Training & Consultancy have a taught /

classroom-based element. In the majority of programmes, the taught phase is modular usually with

gaps of between 1 and 3 months between the elements.


Programmes will be delivered in a suitable training space, either in a hotel or conference centre or,

in some circumstances, in a training venue provided by the client / host organisation.

The classroom-based elements of programmes will be delivered as a combination of facilitator led

inputs on theory and models, full group discussion and debate, small group exercises and practice,

individual feedback and presentations and the development of inter-group learning support

structures such as Action Learning Sets or Co-coaching circles, as appropriate.

It is recommended that cohort members remain together and that the published dates of

programme modules are those attended by all the members of that cohort. However, Chapel House

Training & Consultancy does recognise that situations may arise that impact on attendance. As such

we offer the flexibility of being able to defer attendance on programme modules to a future

programme date. It should be noted that all delegates mustattend the full number of classroom days

in order to complete the programme and attain the ILM qualification.

During the initial classroom module members of the cohort will be allocated to a Co-coaching group

or Action Learning Set, dependent upon the programme.

Taught Module Interim Period

Between the classroom based modules the course facilitators will be available, by telephone or

Skype, to individual cohort members to answer queries or give clarification on matters relating to

the programme. For delegates on the majority of programmes the requisite work place based

activity will commence between the first and second modules so that live workplace issues can

enrich the onward learning experience of the programme and to support delegates in developing

their thinking for onward assignments. Delegates will also be encouraged and supported to spend

time in their Co-coaching or Action Learning groups during this phase.

Where programmes are supported by individual coaching for delegates at least 1 coaching session

would usually be scheduled in this interim period.

Post Taught Modules

After the taught modules conclude delegates on Chapel House Training & Consultancy programmes

will be supported by a series of tutorial sessions. Whilst specific programme tutorials will be

scheduled to best meet the needs of the majority of the programme delegates Chapel House

Training & Consultancy runs an ‘open door’ policy for tutorials (with the exception of those delivered

internally to one contracting organisation). This means that any delegates on current or previous

programmes can attend any tutorial session pertinent to their qualification. This allows those

delegates who require additional support to access extra tutorial time.

Delegates will be encouraged and supported to spend time in their Co-coaching or Action Learning

groups. (In the case of all ILM Leadership / Leadership & Management Programmes above Level 3

this will be a requirement of the programme.)

Delegates will also conduct the majority of the work required to complete their coursework and

assignments after the taught modules are completed. This activity will be supported through

tutorials, Co-coaching or Action Learning groups, 1 to 1 coaching sessions (where this is part of the


programme), informal or ad-hoc support from the course facilitators or other appropriate Chapel

House Training & Consultancy staff.

Delegates have a total of 3 years to complete their ILM accredited training programme. During this

time delegates will be able to submit the assignments required for completion of their chosen

programme and the programme facilitators will mark assignments, give appropriate feedback and

where necessary identify areas for improvement. All endeavours will be made by Chapel House

Training & Consultancy staff to work with delegates to achieve the standard of work required by the

ILM to achieve a recognised qualification.


Writing Assignments

The key to effective assignment writing is to focus on providing evidence of your knowledge and how you apply it in the workplace.

With this in mind, it is essential that you utilise the assessment documents to ensure you answer the questions. On the following pages are some key terms that allow you to differentiate between what is required for the assignment submission to ensure you meet the criteria.

You will need to be self-critical and to complete the assignments in a structured way. The most appropriate way to complete this is to start with the assessment criteria as section headings for your writing. In this way, you are less likely to lose focus and you are also sign-posting the section for the assessor. The additional benefit of this is that you don’t start with a blank sheet of paper, just some section headings to work against.

Whilst there may be a need for the sections to be linked, it is easier to write the assignments in this way, rather than as a continuous piece of work.

Reviewing your work before submission

Once you have completed your writing, it is always worth reviewing it again against the criteria, considering how it would read if you were the assessor:

Have I covered the key points?

Is there evidence of the knowledge and application?

Have I provided examples from the workplace to support my answer?

Have I referenced any research or reading?

Have I been concise and considered the word-count?

If I have included a model as part of the text, have I explained this briefly to show understanding?

If I have used appendices, does the assignment read effectively without these?

Word Count and Appendices

The written word, however generated and recorded, is still expected to form the majority of

assessable work produced by Learners at Level 5. The amount and volume of work for each unit at

this level should be broadly comparable to a word count of 2500- 3000 words. Learner work should

aim to minimise the amount of unnecessary attachments or appendices. Information that is

essential to the Learners work in order to meet the learning outcomes and assessment criteria

should be included within the main body of the report. However, ILM understands that from time

to time a Learner may need to include additional supporting information which enhances the overall

work and it is recommended that it is kept to a minimum and does not over-exceed.


Referencing your work You need to reference other people’s work, opinions and research to identify in your writing that you have consulted other published sources. If you don’t reference your work, you are claiming all of the material is your own. There are many different ways of referencing; for the purpose of our programme we will be using the ‘Harvard referencing system’. What don’t I need to reference?

General Knowledge – For example, Barack Obama is the President and America is a larger country than the UK.

Your Own Ideas – Any findings or insights from your own research that are definitely your own.

How do I reference my work? When you reference materials and sources in your text you should include the surname of the author or editor, the date of publication and, when necessary, a page reference number to be separated from the rest of the information by a comma. For example: Hackett (2003) reviews the research and analysis of a training plan to help structure. Alternatively, if you want to discuss an author’s theory and don’t believe their name is best set in your sentence, you can place a reference to them at the end of a sentence such as (Hackett, 2003). If you want to directly quote from the source material, you should use quotation marks around the text. You should also reference the writer’s name, year of publication and page number where the text appears. For example: “It is not easy to set out a recipe to ensure that learning always does work to add value to the individual and the organisation” (Hackett, 2003, p.13). Multiple works - same author When an author has published more than one source in the same year, you distinguish them by adding a lowercase letter after the year: (Hackett, 2003a) (Hackett, 2003b) Two authors same work In the study by Brown and Green (2003)... Three or more authors Peck et al. (1998)... – et al. means ‘and others’ More than one author shown in text Brown (1960) and Smith (1999) have shown... Two authors, same work not directly cited in the text (Brown & Green, 2003)


More than one author not directly cited in the text (Borris, 1992; Mullins, 2006) No author Training development is suggested by Anon (2001); or (Anon, 2001) No date Smith (n.d.) with respect that...; or (Smith, n.d.) Several works, different author, different years Block (1992; 1993) or (Block, 1992; 1993) Second-hand references (Brown 1996, cited in Dermot 2001) & by Brown (1996, cited in Dermot 2001) as... Sources in References/Bibliography In your references/bibliography section of any written reports you need to include the full reference to any source material you have used. For example Author, A. (Year) Title of book. Edition (only include this if not the first edition). Place of publication: Publisher. Below you will find a few examples of how to present certain source materials such as books, journals and online material. Books One author Malone, S. (2003) Learning about Learning: An a-z of Training and Development Tools and Techniques. London: Chartered Institute of Personnel and Development. Two authors Bee, F. and Bee, R. (2003) Learning Needs Analysis and Evaluation. 2nd ed. London: Chartered Institute of Personnel and Development. Three or more authors Roberts, K. et al., (2008) Learning and the Right Initiative. Hampshire: Palgrave Chapter in a book Samson, C (1970) Problems of Information Studies in History. In S. Stone, ed. Humanities information research. Sheffield: CRUS, 1980, p. 44-68. Journal Articles Dee, K. and Hatton, A. (2006) How to Face Training Evaluation Head-on. People Management. Vol 12, No 6, pp. 40-41. Online Resources Thomson, I. (2008) Evaluating Training and Learning [Internet]. London: CIPD Available at: http://www.cipd.co.uk/subjects/lrnanddev/evaluation/evatrain.htm [accessed 10th August 2010].

http://www.cipd.co.uk/subjects/lrnanddev/evaluation/evatrain.htm


ILM terms for learners

List

What exists?

Presentation of specific, required information in a structured

format. Essentially a recall of learnt information; although this may

be quite complex information, listing does not imply significant

cognitive skills.

Identify

What are they?

Involves some selection of subject matter from a larger set or

context. Requires ability to recognise - the level of cognitive skill

required depends on the context. And the degree of variation in the

set from which the identified elements are being drawn.

Describe

What does it look

like?

An account of the principal features of the topic. Involves some

element of selection of the more important features. Again context

and possible variation is significant, as is the degree of detail

required in the description.

Explain

How does it work?

Involves some description of a topic with an account of the

practices associated with the topic. It may also imply some reasons

for those practices, depending on context. Again, the level of

cognitive skill involved will depend on the complexity of the subject

matter.

Compare

How does this relate

to that?

Used with two or more examples, requires a description of their

relative features, effectiveness or outcomes. Context and variation

determines the level of cognition involved.

Contrast

How good is this

compared to that?

Used with two or more examples, makes some assessment of their

relative features, effectiveness or outcomes. By definition, this is

more demanding than to compare, and the factors which

determine the level for compare also apply.

Examine

What can you find

out about it?

Examine is about exploring a topic in some detail (identifying

positive and negative features of the topic) without necessarily

drawing conclusions and making judgements. An examination could

be used to inform decision making; in itself it will probably not be

conclusive. The degree of detail and the context in which the

examination takes place will determine level.

Analyse

What makes this

work the way it does?

To examine something in detail to discover the meaning or

essential features and draw conclusions. To break something down

into components or essential features, to identify possible

causation and/or draw conclusions.

Analysis is not solely confined to data, but will often involve some

manipulation of data to identify patterns, etc. The more complex

the topic being analysed, the higher the level, but analysis will

rarely be a low level activity.


Critically analyse

What makes this

work the way it does,

and why?

Implies careful, exact, in-depth or detailed analysis. Tends to focus

more on the components and to comment on their significance,

causal relationships or impact on the whole. Requires informed

judgement with reference to some conceptual theory, idea,

practice or experience so will always be fairly high level of cognitive

skill.

Evaluate

How well does each

part of this work, and

what needs to be

done to make it work

better?

An evaluation is a examination of complex issues, requiring higher

level cognitive skills, that is more focussed (narrower area, but in

more detail) than a review. An evaluation is normally detailed and

normally provides a solution or conclusion and/or recommendation

(perhaps for further exploration). An evaluation could include a

comparative element. An evaluation tends to focus on the whole as

the sum of its parts.

Review

Overall, how well

does this work, and

what may need to be

done about it?

Making a judgement about a topic which relies upon a combination

of evidence and some kind of theoretical model, construct or

practice. A review normally has breadth and could include a

comparative element, and tends to focus more on the whole. A

review may well lead onto detailed further exploration and/or

recommendations for further actions

Justify

Why do it?

Present an argument for a particular action or choice. Will usually

imply some form of assessment or analysis, and may be linked with

one or other action

Assess

Is this to the required

standard?

Examining a topic and making a judgement, based on standard

criteria. An assessment will judge each element individually. An

assessment does not consider any causal factors, but focuses

primarily on impact or outcomes

Appraise

Does this seem to

work to the required

standard?

Less detailed but broader and more comprehensive than an

assessment.

Looking at the whole and making judgements about qualitative

aspects. Appraisal in its broader sense requires a judgement about

the subject, identifying its strengths and weaknesses and/or how

well something or someone performs in a particular context, or

how well they are likely to do the job. Appraisal is more subjective

than an evaluation, although it will refer to appropriate criteria.

Research

What can you find

out about it?

Identifying and collecting data or information about a subject and

presenting it in a codified or structured form. Research does not

imply any analysis of the data collected, although that may be

implied by the context. Research does not imply any judgement

about the data collected, but may well be combined with related

verbs (analyse, evaluate) to ensure that these actions take place.


Learning and Study Skills The purpose of this section is to provide some practical tips on how to make the best use of your study time. As soon as you start the programme you’ll realise that you need to plan in time to complete additional learning and your assessments outside of the workshops. Effective time management and effective study skills are essential for you to make the most of your learning and successfully complete your programme:

Time management helps you identify the hours you’ll need to fit into your schedule for studying. It helps you avoid wasting time by being better organised. It’ll also save you time through planning.

Effective study skills are about how and what you study. These ensure that you optimise your learning and therefore your progress in whatever time you have available.

Study Skills Matrix Throughout your programme you need to monitor the efficiency and effectiveness of your studying. Start now, take time out to plan your activities, set objectives and review your progress. You’ll inevitably try and benchmark yourself against others, but don’t be too hard on yourself – remember their learning style or starting point may be quite different from yours. Efficient and effective study is the key, as highlighted in the matrix below:

Effective Ineffective

Efficient

Focused on the right learning in the right way, and doing it in the time available.

Using time in an organised way, but failing to make progress as a result of inappropriate materials or method of study.

Inefficient Learning the right material but wasting time, so progress is slow.

In real trouble: wasting time and failing to make progress. As a result, learning becomes very frustrating.


The Importance of being Organised Organising your studying from day one is the key to effective and efficient study skills. Tips for better organisation

Take time to plan how you’re going to file and reference information - remember you may want

to refer later to material studied for an earlier subject, so you need to make sure you can find it easily.

Get into the habit of summarising or highlighting key points in materials so that you can review them quickly.

During workshops or when working through your participant packs, make notes to help you with assessments.

Make a list of your favourite websites so that you can speed up your internet searches, or store them in your favourites on your browser.

How to Study The real key to effectiveness is focusing on how to study. This can be a key barrier if it’s been a few years since you last studied. Be aware of your own learning style, what works and what doesn’t and recognise that we all have different learning styles. You may be familiar with the work of Honey and Mumford (1982) on learning styles. They categorised four types of learner, as outlined below.

Activists If you’re an activist, you’re a doer. You want to try things for yourself and enjoy practical sessions in the workshops. Try and look for opportunities to test out your learning in the workplace. Use your participant packs to make your study more practical. You may find it harder to understand the underpinning theory and its implications. Activists can fall into the trap of seeing the task in terms of finishing the subject, so they rush through the material. Therefore, take time to review and reflect. Pragmatists If you’re a pragmatist, you’re interested in knowing whether things work in practice. Case studies, facilitators’ experiences and other learners’ comments will be of most interest to you. Your participant packs and workshop discussions will be good sources for your learning. Take every opportunity to talk to other participants on your programme and in work. You’ll need to take care not to dismiss academic theory. It provides the essential foundations to your work as a practitioner, so consider it with a view to seeing how it can add value. Reflectors If you are a reflector, you don’t like to be rushed, and the pressures of an intensive programme can leave you reeling. You need time to stop and think about things – so making time for review is critical to your study plan.

You enjoy feedback sessions, so make the most of any discussions and opinions shared in workshops. You might also get a lot out of online discussions and debates. You’ll have to make more of an effort than others to turn theory into practice. Make sure you manage your progress so that reflection doesn’t slow you down.


Theorists You like to discover the theory and concepts from analysis. You’re good at integrating information from different sources, so you’ll relish using facilitator notes, websites and textbooks to help you build up the bigger picture. You’ll need to make more of an effort when it comes to looking at different views and approaches. What to Study You might think that deciding what to spend your time studying would be straightforward, but it’s very easy to weight your study towards the topics you find particularly easy or interesting. You need to allow more time for topics you’re less comfortable with, giving you the opportunity to build your confidence. Share Your Learning Learning needn’t be done in isolation. You will be part of a programme group so use the group for support. Help each other and enjoy the social aspects of study by trying the following:

Set up an e-group so that you can share information quickly and easily – email your colleagues with information about interesting media programmes and articles.

Share research and reading by splitting up subjects and asking for summaries and highlights of key points.

Circulate web-links and case examples to ensure you’re all aware of the hottest topics.

Review and provide feedback on assessments or participant packs.

Visit other participants’ workplaces to broaden your sector knowledge and understanding.

Documents

ILM Level 7 - Training - Leadership, Consultancy, Coaching ...€¦ · ILM Level 5 Certificate and Diploma Requirements Reference Unit Name Credit Value GLH * Mandatory ** 8580-500