Supporting Notes for

ILM CFA Combined

Management and
Leadership
Qualifications
July 2018 Version 2.1
 Version and date Change detail Section

1.0 August 2017 Document created All

2.0 April 2018 Document transferred to a new All

template
2.1 July 2018 Membership information Other Information
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This document is intended for current and prospective ILM and City & Guilds centres and contains Supporting
Notes for ILM CFA combined Management & Leadership qualifications, which are awarded by The City and
Guilds of London Institute. This is a generic document and should always be read in conjunction with the relevant
qualification technical specifications and the Customer Handbook

Supporting Notes for Management and Leadership Qualifications 2

Contents
Contents 3
Understanding the format of CFA Combined Management and
Leadership Qualifications 4
Qualification Structure 4
Qualification Level, Credit and Size 4
Learning Time 4
Guided Learning Hours 5
Approval for an ILM CFA Combined Management and Leadership
Qualifications 7
Occupationally Competent Staff 7
Learner Journey 10
Running the Programme 12
Learner Recruitment 12
Profile of the Learner 13
Learner Registration 16
ILM Assessment Strategy 19
Other Information 22
Institute of Leadership & Management Student Membership 22
Learning Resources at ILM 22
Glossary 23
Appendices 25
Appendix A 26
Appendix B 34
Appendix C 35

Supporting Notes for Management and Leadership Qualifications 3

Understanding the format of CFA Combined
Management and Leadership Qualifications
Qualification Structure

A qualification consists of credit based units of learning and assessment. Each

qualification will have a structure specifying which units are mandatory and
which are optional. The credit and units required to complete a qualification are
set out by the Rules of Combination (RoC). As each unit belongs to a qualification
under a permissible RoC, we can recognise more easily how long it will take to
achieve both the units and the overall qualification based on learning time size
and level.
A RoC is specific to each qualification and not to a unit. It also upholds the
underpinning RQF (Regulated Qualifications Framework) principle of credit
accumulation and credit transfer. This means that, once enough unit credit is
accumulated, this can be used to gain a qualification or transferred towards a
number of qualifications, as long as:

1. the units appear under the permissible RoC

2. are within the same context, sector, level and
3. have met the assessment requirements.

Qualification Level, Credit and Size

The level of a unit or qualification indicates its complexity, the depth of

achievement required and/or the autonomy of that learner demonstrating that
achievement. RQF has 9 levels: entry level plus levels 1 up to level 8.
Credit is awarded for completion of a unit and credits are then combined to make
qualifications. The size of a qualification is specified in terms of the minimum
total credits required. Awards are between 1-12 credits, Certificates between 13-
36 credits and Diplomas must have 37 credits or more. You can have an Award
of any difficulty level from 1 to 8. This is because the Award, Certificate and
Diploma indicate the size of qualification, not its difficulty.
All CFA combined Management and Leadership qualifications are Diploma sized.

Learning Time

Learning time is the average time it takes a learner to complete the learning
outcomes of a unit. This can include tutorial time, group work, private study,
reading, research, practical learning, work-based learning and assessment.
Learning time includes guided learning hours and time allocated for self-directed
study.

Supporting Notes for Management and Leadership Qualifications 4

In a qualification, one credit approximates to 10 hours of learning time. For
example a 3 credit unit highlights that on average, a learner will take about 30
hours to complete.

Guided Learning Hours

Guided Learning Hours (GLH) is the time that a trainer/tutor is available to guide
learners. Skills Funding Agency (formerly the Learning and Skills Council) defines
GLH as:

“Guided learning hours (GLH) are defined as all times when a member of
provider staff is present to give specific guidance towards the learning aim being
studied on the programme. This definition includes lectures, tutorials, and
supervised study. It does not include hours where supervision or assistance is of
a general nature and is not specific to the study of the learners.”
Guided learning can include tutorials, e-learning courses, guided reading, tutor
facilitated discussion, one-to-one feedback and online guidance given by a tutor.
It also includes the time spent by staff assessing a learner’s achievement for
example in the assessment of knowledge and competence for a vocational
qualification. However it does not include time spent by staff in the day-to-day
marking of assignments and homework where the learner is not present, nor
does it include hours where supervision is of a general nature and is not specific
to the study of learners.
ILM combined Management and Leadership specifications provide an indication
of the typical range of GLH required to deliver the breadth of content. This is
based on learner journeys that cover the minimum overall credit required.
The actual GLH of a learner journey should be benchmarked against the sum of
the GLH specified unit-by-unit, combined with the additional hours cited for
induction and tutorial support for the qualification. These hours are not
mandatory but any proposed learner journey that significantly differs from these
benchmark figures should be discussed in advance with an ILM Quality and
Compliance Manager.
The table below shows the difference between GLH and Learning Time:

Tutor* Directed/Facilitated Learner Directed Assessment

 Induction
Guided
 Tutorials and tutorial support time
Learning
 Directed activities such as role
Hours play, case studies etc
 Facilitated group discussion
 Action learning sets
 Supervised work-based learning
or practice
 Directed on-line learning
 Guidance prior to assessment
 Induction  Reading
Learning Time taken for
 Tutorial and tutorial support time  Research
Time learner to
 Directed activities such as role  Self-study

Supporting Notes for Management and Leadership Qualifications 5

 play, case studies etc  Discussion with
complete
 Facilitated group discussion relevant others in the
assessment
 Action learning Sets workplace
 Supervised work-based learning  Practice in the
or practice workplace
 Directed on-line learning
 Guidance prior to assessment
*In this context, the term tutor covers teachers, deliverers, instructors, lecturer,
trainer, assessors or any others involved in delivering the training.

Supporting Notes for Management and Leadership Qualifications 6

Approval for an ILM CFA Combined Management
and Leadership Qualifications
Before running a new qualification(s)/programme you as a centre must
check that you have approval for the qualification/units you are
intending to offer. The centre is only approved to register learners for
the programmes for which they have submitted, and had approved, a
learner journey plan (formerly known as a scheme of work). The
qualifications you are presently approved to offer will be listed on your
Walled Garden Catalogue. Please liaise with your Business Development
Manager or Quality and Compliance Manager to obtain add-on approval.
More information on the approvals process can be obtained from the
Customer Handbook
As a minimum requirement you will need the following to gain approval
for a qualification:

Occupationally Competent Staff

ILM CFA combined M&L qualifications are derived from the Skills CFA
redevelopment of the MSC M&L 2010 NOS units back in 2012.The Skills
CFA redevelopment of M&L NOS qualifications and Apprenticeship
packages and are designed to develop learners knowledge,
understanding and skills which are then assessed through a range of
work related assessments. Centre Assessors and Internal Quality
Assurers are therefore required as a team to have a combination of
appropriate competences in learning, assessment and internal quality
assurance methodologies together with knowledge and experience of
leadership and management skills within operational environments and
sectors relevant to their learners.
Assessors and Internal Quality Assurers must hold (or be working
towards) a TAQA or equivalent qualification (Assessors and Internal
Quality Assurers holding older qualifications must be able to
demonstrate that they are assessing to the current standard).
Occupational requirements checklist cannot therefore be prescriptive
and the evidence indicators are offered as guidance. Centre staff will
only be expected to meet a range of the evidence indicators. The table
below shows the generic occupational competence requirements of
Assessors and/or Internal Quality Assurers.
Note: Given that occupational competence requirements will vary
greatly between lower and higher level qualifications, the technical
qualification specification will highlight if there is an additional
requirement of any qualification specific occupational competency.

Supporting Notes for Management and Leadership Qualifications 7

Assessors Occupational
Evidence Indicators
Competence Requirements
Relevant and sufficient
occupational experience
appropriate to the level and
breadth of subject areas of
the qualification units for
which the centre is approved.
Knowledge, understanding
and application of a range of
assessment and/ or internal
quality assurance
methodologies relevant to
the level and subject area of
the qualification units for
which the centre is approved.
Internal quality assurers
Occupational Competence
Requirements
Relevant and sufficient
occupational experience
appropriate to the level and
breadth of subject areas of the
qualification units for which
the centre is approved.
Supporting Notes for Management and Leadership Qualifications
 Be occupationally competent or
have the necessary and sufficient
experience of the role for which
they intend to undertake
assessments, including the level
and scope of individual candidate
performance at work or in realistic
working environments and
judgments about the quality of
assessment and the assessment
process.
 Hold (or be working towards) an
appropriate qualification
confirming their competence to
assess candidates undertaking
competence based units and
qualifications (e.g. TAQA or
equivalent)
 A thorough understanding of
assessment and quality assurance
practices.
Evidence Indicators
 Be occupationally competent or
have the necessary and sufficient
experience of the role for which
they intend to verify assessments.
This experience will provide
potential verifiers with detailed
knowledge of the functions
described by the occupational
standards that comprise the
qualification and will also allow
them to make judgments about the
8
 quality of assessment and the
assessment process.

Knowledge, understanding and  Hold (or be working towards) an

application of a range of
assessment and/ or internal
quality assurance
methodologies relevant to the
level and subject area of the
qualification units for which
the centre is approved.
appropriate qualification
confirming their competence to
internally verify competence based
assessments and learners (e.g.
TAQA or equivalent)
 A thorough understanding of
quality assurance and assessment
practices.

If an Assessor or an Internal Quality Assurer is working towards an appropriate qualification, their

decisions must be countersigned by a suitably qualified assessor/internal quality assurer.

Supporting Notes for Management and Leadership Qualifications 9

Learner Journey

Compiling a Learner Journey Plan

The Learner Journey Plan sometimes referred to as the Scheme of Work, is a
robust and holistic terminology when describing or projecting a learner’s journey
from inception to conclusion of a qualification/study programme. This is an
overarching plan and should show a learner’s journey. Centres may find that a
lot of the information in this document is helpful in preparing the programme.
When compiling a learner journey plan, unit(s) selected should meet the needs of
the learner and/or sponsoring organisation(s). Centres should work with learners
to ensure that the units selected are those most appropriate to the job role
where the learner will be able to provide naturally occurring evidence from
within the workplace.
Many of the units within the combined qualifications contain hybrid units. These
units follow a pattern of knowledge based learning outcomes, followed by
competence based learning outcomes, ensuring that the learner has the
underpinning knowledge required in order to deliver that aspect of the work role
to the required standards.
Centres have full flexibility in how they develop their learner journeys and can
opt to deliver the programme using a unit based approach, or integration of a
number of complementary learning outcomes from different units. Centres must
detail how they will deliver both the knowledge and competence based aspects
of the programme within their learner journey.
Centres must ensure that the credit value of these units adds up to the minimum
number of credits required to achieve the qualification and include the
appropriate selection of units as stated in the rules of combination requirements.
Typically the learner journey plan should include:

 A clear mapping of the structure and content of the

qualification/programme.
 Information that will be shared with learners during induction.
 Name(s) of the staff who will be involved in delivery, assessment and IQA
of the programme.
 Resources and learner support available
 An account of how the guided learning hours will be achieved unit by unit.
 Assessment methodologies
 Assessment meetings/tutorials

Examples of a Learner Journey Plan can be found in Appendix A.

Supporting Notes for Management and Leadership Qualifications 10

Tutorial/Assessment Record Form
Centres should ensure that all learners are provided with sufficient support and
assessment guidance to help them progress through the qualification. Each
learner should have an individual development/assessment plan that indicates
the agreed actions that the learner needs to undertake in order to achieve the
qualification.
Regular meetings will need to be planned between the assessor and learner to
review and track this progress and provide feedback on assessment decisions.
The amount of support required will differ depending on the learner, however,
the Centre has a responsibility to ensure that this is provided and that an audit
trail of this support is documented.

Supporting Notes for Management and Leadership Qualifications 11

Running the Programme
Learner Recruitment

Unless the combined management and leadership qualification is being offered

as part of an apprenticeship package that includes functional skills or equivalent,
centres should ensure that learners registering for:

Have a background which is likely to be Level 1 Functional

Level 2
Skills Literacy and Numeracy or their equivalent.
Have a background which is likely to be Level 2 Functional
Levels 3
Skills Literacy and Numeracy or their equivalent.

Note: Learners are not usually assessed specifically on their literacy, or indeed
their presentation of information because this is normally not an assessment
criterion. However it is crucial that they communicate well enough to make
themselves understood in meeting the assessment criteria.

Learners who are sponsored by their employers and those without such
sponsorship are equally eligible to register on ILM qualifications.

It is strongly advised that centres obtain the learner’s unique learner number
(ULNs) prior to registration with ILM to ensure that learners’ successes can be
recorded on their learner records (LRs). Further information can be obtained
from the learner records service (formerly MIAP) at www.uklrs.miap.gov.uk
Evidence of occupational competence of all units at any level should be
generated and collected through performance under the learners typical
workplace conditions and Centres should ensure that any learners undertaking
these qualifications must be in a position to meet the assessment demands. This
includes competence units which have knowledge learning outcomes and
assessment criteria.

In order to ensure that the learner is recruited to the appropriate qualification,

Centres must provide adequate advice and guidance opportunities for individual
learners in order to establish the following:
 an indication of their present level of knowledge
 that their circumstances offer realistic opportunities for evidence gathering
for the competence based learning outcomes in the qualification by
considering their key responsibilities and accountabilities
 the level of qualification that will be most appropriate for the learner
 an indication of possible choice of optional units

An in-depth interview with each learner should be conducted that focuses on

their activities and experience in relation to the management and leadership

Supporting Notes for Management and Leadership Qualifications 12

standards. Time taken at this early stage will ensure that the learner is following
the correct pathway, and that it is likely to be sustainable.
Simulated evidence is only allowable in three units of the combined Management
and leadership qualifications and ILM have produced realistic working
environment (RWE) case studies for learners to complete in order to meet the
assessment criteria for these units (details of RWE and the three units can be
found in appendix B).

Centres are required to demonstrate commitment to equal opportunities when

recruiting. The Customer Handbook gives guidance in making arrangements for
learners requiring reasonable adjustments or special considerations in respect of
assessment. This should be done as early as possible in the programme and
needs to be approved by ILM before implementation.

Profile of the Learner

The following profile is provided to assist Centres in advising and recruiting

participants on to programmes of an appropriate level:

Level 2 Diploma in Team Leading (combined qualification) is aimed at

Team Leaders.

 Team leaders are best perceived as being part of a team; first and
foremost they are practitioners or operators working alongside other team
members. Being leaders of teams augments this role, but does not
significantly affect their general responsibility to engage in the same or
complementary job tasks as the other team members. Given that teams
are likely to contain relatively small numbers of people (probably in the
range 6 – 12), the team leader’s span of control is quite small.

 The team leader role is distinct from that of the first line manager in its
tendency to focus on the shorter term, on the day-to-day performance of
the team and its members. This means a responsibility for allocating tasks
between team members, for ensuring that individuals are supported in the
performance of their job role, and that output conforms to the
requirements of the organisation and its customers. Communication
between the team and its managers is a significant part of the team
leader role.

 Team leaders can be expected to be aware of the need to satisfy customer

or supplier requirements as agreed by the organisation, and to be alert to
these as they are notified to the team. Team leaders are expected to
encourage team members to respond appropriately to these requirements
within the parameters laid down by the organisation. They will have no
power to amend standard practices but may have to decide on more
complex decisions within tightly defined boundaries (e.g. whether a

Supporting Notes for Management and Leadership Qualifications 13

 product meets the quality standards or a customer fits into a particular
pricing category). This decision-making primarily reflects the team
leader’s perceived superior technical competence or experience rather
than being a managerial quality.

Level 3 Diploma in Management (combined qualification) is aimed at

First Line Managers

 May engage in some of the tasks performed by their fellow team

members, but this is not their primary function
 Are practising managers who engage more extensively in managerial
tasks in which other team members do not engage
 Have a wider span of control, responsibility, authority or power and a
greater degree of autonomy than a team leader
 Have to make decisions which have some resource implications
 Have to initiate actions in relation to the employment of others (e.g. be
involved in, but not decide about recruitment, decisions or disciplinary
matters)
 Have to operate with less supervision and control by others
 Plan work looking several weeks or months ahead (the team leader’s time
horizons tends to be days or weeks ahead at most)
 Have a greater knowledge than team leaders of specific requirements of
customers or suppliers (conversely they are not likely to make decisions
about varying terms of trading with customers or suppliers)
 May deal with similar problems to team leaders, but require superior
technical knowledge and more subjective judgements that demand
understanding of relationships between people working together (this may
extend to the relationship between customer or supplier and the
employing organisation or other market related criteria).

What distinguishes first line managers from middle managers is their limited
budgetary responsibility. They may make decisions about resource utilisation but
the budgetary accountability for these resources exists at a higher level. They
are also limited in the range of decisions they can make compared to middle
managers, with all delegated decision making heavily circumscribed by rules or
procedures.

Level 4 NVQ Diploma in Management or Level 5 NVQ Diploma in

Management and Leadership are aimed at Middle Managers.

 Middle managers can be distinguished from the first line managers (who
will be below them in organisational hierarchy) by their wider span of
control. They will have a similar or even smaller number of people
reporting directly to them as managers nearer the front line, but will be

Supporting Notes for Management and Leadership Qualifications 14

 accountable for the performance of all those over whom they have control,
direct or indirect which can be tens or even hundreds of people.

 Characteristic of their role will be a responsibility for allocating resources

with some autonomy within defined boundaries, reflected in financial
accountability for their area of activity. Managers will normally be budget-
holders but with limited ability to move funds between budget headings
and can authorise recurrent expenditure and expenditure on small capital
items within defined, budgeted, limits. This resource responsibility will also
include responsibility for recruiting, promoting and disciplining people,
within defined parameters and often with the agreement of HR specialists
or senior managers. This may extend to sole responsibility for recruiting
the most junior people in their area of responsibility.

 Middle managers will engage in direct negotiation with internal and

external customers and suppliers over the terms and prices governing
their relationship, albeit within prescribed boundaries. They will also be
accountable for the quality of the goods or services supplied by their area
of responsibility and for improvements in quality and efficiency of
operations.

 Middle managers are also likely to engage in project leadership where

such projects are designed to bring about changes in products, services,
resources or systems. However, they will operate within defined
boundaries and report progress and budgetary performance to more
senior managers on a regular basis. Middle managers are more likely than
first line managers to have a specialist management role which may
extend to a technical specialism but which is primarily managerial in its
focus. That means that they will be responsible for establishing,
maintaining and improving systems (e.g. quality, marketing, sales, energy,
health and safety, etc) as well as/rather than operating them.

 Unlike the senior managers (both operational and strategic) above them,
middle managers have clearly defined limits on their freedom to act or
take decisions, and are expected to report regularly on their performance.
They may propose changes to systems and will be responsible for
ensuring that those systems are operated effectively, but they may only
change those minor systems operated wholly within their own areas of
responsibility without approval from others.

Level 7 NVQ Diploma in Strategic Management and Leadership is aimed

at either Senior Operational or Strategic Managers

Senior managers can be divided into those with operational responsibility and
those with strategic responsibility. The differences between them are not always
significant, but some do reflect a real difference in role and perspective.

Supporting Notes for Management and Leadership Qualifications 15

Senior operational managers are responsible for whole operating divisions or
whole organisations. They have wide spans of control, measured in hundreds or
even thousands in some cases. They have full budgetary accountability for their
area of responsibility and have the freedom to wire? funds between budget
heads within defined parameters. They can authorise large items of recurrent
expenditure, and capital expenditure within agreed limits, and are expected to
report, in summary, on their overall financial and operational performance at
regular intervals.

Senior operational managers have the freedom to change systems and

structures within their area of responsibility, within budgetary limits to achieve
agreed financial and performance objectives. They will be accountable for the
performance of their area of responsibility and their performance will be
measured against objectives based on aggregates of activity (e.g. total revenue,
total costs, output per employee, etc).

They will be concerned partly with the day to day operation of systems and
partly with future requirements and changes in systems, operations and
performance. They will be expected to negotiate with larger or more important
customers and suppliers and will have the freedom to make significant decisions
about the terms of agreements and the prices charged. They will have middle
managers reporting to them and will be accountable for the performance of
those managers and their people. There may well be several more tiers of
management between them and front line people.

Senior operational managers will be heavily involved in the recruitment,

promotion and discipline of middle managers and senior technical or professional
staff, and with their performance management. They will also have responsibility
for monitoring the recruitment, promotion and discipline of more junior staff,
which may extend to approving decisions made by middle managers.

Senior strategic managers will have less responsibility for current operations
and will be primarily concerned with identifying and planning future operations
and the long term direction and performance of the organisation or a significant
component of it. They will report directly to board members or elected members
of a public authority, and may be members of such a board.

They will be responsible for attracting and negotiating for new investment or
other external funding streams and accountable for the return on capital
investment and with meeting broad and longer term goals. They will have only a
limited, effective, span of control as most operational control occurs at a level
reporting to them, but will have extensive influence over all employees.

They may negotiate directly with major customers and suppliers, on the broad
terms and conditions of contracts, and on details and prices in some instances
(especially with capital good markets). They are responsible for negotiating with

Supporting Notes for Management and Leadership Qualifications 16

other organisations on the development of jointly owned ventures and mergers
or transfers of undertakings and in decision making on policy and strategy.

They will have very little involvement in the recruitment and disciplining of
people other than those at senior management level. However they will have
extensive freedom to negotiate terms and conditions of employment in these
cases.

Learner Registration

Unless otherwise agreed and documented learners must be registered with ILM
within eight weeks of the beginning of a programme lasting more than three
months, or within one week for programmes of shorter duration. Registration
should be completed electronically via the Walled Garden. More detail on this is
available from the Customer Handbook.

Induction

Centres must ensure that each programme should start with a short induction.
The learner journey plan briefly covers this, however this section emphasises
some of the key areas:

 Outline of the programme/qualification (content, delivery methods, hours,

attendance etc).
 Information about ILM
 The assessment requirements (assessment methods, support and
resources available, assessment meeting dates, evidence submission
dates, appeals procedure, plagiarism, any special considerations etc).
 Information on support, advice and guidance, equal opportunities, appeals
procedures, data protection, authenticity and plagiarism (see the
Customer Handbook for more information).
 Roles and responsibilities of centre staff, employer of the learner (where
applicable) and ILM.
 Expectations of, and benefits to, the individual and where relevant, their
employer.

Recognition of Prior Learning/Accreditation of Prior Learning

Some learners can already meet the assessment requirements for a CFA
combined Management and Leadership unit, although they have no formal
recognition or credit for it. Recognition of Prior Learning (RPL) or Accreditation of
Prior Learning (APL) is an assessment process that deals with this situation. It
allows a learner to demonstrate that they already have the knowledge,

Supporting Notes for Management and Leadership Qualifications 17

understanding and/or skills required for a unit in the qualification they are now
taking.

Whether their learning was non-certified or informal, or workplace experience

and reflection, when the learner applies for recognition of this prior learning,
they must be able to demonstrate that they meet all the assessment criteria for
the learning outcome or unit being claimed. If they can demonstrate this then,
RPL/APL allows learners to receive credit for their learning.

See the ‘ILM Guide – How to Recognise Prior Learning’ available in the Customer
Handbook for more information on RPL/APL or refer to the Ofqual website at
http://ofqual.gov.uk/

Supporting Notes for Management and Leadership Qualifications 18

ILM Assessment Strategy
This section provides guidance on ILM’s assessment strategy for the CFA
combined M&L units. Many of the units within these qualifications are “hybrid”
units, which means that both knowledge requirements and workplace
competence is being assessed within the one unit. A small number of units focus
purely on the assessment of knowledge.

Comprehensive assessment guidance has been provided for each assessment

criterion of the hybrid units. This helps both the learner and assessor as it clearly
outlines the evidence to be presented in order to meet the criteria to the
required standard.

For the purely knowledge based units within these qualifications, there are ILM
developed assignments and mark sheets, incorporating sufficiency descriptors

Assessment decisions can only be determined as competent (pass) or not yet

competent (referral) and the only acceptable reason for a referral is a failure to
meet one or more assessment criteria. Therefore in order to pass a unit all
assessment criteria must be met and to achieve the full qualification all units
within the required rules of combination must be addressed.

Assessment Methods

Centres are free to develop their own assessment instruments for any of the
units. However, it is necessary to ensure that the proposed method of
assessment is suitable; that all assessment criteria are addressed; and that a
variety of assessment instruments are used to provide a balanced learner
journey. ILM have developed assignments to support the knowledge only units
but it is not compulsory to use these. If you wish to propose an alternative
assessment method for these, you must first seek approval from your Quality &
Compliance Manager.

There is a wide range of methods of assessment available along with their

related instruments. These include:
 case studies
 critical incident reviews
 examination of personal statement
 examination of product
 examination of witness testimonies
 examination of written answer to questions
 observation of learner, direct or indirect (i.e. recorded)
 oral questioning of learner
 oral presentations
 professional discussion
 projects
 reflective logs or diaries
 reflective reviews
 investigations
 management reports
 structured answer questions
 work-based assignments
Assessment of Sensitive Materials

Some of the units require the learner to provide evidence of a sensitive nature
and in these cases it is not necessary to include the information within the
portfolio or assignment. A personal narrative detailing the situation signed by an
expert witness confirming that this had been undertaken as described by the
learner and that it was in line with the organisational policy would suffice. The
use of signposting would also be acceptable, where the information can remain
in the workplace and signposted to confirm competence.

Integrated Assessment

Flexible assessment extends further, including the use of integrated

assessments. Units do not have to be assessed one-by-one - they can be
assessed in clusters. When a single assessment instrument (method) is used for
two or more units, this is called ‘integration’.

However a rationale is needed for integration as this is not suitable for any
combination
The usual logic is either sequencing (i.e. one unit naturally follows and builds on
another, e.g. recruitment then induction) or overlap (i.e. common ground
between units, e.g. quality and problem solving).

All the criteria from the units being integrated need to be included in the
assessment exactly as worded in the unit. However, to save the learner from
having to do much of the same thing repeatedly, one piece of work by the
learner may well simultaneously satisfy two or more similar criteria.

The same integration principles can be applied to individual learning outcomes

from different units (For further details on integration of assessments, please
refer to the Guide to assessing VRQ 2012 units found in the guides and
resources section of the ILM website)

It is a requirement that it must always be possible to award unit credit. Even

when a learner does not pass an integrated assessment overall, he/she may well
have passed one of the units from which it was comprised. Therefore all
integrated assessments must be capable of de-construction back to unit level to
identify unit achievement.

Judging Sufficiency

Judging the sufficiency of a learner’s piece of work is often a key aspect in

assessment. The test of whether the evidence is of sufficient quantity and quality
is very much informed by the qualification level and, in particular, by the verb
used in the relevant assessment criterion. The higher levels expect a fuller
learner response with greater breadth and depth.

Assessors, tutors and learners must examine the verb used in the assessment
criterion. At levels 2 and 3, basic assessment verbs such as ‘identify’ and
‘describe’ are commonly used in criteria. At the higher levels, more demanding
assessment verbs like ‘assess’ and ‘analyse’ are used. (Further information on
definition of verbs can be found in Appendix C).

Supporting Notes for Management and Leadership Qualifications 20

Early assessment of the first few units is strongly recommended and should be
encouraged by the centre. This ensures that the learner is producing suitable
evidence of both their competence and knowledge, and motivates them to
complete the programme.

Evidence presented by the learner can be claimed against more than one
assessment criterion as long as it meets the criterion requirements. E.g.
evidence from a work project undertaken by the learner could provide sufficient
evidence to meet the requirements of a number of assessment criteria from a
number of different units.

Documentation should be in place to allow Internal Quality Assurers and External

Verifiers to trace exactly how the assessment decision was reached.

Grounds for Referral

Although there can be grounds for being unable to review a portfolio of evidence,
learners cannot be referred purely because of poor literacy, presentation or
missing a deadline. The reason must relate to the requirements of the
assessment as articulated by the criteria. This principle applies for all ILM
qualifications and every unit. The RQF allows unlimited resubmissions within the
three year registration period.

Authenticity

It is a regulatory requirement that every learner must formally declare the

authenticity of their work for each submission for assessment. Declarations must
be in an auditable form because ILM External Verifiers cannot ratify any
assessments where the learner has not specifically confirmed it is their own
work.

ILM provides a Submission Cover Sheet that centres are recommended to use for
this purpose (refer to the ILM Plagiarism & Cheating Policy in the Customer
Handbook). If a Centre opts not to use the cover sheet, it is essential that some
mechanism is used to require learners to specifically confirm the authenticity of
each assessment.

Supporting Notes for Management and Leadership Qualifications 21

Other Information
Institute of Leadership & Management Student Membership

All ILM learners are entitled to a minimum of one year free student membership
of Institute of Leadership & Management. Student membership provides access
to a wealth of digital resources and a network of like-minded leaders and
managers. Visit https://www.institutelm.com/membership/student-
activation.html to activate Student Membership.

Learning Resources at ILM

ILM offers its centres a range of learning resources and support materials/tools to
assist in the teaching and learning of ILM qualifications.

Please see the ILM website https://www.i-l-m.com/assessment-and-resources or

email the ILM Customer Services Team at: customer@i-l-m.com

Supporting Notes for Management and Leadership Qualifications 22

Glossary

Term Definition
The process through which the qualifications regulators
Accreditation confirm that a qualification conforms to the requirements
of the RQF regulatory arrangements
Accreditation of Formal acknowledgement by way of granting credit to
Prior Learning learners' previous learning towards a programme of
(APL) study or towards a professional body accreditation
The process of making judgements about the extent to
which a learner’s work meets the assessment criteria of
Assessment
a unit, or any additional assessment requirements of a
qualification
Descriptions of the requirements a learner is expected to
Assessment
meet to demonstrate that a learning outcome has been
Criteria
achieved.
Assessor A person who assesses a learner’s work.
Award A qualification with credit value between 1 and 12.
An organisation accountable to an awarding organisation
Centre for assessment arrangements leading to the award of
credit or qualifications.
Certificate A qualification with a credit value between 13 and 36.
An award made to a learner in recognition of the
Credit achievement of the designated learning outcomes of a
unit.
Credit The process of putting together a combination of credits
Accumulation to meet the achievement requirements of a qualification.
The process of using a credit or credits awarded in the
Credit Transfer context of one qualification towards the achievement
requirements of another qualification.
The number of credits that may be awarded to a learner
Credit Value for the successful achievement of the learning outcomes
of a unit.
Diploma A qualification with a credit value of 37+
The number of hours of tutor/teacher-supervised or
Guided Learning
directed study time required to teach a qualification or
Hours
unit of a qualification.
An authoritative record of all credit and qualification
Learner Record(s)
achievements made by an individual learner in the RQF.
A statement of what a learner can be expected to know,
Learning Outcome
understand or do as a result of a process of learning.
The amount of time a learner at the level of the unit is
expected to take, on average, to complete the learning
Learning Time
outcomes of the unit to the standard determined by the
assessment criteria
An overarching plan projecting a learner’s journey from
Learner Journey
inception to conclusion of a qualification/study
Plan
programme.
Lesson/Session Detailed description of the course of instruction for one
Plan session/class.

Supporting Notes for Management and Leadership Qualifications 23

 An indication of the relative demand, complexity and/or
Level depth of achievement, and/or the autonomy of the
learner in demonstrating that achievement.
Units in a set of rules of combination that must be
Mandatory Units
achieved for the qualification to be awarded.
A unit named in a set of rules of combination that a
Optional Units learner may choose to complete to achieve the required
number of units/credits for award of the qualification.
An award made to a learner for the achievement of the
Qualification specified combination of credits, or credits and
exemptions, required for that award.
A detailed document defining the purpose, content,
Qualification
structure and assessment arrangements for a
Specification
qualification.
A method of assessment that considers whether a
Recognition of learner can demonstrate that they can meet the
Prior Learning assessment requirements for a unit through knowledge,
(RPL) understanding or skills they already possess and do not
need to develop through a course of learning.
Rules of A description of the credit accumulation requirements for
Combination the achievement of a named qualification.
Unique Learner The unique number that is used to identify an individual
Number (ULN) learner.

Supporting Notes for Management and Leadership Qualifications 24

Appendices

The following documents are included in this section:

 Appendix A: Example of Learner Journey for Combined Management
and Leadership Qualification
 Appendix B: Realistic Working Environment Guidelines
 Appendix C: Definitions of ILM’s assessment verbs
Appendix A

Example of Learner Journey for Combined Management and Leadership

Qualification

Progra
Progra Awarding Credit
Qualification Title Units to be covered mme
mme Organisation value
Length

Level 3 Rules of combination Awarding Body: Mandatory Units Duratio

Diploma Credit value: 55 ILM n: 18
in  Manage personal & 3 months
Manage GLH: 286-366 Assessment professional development
ment methods:  Manage team 4
(combin 31 credits from Group A Structured answer performance
ed mandatory units questions  Principles of leadership
qualific Minimum of 17 credits from Work based and management 8
ation) Group B optional units assignment  Principles of people 6
Maximum of 7 credits from Observation management
Group C optional units Case study  Principles of Business 10
Minimum of 41 credits from Professional
Optional Units - Group B
units at L3 or above discussion
 Manage individuals 4
Presentation
performance
 Chair and lead meetings 3
 Manage conflict within a
5
team
 Manage individuals’
development in the 3
workplace
 Promote equality,
 diversity and inclusion in 3
the workplace
Optional Units - Group C
 Develop a presentation 3

 Deliver a presentation 3

Activity Objective Component/Units delivered Assessment

Induction Introduction to qualification and learner journey

Introduction to ILM, studying membership
Learner handbook and cover E0, H&S, Safeguarding,
Data Protection, Plagiarism, Appeals
Introduction to assessment and different types of
evidence and how to capture this
Agree initial visit
Visit 1 Agree learning support needs for all aspects of Manage personal & professional
programme development (M&L 9)
agree personal development plan with the learner with
realistic target achievement date

First unit - Manage personal and professional

development
discuss with learner where evidence for this may come
from over the course of the programme

set action to present some product evidence for this

unit by next visit
Issue workbook for Manage personal and professional
development for learner to complete by next visit

Visit 2 Review learning taken place since last intervention. Manage personal & professional Manage personal
development (M&L 9) & professional

Supporting Notes for Management and Leadership Qualifications 27

 Undertake assessment on unit and provide feedback (if development
criteria not yet met, set further action) Principles of people Knowledge LO -
management (M&L 24) recorded
Issue second workbook - Principles of people
questioning of
management. Discuss key points
learner
Action to complete workbook by next visit and prepare Competence LO’s -
for unit assessment - knowledge unit only product evidence
supported by
questions
Visit 3 Review learning taken place since last intervention Principles of people Principles of
management (M&L 24) people
Undertake assessment on work completed and provide management
feedback (if criteria not yet met, set further action)
Knowledge unit -
Set assessment for remaining learning outcomes to be written responses to
assessed at next visit structured answer
questions L0 1,2,3

Visit 4 Discuss next two units - explain there are similarities Manage team performance (M&L Principles of
and evidence can be collected for both units - manage 11) people
team performance and manage individuals management
performance Manage individuals’ knowledge unit -
Learning session on manage individuals’ performance performance (M&L 12) written responses to
in the workplace structured answer
Issue workbook 3 - manage team performance for questions L0 4, 5, 6
learner to work through prior to next visit
Set SAQ’s for knowledge Learning outcomes for both
units to be assessed at next visit

Visit 5 Review of workbook Manage team performance (M&L Mange team

11) performance and

Supporting Notes for Management and Leadership Qualifications 28

 Undertake assessment on knowledge LO’s for both manage
units Manage individuals’ individual’s
performance (M&L 12) performance in
Discuss competence assessment criteria and evidence
the workplace
requirements
Agree plan for assessment for competence and learner Knowledge LO
actions to complete evidence for units through recorded
oral questioning

Visit 6 Undertake assessment on work completed and provide Manage team performance (M&L Manage team
feedback (if criteria not yet met, set further action) 11) performance and
manage
Learning session on unit knowledge requirements for
Manage individuals’ individual’s
manage conflict within the team
performance (M&L 12) performance in
Set case study for learner to prepare for assessment the workplace
Manage conflict within the team Competence based
Link back to principles of people management (M&L 17) LO’s to be assessed
workbook and assessment for cross referencing through product
evidence
Visit 7 Undertake assessment on case study and provide Principles of Leadership & Manage conflict
feedback (if criteria not yet met, set further action) Management (M&L 15) within the team
Assessed through a
Issue workbook for Principles of L&M. Discuss key
case study
points from workbook and set action for partial
completion for next visit

Visit 8 Review learning taken place since last intervention Principles of Leadership &
Management (M&L 15
Issue knowledge SAQ’s for Principles of L&M in order
for learner to prepare for oral questioning at next visit

Visit 9 Undertake knowledge assessment for Principles of L&M Principles of Leadership & Principles of Leadership
and provide feedback (if criteria not yet met, set and Management
Management (M&L 15)

Supporting Notes for Management and Leadership Qualifications 29

 further action) Knowledge unit to be
assessed through oral
Manage personal & professional
Review Manage personal and professional SAQ’s
development (M&L 9)
development unit and conduct assessment on
additional evidence provided by learner

Visit 10 Review Manage personal and professional Manage personal & professional Manage personal &
development unit and conduct assessment on professional development
development (M&L 9)
additional evidence provided by learner. Discuss use of Competence LO’s - product
evidence supported by
reflective logs to provide evidence for remaining
questions
assessment criteria
Chair and lead meetings (M&L
Learning session on unit knowledge requirements for 14)
chairing and leading meetings

Discuss evidence required to support unit and provide

leaner with assessment criteria to prepare for
professional discussion at next visit
agree plan for assessment and learner actions to be
completed by next visit
Visit 11 Review learning taken place since last intervention Chair and lead meetings (M&L Chair and lead meetings
Knowledge LO assessed
14) through professional
Undertake professional discussion for chair meetings discussion
unit, review supporting evidence against criteria and
provide feedback (if criteria not yet met, set further Competence LO assessed
action) through product evidence,
witness testimonies, oral
questioning
Visit 12 Learning session on unit knowledge requirements Promote equality, diversity and
Equality, diversity and inclusion in workplace and inclusion in the workplace (M&L
discussion on assessment criteria and learner to start 7)
gathering evidence for competence LO’s

Refer to Principles of people management unit on E&D

for further info

Supporting Notes for Management and Leadership Qualifications 30

 Explain that assessment of this unit will be through a
presentation and next visit will look at how to do this
Visit 13 Learning session on developing and delivering a Develop a presentation (M&L Promote equality,
presentation 43) diversity and
inclusion in the
Practice presentation Deliver a presentation (M&L 44) workplace
Competence LO’s
Assessment of evidence gathered for competence LO’s assessed through
for E&D unit product evidence,
questioning and
Set action for learner to prepare presentation on E&D personal statements
for next visit
Visit 14 Observation and assessment of learner presentation of Promote equality, diversity and Promote equality,
E&D unit supported by assessor questions to ensure all inclusion in the workplace (M&L diversity and
ac covered for all 3 units 7) inclusion in the
workplace
Develop a presentation (M&L Knowledge LO
43) assessment through
Deliver a presentation (M&L 44) a verbal
presentation on
E&D

Develop a
presentation
assessed through
product evidence
and questioning and
verbal presentation

Deliver a

Supporting Notes for Management and Leadership Qualifications 31

 presentation
assessed through
observation of
presentation on
E&D
Visit 15 Learning session on unit knowledge requirements for Manage individuals’
managing individual development. Refer to workbook development in the workplace
for further information on performance reviews in (M&L 13)
principles of leadership and management

Review assessment criteria to discuss where learner

can gain evidence

Arrange to observe learner in workplace

Set structured answer questions for the knowledge

outcome - learner to provide written response for next
session and gather additional workplace evidence

Visit 16 Undertake assessment of unit manage individuals’ Manage individuals’ Manage

development in the workplace (if criteria not yet met, development in the workplace individuals’
set further action) (M&L 13) development in
the workplace
Issue final workbook - principles of business Principles of Business (B&A 59) Knowledge LO
assessed through
written answers to
SAQ

Competence LO’s
through product

Supporting Notes for Management and Leadership Qualifications 32

 evidence,
observation of
practice, witness
testimonies and oral
questioning
Visit 17 Review learning undertaken since last visit - check Principles of Business (B&A 59)
understanding and discuss use of professional
discussion for assessment of unit - learner to prepare
for this at next visit

Visit 18 Undertake professional discussion with learner for unit Principles of Business (B&A 59) Principles of
and provide feedback on assessment Business
Manage personal and Knowledge unit only
Get learner to review final aspects of manage personal professional development (M&L assessed through
and professional development 9) professional
discussion

Visit 19 Conduct final assessment of units Manage personal and Manage personal
professional development (M&L and professional
sign off units ready for summative assessment and 9) development
prepare portfolio for submission to IQA
Competence LO’s
Review Progress towards learning aims with learner assessed through
and employer and identify progression/next steps product evidence,
reflective logs,
witness testimonies
and assessor
questions

Supporting Notes for Management and Leadership Qualifications 33

Appendix B
Realistic Working Environment Guidelines
Realistic Working Environment (RWE) can be applied only to the following
combined Management and Leadership units

 M&L 17 - manage conflict within a team

 M&L 30 - discipline and grievance management
 M&L 44 - manage redundancy and redeployment

It is essential that organisations wishing to operate a RWE operate in an

environment which reflects a real work setting. This will ensure that any
competence achieved in this way will be sustained in real employment.
To undertake the assessment in a RWE the following guidelines must be met:

 the RWE is managed as a real work situation;

 assessment must be carried out under realistic business pressures;
 all services that are carried out should be completed in a way, and to a
timescale, that is acceptable in business organisations;
 candidates must be expected to achieve a volume of work comparable to
normal business practices;
 the range of services, products, tools, materials and equipment that the
candidates use must be up to date and available;
 account must be taken of any legislation or regulations in relation to the
type of work that is being carried out;
 candidates must be given workplace responsibilities to enable them to
meet the requirements of the units;
 customer perceptions of the RWE is similar to that found in the work
situation being represented;
 candidates must show that their productivity reflects those found in the
work situation being represented
Appendix C
Definitions of ILM’s assessment verbs

List Presentation of specific, required information in a

structured format. Essentially a recall of learnt
What exists?
information; although this may be quite complex
information, listing does not imply significant cognitive
skills.

Identify Involves some selection of subject matter from a larger

set or context. Requires ability to recognise - the level
What are they?
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 An account of the principal features of the topic.

Involves some element of selection of the more
What does it look
important features. Again context and possible
like?
variation is significant, as is the degree of detail
required in the description.

Explain Involves some description of a topic with an account of

the practices associated with the topic. It may also
How does it work?
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 Used with two or more examples, requires a

description of their relative features, effectiveness or
How does this
outcomes. Context and variation determines the level
relate to that?
of cognition involved.

Contrast Used with two or more examples, makes some

assessment of their relative features, effectiveness or
How good is this
outcomes. By definition, this is more demanding than
compared to
to compare, and the factors which determine the level
that?
for compare also apply.

Supporting Notes for Management and Leadership Qualifications 35

 Examine Examine is about exploring a topic in some detail
(identifying positive and negative features of the topic)
What can you find
without necessarily drawing conclusions and making
out about it?
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 To examine something in detail to discover the

meaning or essential features and draw conclusions.
What makes this
To break something down into components or
work the way it
essential features, to identify possible causation and/or
does?
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 Implies careful, exact, in-depth or detailed analysis.

analyse Tends to focus more on the components and to
comment on their significance, causal relationships or
What makes this
impact on the whole. Requires informed judgement
work the way it
with reference to some conceptual theory, idea,
does, and why?
practice or experience so will always be fairly high
level of cognitive skill.

Evaluate An evaluation is an examination of complex issues,

requiring higher level cognitive skills, that is more
How well does
focussed (narrower area, but in more detail) than a
each part of this
review. An evaluation is normally detailed and
work, and what
normally provides a solution or conclusion and/or
needs to be done
recommendation (perhaps for further exploration). An
to make it work
evaluation could include a comparative element. An
better?
evaluation tends to focus on the whole as the sum of
its parts.

Review Making a judgement about a topic which relies upon a

combination of evidence and some kind of theoretical
Overall, how well
model, construct or practice. A review normally has
does this work,
breadth and could include a comparative element, and
and what may
tends to focus more on the whole. A review may well
need to be done
lead onto detailed further exploration and/or
about it?
recommendations for further actions

Supporting Notes for Management and Leadership Qualifications 36

 Justify Present an argument for a particular action or choice.
Will usually imply some form of assessment or
Why do it?
analysis, and may be linked with one or other action

Assess Examining a topic and making a judgement, based on

standard criteria. An assessment will judge each
Is this to the
element individually. An assessment does not consider
required
any causal factors, but focuses primarily on impact or
standard?
outcomes

Appraise Less detailed but broader and more comprehensive

than an assessment
Does this seem to
work to the Looking at the whole and making judgements about
required qualitative aspects. Appraisal in its broader sense
standard? 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 Identifying and collecting data or information about a

subject and presenting it in a codified or structured
What can you find
form. Research does not imply any analysis of the data
out about it?
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.

Supporting Notes for Management and Leadership Qualifications 37

About ILM
ILM is the UK’s leading specialist in leadership and management apprenticeships.
Last year, we qualified over 14,000 management apprentices – seven times
more than any other management body.
We believe that great leaders can come from anywhere. With the right support,
anyone can grow and develop to make a real difference to their team and
organisation. Which is why we help individuals from all levels to realise and apply
their potential, so that the organisations they work for can reap the benefits.

City & Guilds Group

ILM is a City & Guilds Group Business. Together, we set the standard for
professional and technical education and corporate learning and development
around the world, helping people and organisations to develop their skills for
personal and economic growth.

Copyright
Published by ILM.
ILM is a City & Guilds Group Business. The City and Guilds of London Institute.
Incorporated by Royal Charter. Founded in 1878. Registered Charity in England
and Wales 312832 and in Scotland SCO39578. © The City and Guilds of London
Institute.

ILM
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London EC1A 9DD
www.i-l-m.com

Supporting Notes for Management and Leadership Qualifications 38