ILM Level 3 Certificate in Leadership and Management

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