ILM Level 3 Certificate in Leadership and Management

Recommended Courses

ILM Unit Credits and number of days of training for each training course as indicated

8600-308: Understanding Leadership

(2 credits, 2 days)

The qualities of leadership
The leader – roles and responsibilities
Differences and similarities between leadership and management, and the need for each of them
Range of at least three leadership models (such as trait, contingency, situational, distributive, servant oblique leader, transactional/transformational) and their significance for task performance, culture and relationships
Leadership behaviours and the sources of power
Identification, development and appropriate choice of personal leadership styles and behaviours
The role of trust and respect in effective team leadership
Supervised practice or simulation to develop the ability to apply knowledge and skills

8600-341: Leading and Motivating a Team Effectively

(2 credits, 2 days)

Why organisations or projects need a vision, mission and strategy and what they mean for first line leadership
How to develop team objectives that support overall strategy and vision
The importance of a team having a common sense of purpose linked to vision and strategy
The role that effective communication plays in conveying the overall mission of the organisation or project and how the collective work of the team members support this
Effective techniques for communicating vision, goals and objectives in terms of:
- choosing effective times and places to communicate with the team and individuals
- selecting appropriate communication methods
- communicating clearly and accurately
- active listening skills
- receiving and responding appropriately to feedback
The critical importance of teams and individuals being motivated and committed to their objectives
Alternative theories of motivation (such as Maslow’s Hierarchy, MacGregor’s Theory X and Theory Y, Herzberg’s Two Factor Theory, Vroom’s Expectancy Theory, etc.)
Motivational factors that are available to the leader (for example: safety and security, sense of common purpose, respect, empathy, recognition of achievement, involvement in decision making, sense of fulfilment, self-development, material rewards, sanctions, etc.)
An appreciation of how these factors can apply to different situations, teams and individuals
How to select and use appropriate motivational factors
Giving feedback on performance
Basic support needs that individuals may have and how to meet these
The importance of continuous development for the team and individual members

8600-326: Understanding the Communication Process in the Workplace

(2 credits, 2 days)

The importance of effective communication at work and the effects of poor communication
The stages in communication: sender – encoding – transmission – decoding – receiver
Possible barriers to communication and methods to overcome them
Ways to ensure effective communication in the workplace
Different types of communication including oral, written, visual, and electronic and their relative advantages and disadvantages
Active listening skills
Significance of non-verbal communication and body language
Techniques of face-to-face and indirect communication, and when each is appropriate
How to use feedback to check effectiveness of communication
How to assess and develop own communication skills through feedback and reflection

8600-339: Understanding Good Practice in Workplace Coaching

(3 credits, 3 days)

Nature and role of coaching in the workplace
Behaviours required by a workplace coach
Skills, abilities and characteristics of an effective workplace coach
Importance of contracting and confidentiality
Development goals that can be met through coaching
Following a process of effective coaching using a recognised model (e.g. GROW)
The coaching relationship, how it gives power to a coach, and the responsibilities associated with the role
Exploration of the coach and line manager responsibilities – differences and potential conflicts
Importance of equality working in a diverse workforce, nature of values and attitudes and potential for abuse (e.g. power) in the coaching process
Promote equality of opportunity and avoid abusing their relationship with others
Contracting – purpose and content
The importance of confidentiality in coaching practice
Nature, purpose and importance of coaching records (diagnostic outcomes, development goals, coaching plans, coaching sessions, progress reviews, etc.)
Progress monitoring methodologies and records
Assessment techniques and purpose (formative, summative, competence, knowledge, etc.)
Range and value of different learning resources and facilities available to support coaching
Accessing learning support services
Range of resources that might be used in coaching, their preparation and use
Layout and location of coaching environment
Potential hazards and risks associated with coaching environment, coach’s responsibility for ensuring a safe environment
Recognition of learner needs beyond coach’s competence (personal, social or psychological problems, learning difficulties or disabilities) and available support services
Assessment tools for understanding and exploring preferences in the workplace e.g. learning styles, VAK. Belbin, situational leadership, competency frameworks, etc.
Organisational information and their relevance when coaching – job descriptions, behaviours, competency frameworks
Concept of learning styles and a practical model for coaches to use
Use and interpretation of an appropriate learning needs and styles assessment tools
Appropriate coaching approach to use with different learning style preferences
Nature and purpose of, and best practice in agreeing, goals and learning outcomes
Personal factors which can inhibit responsiveness to coaching (e.g. previous experiences, expectations, attitudes to being coached)
Strategies to overcome personal barriers to coaching
Practical barriers to coaching in the workplace (environment, attitudes, work pressures, etc.)
Strategies to overcome workplace barriers to coaching

8600-300: Solving Problems and Making Decisions

(2 credits, 2 days)

Ways to recognise, define, investigate and analyse problems
Objective setting in relation to problem
Brainstorming, problem solving and creative thinking techniques
Difference between data and information
How to calculate and use simple averages and basic summary statistics
How to prepare and use grouped data and tables
Interpretation of charts and diagrams
Methods of indexing, referencing and structuring qualitative information
How to evaluate options
The importance of adequate and relevant information for effective decision-making
Identification of what information is relevant to specific decisions
Decision making techniques
The use of simple planning techniques- action plans, Gantt charts
Effective presentation of a case – i.e. providing facts and evidence, not just opinion
Monitoring and review techniques to evaluate outcomes of problem solving activities

8600-307: Giving Briefings and Making Presentations

(2 credits, 2 days)

Selection of relevant information content
How to plan and prepare effectively for briefings (Purpose; Audience; Content; Form)
The value of various methods of data presentation – tables, graphs, charts, diagrams
Prepare visual aids to support briefing or presentation
Formal and informal presentation skills including platform techniques and visual aids
Use of feedback to check understanding
How to evaluate briefings/presentations