qualityculture
.
Creating your future Now!
Leadership Programme
Handbook
Award in Strategic Leadership
Level 7
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Transformational Leadership
ILM Award in Strategic Leadership Level 7
This programme builds on the content of the ILM 5 and is pitched at senior
managers or those wishing to take up a senior position. The content is
geared to the ‘behavioral’ elements of senior leadership, with the latest
thinking in positive psychology, transformational leadership, NLP and
emotional intelligence. Much of the focus is on your impact on others as a
senior leader.
Transformational Leadership
February 13th
Topic areas include transformational leadership, situational leadership and
the leader and social and emotional intelligence and Goleman’s Repertoire.
Values and ethics are paramount for senior leaders, we will explore the
values required by leaders in a modern NHS. We also explore modern
theories of motivation using career values, which are used later in coaching
and will highlight exactly what the top six drivers are for the delegates and
their reports. We evaluate “Primal Leadership” and the evidence that
suggests where leaders are positive and emotionally intelligent it leads to
increased performance in their business teams.
Leading with NLP
February 14th
NLP is about modelling excellence. The founders of Neuro linguistic
Programming developed a series of models and techniques, which can be
used to enhance communication by appreciating that we all have different
models of reality. Themes we will cover include; rapport, favoured internal
representational systems. We look at how to choose our mood and
techniques for having the best impact on those around us at work. We learn
how to create a mood in the team, which breeds a ‘can-do’ attitude.
We learn to use language effectively, which is essential when introducing
change. Senior people tend to be more abstract and operational people use
more detail. The manager needs to communicate with both!
Taking charge of your-self is key to effective leadership, we focus on how to
take personal responsibility and develop it in their teams.
We debate the ethics values and beliefs held by effective people and their
impact on our attitude and approach to people development.
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Support Day
March 6th
This one-day event has been designed to allow you some time to work on
your assignment with support and guidance from us.
Leading Change
March 13th
This workshop shifts perceptions about change, which is, after all, an
inevitable ingredient of modern life and essential to be competitive.
This workshop will get delegates to think about how they can positively
manage themselves and others in order for change to be seen in as positive
light as possible. We can order people to change. We can bully, manipulate,
coerce and plead. Or we can inspire! This session focuses less on big words
and more on tactics and strategies to get team members on board. The
ultimate challenge in life is not merely how awesome you can be, but how
many people you can take with you!
Our focus is on understanding our comfort zones and how the unconscious
controls them in order that we can appreciate how difficult it is for team
members and some team leaders to accept change. We also reinforce this
with
the importance for the leader being personally responsible and having selfawareness and empathy.
We cover topics such as changing rooms, culture, learning organisations
PEST to understand the ‘business environment and Kotter’s 8 steps to
effective change and force field analysis to take people with you.
We also look at how to be more creative as a leader and how to apply
Appreciative Inquiry to leadership and change.
Taking the Fear out of Finance
March 22nd
The purpose of this workshop is to give delegates the confidence about
finance and the terminology used to describe it. We look at profit and loss,
balance sheets, ratios and budgets. All designed in a fun way for
participants to learn.
Coaching
April 29th
This workshop teaches delegates how to inspire those around them to see in
themselves new possibilities and choices. Growing those around you and
creating a ‘can do mentality’ are crucial facets of modern day leadership.
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There is also a focus on how the delegate can grow leadership capability in
the leaders that may report to them.
The workshop is designed to trigger delegates into seeing coaching as a
means of maximising the potential of those around them.
Coaching can transform your leadership style, enabling you to be more
people-centred. This is of massive benefit to the manager, their team and
business results. The workshop includes opportunities to practice the art of
coaching. We also focus on the ‘Being There’. Managers often find it very
easy to become pre-occupied with meetings and emails. We aim to prove
that building relationships is, dare we say, even more important than
sending emails!
Delegates start from the position of self-mastery (to give them credibility)
and then learn to develop questioning techniques that encourage staff to
take responsibility and ownership.
Performance management is integral to the content. Under-performance
must and can be tackled and high performers will be grown further.
Key themes include The GROW Model, use of career values to elicit
motivational drivers, questioning techniques to elicit coachees objectives,
language to read between the lines of what they are saying and do they
have the will and motivation to commit to action.
Brilliant Leadership
April 30th
This workshop delves into areas of personal responsibility. Taking charge of
your-self is key to effective leadership, we focus on how to take personal
responsibility and develop it in their teams.
Where does the energy in a team come from? We explore the concept of
entropy and how it applies to teams. We take a look at the leadership
principles implied in the Fish philosophy. Where do we get our self-belief
from? How can we improve our belief and confidence? We look at big goals
and how to achieve them using the 5-step goal setting process.
Qualification
The qualification is the ILM 7 Award in Strategic Leadership. There is a 5000
word assignment which assesses the most effective leadership behaviours
and applies them to a critical incident, together with a review of your own
leadership effectiveness. Alternatively you can study for the ILM level 7
Certificate in Strategic Leadership with an additional three assignments.
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Assessment
The assessment is by a 5000 word management report which requires the
candidate to address the following learning outcomes:
1. The role and nature of Heart of England NHS organisation, its
corporate governance and the external environmental strategic
influences and the behaviours required by its leaders
2. Analysis of a critical incident and a critique of leadership
performance
3. a critique of own leadership performance and ability to develop
others based upon 360 degree feedback with an action plan for
improvement
LEVEL 7: AWARD, CERTIFICATE AND DIPLOMA IN STRATEGIC
LEADERSHIP
CRITICAL INCIDENT REVIEW: M7.02 AND 7.03
Centre Number
Centre Name
Candidate Registration No
Candidate Name
TASK
Identify a critical incident within the organisation where leadership performance was essential to achieve organisational goals. Use this critical
incident to examine how the role and nature of the organisation shapes the performance of its leaders and how leadership theory can be used
to explain their behaviour.
NB: A critical incident can be defined as any non-routine event where the effectiveness of the behaviour and decision-making of those
involved, especially those in leadership positions, could have a significant and adverse impact on the likely outcomes.
The 'nominal' word count for this assignment is 5,000 words; the suggested range is between 4,000 and 6,000 words. Check your assignment
carefully prior to submission using the assessment criteria .
Please use the headings shown below when writing up your Assignment
Assessment Criteria
Leadership behaviours and approaches
Review the leadership behaviours and approaches that are common in the organisation and
identify how the role and nature of the organisation, its corporate governance and its operating
context and external environment shapes these

How the role and nature of the
organisation, its corporate governance
and its operating context and external
environment affects the knowledge,
skills and behaviours needed by
leaders is explained

Alternative theories of leadership are
critically compared to assess their
validity and utility, and their relevance
to ethics, values, knowledge, skills,
behaviours and other characteristics
for effective leaders
(min 6 marks required from 20 available)
Validity and utility of leadership theories within organisational context
Critically compare alternative leadership theories to assess their validity, and their utility in
helping to analyse and explain the behaviour of leaders in your organisation. In particular, you
should consider how these theoretical perspectives are relevant to the ethics, values,
knowledge, skills, behaviours and other characteristics expected of effective leaders in the
organisation.
(30 marks)
Use this analysis to develop a hypothesis about the appropriate leadership behaviour for
dealing with the critical incident to be examined. (10 marks)
(min 14 marks required from 40 available)
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Application of analysis to a critical incident
Identify a critical incident to test out your hypothesis about leadership behaviour in the
organisation

Critical incidents are analysed to
judge organisational leadership
performance, based on own
assessment of leadership theories

Own characteristics and ability to build
relationships and influence people and
situations to achieve desired
outcomes through application of
leadership practises is evaluated
Own ability to develop leadership
capability in other is critically
evaluated
Feedback about own leadership
performance is sought and responded
to
Appropriate techniques are used to
critically reflect on own performance to
aid leadership development
A plan for modifying own behaviour is
designed and implemented
(min 6 marks required from 20 available)
Reflection
Assess your own leadership behaviour and own ability to develop leadership capability in
others (based on structured assessments, insights into your own performance as a leader and
formal and informal feedback you have collected) and, using appropriate techniques; critically
reflect on how you would have behaved in the same situation and how you might change your
behaviour in future. (15 marks)

Design and implement a plan for modifying your own behaviour (5 marks)
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

(min 6 marks required from 20 available)
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LEVEL 7: AWARD, CERTIFICATE AND DIPLOMA IN STRATEGIC
LEADERSHIP
MARK SHEET FOR CRITICAL INCIDENT REVIEW: M7.02 and M7.03
Centre Number
Centre Name
Candidate Registration No
Candidate named below confirms authenticity of submission
NAME:
Criteria
Strengths
Weaknesses
Assr
mark
Leadership behaviours and approaches

How the role and nature of the
organisation, its corporate governance
and its operating context and external
environment affects the knowledge, skills
and behaviours needed by leaders is
explained
/20
marks
(min 6)
Validity and utility of leadership theories
within organisational context

Alternative theories of leadership are
critically compared to assess their validity
and utility, and their relevance to ethics,
values, knowledge, skills, behaviours and
other characteristics for effective leaders
/40
marks
(min 14)
Application of analysis to a critical
incident

Critical incidents are analysed to judge
organisational leadership performance,
based on own assessment of leadership
theories
/20
marks
(min 6)
Reflection
 Own characteristics and ability to build
relationships and influence people and
situations to achieve desired outcomes
through application of leadership
practises is evaluated
 Own ability to develop leadership
capability in other is critically evaluated
 Feedback about own leadership
performance is sought and responded to
 Appropriate techniques are used to
critically reflect on own performance to
aid leadership development
 A plan for modifying own behaviour is
designed and implemented
/20
marks
(min 6)
Assessor’s Decision
Total Marks
Total 50+ overall, AND minimum
in each section
Section fail if applicable:
Quality Assurance Use
Outcome
(circle as applicable)
PASS
FAIL
Total Marks
Total 50+ overall, AND minimum
in each section
Date of QA check:
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Outcome
(circle as applicable)
PASS
FAIL
QA
mark
Recommended Reading
For referencing purposes, Transformational Leadership Bernard M. Bass,
Ronald E. Riggio.
Primal Leadership Realizing the power of emotional intelligence. Daniel
Goleman, Richard Boyatzis and Annie McKee
Coaching for Performance. Sir John Whitmore
The following policies are a requirement of the ILM. We have also included a
section on report writing and referencing.
Equal Opportunities Policy
qualityculture recognises and asserts equal opportunity for all employees,
associates (actual or during recruitment activity), course participants,
clients and prospects regardless of their race, religion, creed, colour of skin,
sex, disability, sexual persuasion, or age.
We want everyone affected by our business dealings to recognise that this
policy is an important feature of our business.
Dawn Kay
Director
8.3.05
Reviewed 8.4.09
Reviewed 21.1.13
Appeals Procedure
The qualityculture policy aims to ensure that all delegates/students will be
treated fairly and justly in assessments and delivery. This will be assured
by:Assessment
1. Written assessment and grading criteria being produced for all
assessments where applicable.
2. Assessment and grading criteria being available to students.
3. Peer and self-assessment opportunities.
4. Written and/or verbal feedback on all assessed work.
5. Advice, counselling and guidance throughout the module.
6. An open and fair appeals system.
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7. The trainer’s attitude, performance and adherence to equal
opportunities policy is monitored.
Appeals
1. If you feel unjustly or unfairly treated you are encouraged to take up
the
matter with the subject trainer concerned.
2. If the matter is unresolved, please refer to the course leader for
advice
and guidance. You can bring a friend or colleague to this meeting.
3. The Course Leader will listen to you and discuss the situation with
you until a satisfactory conclusion is reached.
4. If an unsatisfactory conclusion is reached the Course Leader or
qualityculture director will discuss the matter with and you and your
company HR representative until a satisfactory conclusion is reached.
5. If the situation is beyond the authority of qualityculture i.e. a matter
regarding the Institute of Leadership and Management we will follow
their appeals procedure.
If, after all internal procedures have been followed on an appeal, the
candidate may appeal directly to the Examination or Awarding Body
concerned (the Institute of Leadership and Management).
Policy and Procedure on Plagiarism
Plagiarism is the use of other people’s work presented as the candidate’s
own work. Examples of this could be:
Direct copying of a colleagues /other persons assignment or presentation.
Cutting and pasting an article from a web page, journal or direct copying a
sentence or paragraph from a book.
Procedure
1. Candidates will be briefed on plagiarism on their programme. This
policy and procedure will also be included in the course handbook.
2. In the event of an occurrence of plagiarism being found the marker
will inform the course leader. The severity of the case will be
reviewed and the learner’s ability to comprehend their actions.
3. Depending upon the severity the Course leader will inform one or
more of the following; The ILM Quality Manager, the organisation’s
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representative and the candidates concerned. We will work closely
with all parties to reach a conclusion whilst maintaining the integrity
of the ILM and their qualifications. Reference will be made to the
latest ILM policy.
Correct Referencing
Your trainers will give you the appropriate level of referencing for your
qualification and the following provides detailed information.
Study Skills
Introduction
We are all busy and have many demands on our time. However a
qualification of this level requires a high level of commitment. In this
section we advise on how to carry out additional learning, assignment
writing and study groups.
Group Work
Assignment writing can be quite daunting. It is useful to work with others
who are on the same module. Usually it is about confidence.” What is the
standard? How much detail? How do I apply a model or theory to my area of
work?” Our colleagues will have different perspectives and may see how to
use a concept in their area which in turn will help you.
It makes it a more enjoyable experience to work with others and will
enhance the learning process.
Assignment Writing
We are looking for evidence of reading beyond standard textbooks and
lecture notes i.e.
 good critique of existing ideas and literature.
 good understanding of key concepts and ideas.
 some imagination and originality.
 development of argument so that the whole assignment hangs together.
 Critique of theory comparing and contrasting different models and
development of a hypotheses as to the most appropriate model/s
Planning and Structure
Before you write your assignment, work out on paper a detailed outline of
your thoughts possibly using a mind map.
Some people find it easier to start writing the assignment feeling that they
have made a start and made progress.
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In the assignment introduction, you should set out your main themes and
intentions: describe the issue you are addressing, identify its main
components, and indicate what you are going to do in the body of your
assignment.
Break down your arguments into main parts - use this as a basis of your
assignment that will then be divided up into several sections (you may want
to have section title for each section).
Build up your argument point-by-point, section-by-section, so that you
develop a picture that slowly develops in the reader’s mind.
Always try to put yourself in the position of a critical reader, ask yourself
how s/he would react to your assignment, how s/he would understand it, be
persuaded by it.
Do not simply describe the ideas and literature you’re dealing with, provide
a critical evaluation.
Summarise your arguments in conclusion. What is the main significance of
what you have been saying?
Typical structure, depending upon question set
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
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Front cover
Title Page
Contents page
Question set
Introduction
The Present Situation
Investigation or Methodology
Evaluation of Possible Solutions
Conclusions
Recommendations and implementation plans
Appendices
References and Bibliography
Writing Assignment


Your name
Language, professional
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






Follow structure above
Follow strict marking schedule if set
Number pages
Use headings
Double space or 1.5 spacing
Suitable binder or staple
Soft copy, one for you as a back up
It is important that the marker can understand what you are saying, they
may not be familiar with your terminology or jargon. It is important that
they can easily read your work so use double spacing and (don’t forget
double spacing on new paragraphs too) a 12 point font. Get a friend to proof
read your work and retain a copy yourself.
Appendices
These are used at the end of your assignment to show flow charts,
organisation charts policies academic models etc. and should be numbered
and listed on your contents page.
Bibliography and References Page
Here we list each book, journal or web site used in the assignment.
Start with books, then journals and lastly web sites.
Referencing books:
Surname, initials, date, Title, publisher, edition
Covey S. (1989) The Seven Habits of Highly Effective People Simon and
Schuster First edition
Stokes D. (1997) Marketing A Case Study Approach London: Letts
Educational, Second Edition
Referencing Journals:
Stalk G., Evans P. and Shulman L. (1992) “Competing on Capabilities: the
new rules of corporate strategy” Harvard Business Review, March-April 57-69
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Referencing Web Sites:
www.mindtools.com referenced 21st November 2005
Further Guidelines.
A pass mark will be awarded to those students who:
Produce an assignment that addresses the assignment question in a focused
manner.
There should be evidence of reading beyond basic textbooks, with extensive
use made of trade journal articles.

ALL material used should be referenced appropriately. This includes
material borrowed from websites or corporate brochures. All
references should be accurate and complete. Information on
referencing is detailed below.

All arguments need to be supported with relevant evidence. Avoid
over-generalizations.

Simply cutting and pasting material from a website is not
satisfactory. Any material used from a website will need to be
referenced. Any evidence of material sourced from 3rd party websites
that is not attributed within the assignment will be treated as
plagiarism.

Critique of theory

Understanding and personal examples of application of concepts and
theories learned from the module
What is Plagiarism?
Some students are uncertain as to what constitutes plagiarism. The
following section gives some examples of both good and bad practice.
Consider the following paragraph that is found on page 13 of the book Social
Networks and Organizations by Martin Kilduff and Wenpin Tsai published by
Sage books in 2003.
In fields as different as physics, biology, linguistics, anthropology,
sociology and psychotherapy, network ideas have been repeatedly
invoked over the last hundred years. The multiple origins of network
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approaches for the social sciences contribute to the eclecticism that
characterises current work.
Let us assume that a student wishes to use this in their assignment. How
should this be done?
The first two examples are of bad practice and are considered as
plagiarism.
Example 1
The student writes:
The multiple origins of network approaches for the social sciences
contribute to the eclecticism that characterises current work.
Here the text is copied word for word. No reference is given to its source. In
effect, the student presents another person’s work as his or her own.
Example 2
The student writes:
The multiple origins of network approaches for the social sciences
contribute to the eclecticism that characterises current work (Kilduff
and Tsai, 2003)
Here the source has been cited but the student has not shown that it is a
quotation and therefore is not his or her own words.
BOTH example 1 and example 2 are considered as plagiarism.
What is correct practice? The following examples show correct referencing
and sourcing of text.
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Example 3
The student writes:
“The multiple origins of network approaches for the social sciences
contribute to the eclecticism that characterises current work” (Kilduff
and Tsai, 2003: 13).
Here the student has used quotation marks to show that the text is a direct
quote. In addition a citation is given. Notice that it specifies the page on
which the quotation is found.
Example 4
The student writes:
Network research embraces a diversity of approaches to studying
social relations; Kilduff and Tsai (2003) attribute this diversity to the
multiplicity of origins of the network approach.
Here the student uses their own words to refer to the work of the authors.
This is not a direct quotation, however since the student is using the idea or
concepts of another person, a reference is still required.
To repeat.
Both examples 1 and 2 are considered as plagiarism. Examples 3 and 4 show
good practice.
It is very important that you understand what constitutes plagiarism. If you
have any doubts about this, please contact your programme leader or
module trainer who will be pleased to explain further.
Marking Criteria
The pass mark for all modules will be 50%. Unless otherwise stated. The
marking criteria will be given to you by the course leader.
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