Professional Documents
Culture Documents
Leadership (QCF)
Syllabus
September 2015 Version 4
Contents
Page
Qualification objective
Accreditation dates
Progression
Equivalences
Rules of combination
External Assessment
10
10
Chartered Manager
11
CMI Membership
11
Study resources
11
Units
Unit 5001V1 Personal development as a manager and leader
14
19
23
28
33
39
43
48
52
57
62
68
72
76
80
84
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101
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Qualification objective
These qualifications are for the development of the role and skills of managers. These
qualifications aim to develop personal management capabilities, make effective use of
information in decision-making, operations and the development of the skills in managing
people.
Title
Qualification
reference
number
5A1V1
600/9452/7
5C1V1
600/9453/9
5D1V1
601/1195/1
5XD1V1
601/0104/0
Accreditation dates
st
These qualifications are accredited from 1 September 2013, and the operational start date in
st
st
CMI Centres is 1 January 2014. The accreditation ends on 31 August 2018.
Progression
CMI would recommend the below qualifications as a possible progression route, once
completing the Management and Leadership qualifications:
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Please see also the CMI Website for further information on CMIs portfolio of Levels 5 & 6
qualifications.
Equivalences
CMI qualifications at QCF Level 5 portray practical skills and competences that are rated
in academic terms as being comparable to Foundation Degrees and Higher National
Diplomas (HND).
Rules of combination
Rules of combination are defined as being a description of the credit accumulation
requirements for the achievement of a named qualification. The rules of combination much be
adhered to in order to achieve the qualification.
CMI Level 5 Award in Management and Leadership (QCF)
Learners need to complete any combination of units to a minimum of 6 credits to achieve this
qualification.
Unit Number
Unit Name
Credits
GLH
Unit 5001V1
Unit 5002V1
Unit 5003V1
Unit 5004V1
Unit 5005V1
Unit 5006V1
Unit 5007V1
Unit 5008V1
Unit 5009V1
Unit 5010V1
Unit 5011V1
Unit 5012V1
Unit 5013V1
Unit 5020V1
Unit 5021V1
Unit 5022V1
6
7
9
7
6
10
9
9
6
6
7
7
7
7
7
7
20
25
30
25
20
35
30
30
20
20
25
30
30
45
25
30
Unit Number
Unit Name
Credits
GLH
Unit 5001V1
Unit 5002V1
Unit 5003V1
Unit 5004V1
Unit 5005V1
Unit 5006V1
Unit 5007V1
Unit 5008V1
Unit 5009V1
Unit 5010V1
Unit 5011V1
Unit 5012V1
Unit 5013V1
Unit 5020V1
Unit 5021V1
Unit 5022V1
6
7
9
7
6
10
9
9
6
6
7
7
7
7
7
7
20
25
30
25
20
35
30
30
20
20
25
30
30
45
25
30
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Unit Number
Unit Name
Credits
Unit 5001V1
Unit 5002V1
Unit 5003V1
Unit 5004V1
Unit 5005V1
Unit 5006V1
Unit 5007V1
Unit 5008V1
Unit 5009V1
Unit 5010V1
Unit 5011V1
Unit 5012V1
Unit 5013V1
Unit 5020V1
Unit 5021V1
Unit 5022V1
6
7
9
7
6
10
9
9
6
6
7
7
7
7
7
7
GLH
20
25
30
25
20
35
30
30
20
20
25
30
30
45
25
30
Group A
Unit Number
Unit 5001V1
Unit 5002V1
Unit 5004V1
Unit 5005V1
Unit 5006V1
Unit Name
Personal development as a manager and leader
Information based decision making
Practices of resource management
Meeting stakeholder and quality needs
Conducting a management project
Credits
6
7
7
6
10
GLH
20
25
25
20
35
Credits
9
7
GLH
30
30
Group B
Unit Number
Unit 5003V1
Unit 5012V1
Unit Name
Managing team and individual performance
Being a leader
Group C
Unit 5007V1
Unit 5008V1
Unit 5009V1
Unit 5010V1
Unit 5011V1
Unit 5013V1
Unit 6002V1
Unit 6003V1
Unit 6004V1
Unit 6005V1
Unit 6007V1
Unit 6008V1
Unit 5020V1
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9
9
6
6
7
7
7
7
7
7
7
7
7
30
30
20
20
25
30
30
25
30
25
25
25
45
Unit 5021V1
Unit 5022V1
7
7
25
30
Unit
Number
Unit 5001V1
Unit Name
NOS Units
Unit 5002V1
Unit 5003V1
Unit 5004V1
Unit 5005V1
Unit 5006V1
Unit 5007V1
Unit 5008V1
Unit 5009V1
Unit 5010V1
Unit 5011V1
Unit 5012V1
Unit 5013V1
Unit 5020V1
Leadership practice
Introduction to management and leadership
Unit 5021V1
Unit 5022V1
Unit 6002V1
Unit 6003V1
Unit 6004V1
Unit 6005V1
Unit 6007V1
Unit 6008V1
Please ensure that the content of the CMI Centre Delivery plan are approved by the CMI
Quality Manager/Auditor.
For CMI requirements regarding Tutor/Deliverers of CMI qualifications please refer to the CMI
Approved Centre Handbook for more information.
In addition to the specific assessment criteria in each unit, the Learners work must be:
There is no grading system for CMI qualifications, and external moderation of Learners work
only confirms that the required criteria for achievement have been met. Approved Centres
are, however, free to apply their own grade scales, but it must be understood that these are
completely separate from the CMI qualification.
It is important to ensure consistency of assessment, and that demands made on Learners are
comparable within and between Approved Centres. A number of assessment methods can be
used.
Approved Centres are encouraged to use a range of methods to ensure that all the learning
outcomes and assessment criteria are met, and to enhance Learners development.
Assessment methods can include:
Case studies
Role play
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In some instances, as well as written work, use can be made of technology. It is important,
however, to ensure sufficient traceability for assessment and verification.
For CMI requirements regarding Assessors and Internal Verifiers of CMI qualifications please
refer to the CMI Centre Handbook for more information.
For further information on preferred methods of assessment, please refer to the qualification
syllabus.
External Assessment
As part of our dedicated service, Chartered Management Institute (CMI) Awarding Body offers
the opportunity for all centres to have their Learners assignments Externally Assessed.
Some CMI Centres choose to send one assignment of the qualification to be externally
assessed, as it gives the Learner a CMI quality stamp, as it is marked and assessed by the
Awarding Body.
This service provides CMI Centres with a simplistic, professional and cost effective way to get
their CMI Learners work assessed and certificated within a six week period. Please refer to
fees guide for the actual cost.
Further information on this service and the units for which it is available appears on the CMI
website.
There will of course still be instances where Learners will wish to claim recognition of prior
learning which has not been formally assessed and accredited. In those instances, Centres
are free, after discussion and agreement with their Quality Manager, to allow these Learners
direct access to the relevant assessment for the unit, without unnecessary repetition of
learning.
Chartered Manager
Chartered Managers are consistent high performers, committed to current best practice
and ethical standards
A unique designation, exclusively awarded by the Chartered Management Institute,
Chartered Manager embodies a professional approach to management through
knowledge, competence, professional standards and commitment to continuing
professional development (CPD).
To find out more about how to become a Chartered Manager please click here.
Study resources
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Management Direct
www.managers.org.uk/mgtdirect
Its fast, accurate and free to members
Management Direct is an effortless retrieval facility which delivers the full range of CMI
resources on management skills and practice.
All these resources are freely available to members from one source where you can search
by subject. Definitions give you a headline understanding of topic; Checklists and Models
provide the essentials; and books and articles enable you to research further. Depending on
your need you choose how far you want to go.
For in depth research try our e-journals service
www.managers.org.uk/ejournals
The Chartered Management Institute has joined forces with EBSCO Information Services to
offer members access to Business Source: Corporate, a database providing direct access to
articles on management and business from a range of academic journals and business
magazines. Members also have access to country, company and industry reports from
leading providers.
CMI Library
www.managers.org.uk/library
The CMI Library database offers members access to CMIs database of books, reports and
documents on management techniques and practice. The database provides abstracted
references to help you identify appropriate resources.
You can search by a wide range of criteria; download content and export lists of resources.
Members (within the UK) can submit requests to borrow books and pamphlets from the
library.
E-books
www.managers.org.uk/ebooks
Our collection of e-books provides you with 24 hour access to a selection of general
management and consulting textbooks. Search through each book for specific content or use
the chapter index to browse. E-books are available when you need them no more waiting
for a book to be returned to the library.
Management Community
www.managers.org.uk/community
Network with other students or managers through our new community. Go online and share
ideas, discuss problems, find solutions and build your online profile.
Contact CMIs Information Services
Enquiry line: 01536 207400 or email: ask@managers.org.uk
The Information Centre is open to visitors
Monday - Friday 9am - 5pm
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Title:
Unit aim:
Level:
Unit number:
5001V1
Credit value:
Guided Learning
Hours:
20
QCF Unit
Number
F/504/9024
Learning outcomes
Assessment criteria
CMIs Unique Selling Point (USP) is that our centres can deliver
and assess our qualifications in a variety of ways, provided the
learner demonstrates achievement of the assessment criteria.
The good practice details offered below aim to support our USP
and at the same time give our centres an idea of the type of
evidence of knowledge, understanding or ability that we would
wish to see from learners.
When assessing this unit please be aware that the learner has
to meet all the assessment criteria in order to pass. The unit is
written using framework level descriptors and the assessment
criteria is at a level 5 level of difficulty.
Good Practice
required to carry out current and potential job tasks and role
requirements. In addition, your gap analysis might then include
objectives to fill these gaps, which may be carried forward into
your development plan at 1.4.
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Key tasks
SMART objectives
Performance indicators
Dates
Milestones,
Review dates
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Here you are required to explain the process for assessing staff
welfare. You should refer to the points raised in 4.1 and look at
how each might be measured with reference to the
organisational objectives again highlighted in 4.1.
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Accident records
Risk analyses
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Title:
Unit aim:
This unit is about using, presenting and communicating data that supports
decision making.
Level:
Unit number:
5002V1
Credit value:
Guided Learning
Hours:
25
QCF Unit
Number
J/504/9025
Learning outcomes
Assessment criteria
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Following tradition
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Risk assessment
Formal presentations
Technical reports
Meetings
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Flowcharts
Tabulated information
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3. Be able to communicate
information that supports
decision making
Graphs, trends
Distribution curves
Source
Encoder
Channel
Receiver
Decoding
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Title:
Unit aim:
This unit is about the management of individual and team performance and
how to improve performance.
Level:
Credit value:
Unit number:
Guided Learning
Hours:
5003V1
QCF Unit
Number
L/504/9026
30
Learning outcomes
Assessment criteria
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this section.
Psychological contracts
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Difficult conversations
Team meetings
Cultural dimensions
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Maintaining records
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Title:
Unit aim:
Level:
Unit number:
5004V1
Credit value:
Guided Learning
Hours:
25
QCF Unit
Number
R/504/9027
Learning outcomes
Assessment criteria
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Management accounts
Stock records
Overtime records
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supplier
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Stock records
Timesheets
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Capacity planning
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Title:
Unit aim:
Level:
Unit number:
5005V1
Credit value:
Guided Learning
Hours:
20
QCF Unit
Number
Y/504/9028
Learning outcomes
Assessment criteria
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Market research
Complaints analysis
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Through training
3. Be able to conduct a
quality audit
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Setting standards/benchmarking
Culture
Change management
Customer focus
Remaining competitive
Reducing costs
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Potentially cross referring to 3.1, 4.3 and 2.2, this section can
be covered through the use of examples (ideally from own
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Benchmarking
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Title:
Unit aim:
Level:
Unit number:
5006V1
Credit value:
10
Guided Learning
Hours:
35
QCF Unit
Number
D/504/9029
Learning outcomes
Assessment criteria
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Grid analysis
Paired comparison
Pareto analysis
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3. Be able to make
conclusions and
recommendations that
achieve the project aim
Cost/Benefit analysis
Vroom-Yetton-Jago
Kepner-Tregoe
OODA loops
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Title:
Unit aim:
This unit is about financial management systems and controls and the impact of
external factors on organisational financial management.
Level:
Unit number:
5007V1
Credit value:
Guided Learning
Hours:
30
QCF Unit
Number
R/504/9030
Learning outcomes
Assessment criteria
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pace.
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Mortgages
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Title:
Unit aim:
Level:
Unit number:
5008V1
Credit value:
Guided Learning
Hours:
30
QCF Unit
Number
Y/504/9031
Learning outcomes
Assessment criteria
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Management summary
Marketing strategies
Action programme/implementation
Budget
Contingencies
Appendices
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Title:
Unit aim:
Level:
Unit number:
5009V1
Credit value:
Guided Learning
Hours:
20
QCF Unit
Number
D/504/9032
Learning outcomes
Assessment criteria
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Executing (implementation)
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Project charters
Flowcharts
Gantt charts
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Scope
Timescales
Communications strategy
Implementation plan
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Project budget
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Project meetings
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Title:
Unit aim:
Level:
Unit number:
5010V1
Credit value:
Guided Learning
Hours:
20
QCF Unit
Number
H/504/9033
Learning outcomes
Assessment criteria
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Appraisal/review/supervision
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Coaching processes
Providing feedback
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Learner evaluation/comments
Manager evaluation/comments
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CPD/Lifelong learning
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Title:
Unit aim:
This unit is about identifying a need for staff, selecting objectively and
inducting effectively within legal and organisational requirements.
Level:
Unit number:
5011V1
Credit value:
Guided Learning
Hours:
25
QCF Unit
Number
K/504/9034
Learning outcomes
Assessment criteria
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2. Be able to present a
reasoned case for changes in
staffing resources, identifying
personnel requirements
Taking into account the catalysts for change; the manager will
be involved in activity to analyse staffing resources in order to
construct a case for any changes to the resource. This activity
may involve (but may differ between organisations):
Business planning
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Qualifications
creating a shortlist
making a decision
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3.3 Identify where records are kept, and the nature of those
records
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Interviews
Psychometric assessments
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Monitoring costs
Increased turnover/profits
Increase in capacity
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Orientation
Introductions
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Title:
Being a leader
Unit aim:
This unit is about understanding and applying leadership skills and the
understanding of ethical and cultural issues within the organisation.
Level:
Unit number:
5012V1
Credit value:
Guided Learning
Hours:
30
QCF Unit
Number
M/504/9035
Learning outcomes
Assessment criteria
1. Understand an
organisations ethical and
value-based approach to
leadership
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2. Understand leadership
styles
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Title:
Leadership practice
Unit aim:
This unit is about the links between management and leadership, key
leadership principles and leadership theory.
Level:
Unit number:
5013V1
Credit value:
Guided Learning
Hours:
30
QCF Unit
Number
T/504/9036
Learning outcomes
Assessment criteria
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This area lends itself well to the use of examples & case
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Situational leadership
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Title:
Unit aim:
This unit is about the foundation skills and knowledge of a middle manager
and leader
Level:
Credit value:
Unit number:
Guided Learning
Hours:
5020V1
QCF Unit
Number:
A/504/9037
45
Learning outcomes
Assessment criteria
CMIs Unique Selling Point (USP) is that our centres can deliver
and assess our qualifications in a variety of ways, provided the
learner demonstrates achievement of the assessment criteria.
The good practice details offered below aim to support our USP
and at the same time give our centres an idea of the type of
evidence of knowledge, understanding or ability that we would
wish to see from learners.
When assessing this unit please be aware that the learner has to
meet all the assessment criteria in order to pass. The unit is
written using framework level descriptors and the assessment
criteria is at a level 5 level of difficulty.
Good Practice
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2. Be able to construct a
personal development plan
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Here you are asked to give the differences between data and
information, and to provide further examples to show quantitative
and qualitative data and information.
Your answer should clearly indicate the difference between data
and information and through examples the differences between
qualitative and quantitative data and information. These
examples might best be sourced from your organisation or one
with which you are familiar.
For this criterion you are required to identify your organisational
stakeholders, their needs from your organisation, and the data or
information available on these stakeholders. Stakeholders
should be both internal and external and the types of data and
information available both qualitative and quantitative. You could
provide your answer in a tabular format including identification of
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Title:
Unit Aim:
Level:
Credit value:
Unit number:
Guided
Learning
Hours:
5021V1
QCF Unit
Number:
CMIs Unique Selling Point (USP) is that our centres can deliver
and assess our qualifications in a variety of ways, provided the
learner demonstrates achievement of the assessment criteria. The
good practice details offered below aim to support our USP and at
the same time give our centres an idea of the type of evidence of
knowledge, understanding or ability that we would wish to see from
learners.
F/504/9038
25
Learning Outcomes
Assessment Criteria
When assessing this unit please be aware that the learner has to
meet all the assessment criteria in order to pass. The unit is written
using framework level descriptors and the assessment criteria is at
a level 5 level of difficulty.
Good Practice
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value chain and the roles and responsibilities for risk management
at each stage across value chain.
A good practice answer would explain a risk management model in
context of the regulatory environment in which the organisation
operates and the nature and types of operational risk. For example
product /service risk; HR risk, asset and IT risk, supply chain risk,
compliance risk. A good answer would also include comments on
the risk management process. (The various parts of the risk
management process are defined by ISO Guide 73:2009). This
could include reference to tools such as the Failure Mode, Effects
and Criticality Analysis (FMECA) used to assess the probability of
failures across the end to end supplier to customer cycle.
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Title:
Unit Aim:
Level:
Credit value:
Unit number:
Guided
Learning
Hours:
5022V1
QCF Unit
Number:
J/504/9039
30
Learning Outcomes
Assessment Criteria
CMIs Unique Selling Point (USP) is that our centres can deliver and
assess our qualifications in a variety of ways, provided the learner
demonstrates achievement of the assessment criteria. The good
practice details offered below aim to support our USP and at the
same time give our centres an idea of the type of evidence of
knowledge, understanding or ability that we would wish to see from
learners.
When assessing this unit please be aware that the learner has to
meet all the assessment criteria in order to pass. The unit is written
using framework level descriptors and the assessment criteria is at a
level 5 level of difficulty.
Good Practice
This section gives the opportunity to set the scene for the
environmental, social and governance, principles of Corporate Social
Responsibility (CSR).
This is a very broad subject but should include some of the following:
Environmental: Principles such as not damaging the environment,
minimising waste or energy use and recycling when possible.
Social principles: Treating employees, customers or service users
fairly, selling products that are safe to use and encouraging diversity.
Governance principles: Ensuring the financial viability of the
organisation, obeying the law, being open in dealings with suppliers
and customers and considering the needs of all the organisations
stakeholders.
You might also note the potential conflict between the various
principles noting CSR covers all aspects of corporate governance. It
is about how companies conduct their business in an ethical way,
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Energy consumption
Waste management
Sustainable development
Ecology
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Here you are asked to provide the regulatory standards that protect
customers/consumers and other competitive organisations. These
may relate to your organisation or sector but might also include;
competition law, European law and consumer law.
Here you are asked to devise a plan to deliver the Corporate Social
Responsibility strategy at an operational level. This could include how
the CSR strategy is developed and how the subsequent corporate
policy is cascaded to business units and departments including how
governance will be implemented. Your plan should include:
Activities
Target outcomes
Dates
Responsibilities
Resource implications
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3.2 Develop methods to communicate and implement
the plan at an operational level
KPIs.
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Title:
Unit aim:
Level:
Credit value:
Unit number:
Guided Learning
Hours:
6002V1
QCF Unit
Number
J/504/9042
30
Learning outcomes
Assessment criteria
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an organisation
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Title:
Unit aim:
This unit is about identifying opportunities for change, modelling the change
process and managing the change to produce expected outcomes.
Level:
Unit number:
6003V1
Credit value:
Guided Learning
Hours:
25
QCF Unit
Number
L/504/9043
Learning outcomes
Assessment criteria
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differently.
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Title:
Unit aim:
Level:
Unit number:
6004V1
Credit value:
Guided Learning
Hours:
30
QCF Unit
Number
R/504/9044
Learning outcomes
Assessment criteria
1. Understand the
commitment to equality of
opportunity and diversity
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ACs 1.1 and 1.2 are closely aligned and you could answer
both together. It would be helpful to begin your answer by
summarising the organisations policies pertaining to this area
and outlining how they are implemented. You need to evaluate
the organisations commitment to the equality of opportunity
and diversity; this could be done, in part by a staff survey, to
try to ascertain whether the staff consider the organisation to
be committed. Other evidence may be obtained from the
organisations records regarding discipline and grievance
cases and subsequent appeals, or from results of existing
employee opinion surveys. Informal observations and
feedback from colleagues may provide additional information
to support or challenge your findings from the formal route.
Your evidence would also benefit from commenting on how the
policies are communicated to staff and other stakeholders, and
an acknowledgement of how closely reality mirrors the written
intent. It would be useful to use real-life examples to illustrate
your answer
It would be useful to summarise current equality UK legislation,
regulations and industry/organisational codes of practice
relevant to personal responsibilities and liabilities and go on to
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Title:
Unit aim:
Level:
Credit value:
Unit number:
Guided Learning
Hours:
6005V1
QCF Unit
Number
Y/504/9046
25
Learning outcomes
Assessment criteria
1. Be able to develop
personal networks to support
current and future
organisational objectives
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3.1 Outline an idea from the network which will benefit the
organisation
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Title:
Unit aim:
Level:
Credit value:
Unit number:
Guided Learning
Hours:
6007V1
QCF Unit
Number
H/504/9047
25
Learning outcomes
Assessment criteria
1. Understand the
identification of ideas and
innovation across the
organisation
This section gives you the opportunity to analyse how far the
organisations innovation strategy facilitates or enables the
achievement of organisational objectives. The use of a real life
example would assist in the identification of whether or not
there are any links between the two, and if so, how well these
work in practice. You could compare your own organisation
strategy with that of another organisation to identify where it is
effective and where it could be improved. (Updated Feb 2015)
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2. Understand the
encouragement and support
of ideas and innovation
across the organisation
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For this section, you may wish devise criteria by which you
can evaluate ideas and innovations against the organisations
objectives or opportunities. Some organisations adopt formal
processes for this purpose Stage-Gate is one such model,
your own organisation may deploy other methods. The use of
a practical illustration would be beneficial.
The simplest way to tackle this section would be to provide a
worked example of carrying out a cost-benefit analysis on an
idea or innovation from your workplace, or from a historical
case study (e.g. Dyson vacuum cleaners or mint flavoured Kit
Kats) including suggestions of how to mitigate the risks
identified.
Your recommendation can draw on previous work (from AC
3.1 and 3.2), and could take the form of an action plan with
timescales and expected outcomes You should justify your
recommendation and could enhance your answer by outlining
how you would monitor the implementation.
Your process should consider how your organisation rewards
all those you may put forward ideas and innovations. Rewards
should be appropriate to the originator and the process must
maintain integrity, fairness and consistency, your definition
should include how this would be achieved. Some
organisations provide financial rewards to originators from gift
vouchers through to profit share on a successful product
launch. Others will recognise the individual or team in
organisational communications and/or with thank you letters
from senior managers/directors. You could critique the
process adopted by your own organisation, or develop one for
your organisation.
Title:
Unit aim:
This unit is about the challenges and skills of making managerial decisions
that must be made in support of the organisational objectives, purpose and
vision.
Level:
Credit value:
Unit number:
Guided Learning
Hours:
6008V1
QCF Unit
Number
K/504/9048
25
Learning outcomes
Assessment criteria
1. Understand the
communication of the
organisations purpose,
values and vision
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There is a lot of literature around this area and you could refer
a number of theorists in your answer e.g. Kotter and Lewin for
change management, which would also benefit from the use of
real life examples. You could use a range of examples of
setbacks and change and also outline the range of support
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