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Institute of Leadership & ManagementLevel 5 Award, Certificate & Diploma in Management

Welcome

We always start with welcoming people and make sure people know

what we are doing

Plenty of space to add your brand if you wish.

This short set of slides shows you how we typically put presentation

material together.

Pickup any points / issues from previous unit

Review learning outcomes for this unit

Commence learning on this unit

Any questions before we continue ?

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An overview of what we are doing in a session is always

given and we encourage people to ask questions about other matters before

continuing.

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Structure is important as well as engaging slides. By staging

learning, it brings real benefits – especially afterwards when

people look at slide handouts.

This section can be very helpful when we have looked at topic areas

that relate to this topic. We can facilitate ‘linked understanding’.

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Learning outcomes –what will be achieved by the end. There

has to be a point from learning for it to be of use. So people know early on what they are expected to achieve.

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Evaluate own ability to fulfil key responsibilities of theleadership role

Evaluate own awareness of emotions in shapingperformance

Evaluate own ability to set direction and to gain thecommitment of others

This is an example of some of the learning outcomes for

a Level 5 leadership qualification.

Chunks of learning are easy to digest (and use) as opposed to ‘everything at once’.

For each 3 hour workshop, typically there are 3 to 4 learning outcomes to cover.

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In this presentation – we would look at how to evaluate

leadership responsibilities. But first we need to identify the

main ones.

We introduce this topic through asking people what they feel the key

responsibilities are. We want to engage people as soon as possible and we genuinely value their input.

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Taking responsibility

Contributing to overall vision and goals

Setting and providing guidance on values

Setting direction for significant programmes or projects

Stimulating innovation and enterprise

Anticipating, planning for and leading change

Overcoming obstacles

Delegating

Setting objectives for teams and individuals

These are some of the responsibilities that

typically emerge.

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Communicating and motivating

Supporting and developing programmes, projects, teams and individuals

Modelling appropriate behaviour

Representing the team and feeding back its experiences and views

Protecting the team and its members

Looking at a range of leadership theories and different leadership styles

Dispersed leadership

Evaluating the appropriateness of different leadership styles

The importance of being able to use a repertoire of leadership styles

More responsibilities. All of these should be identified through the

discussion, adding ones specific to the learner and their organisation.

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We use discussions, exercises, handouts and when asked, action

learning in order to share learning.

Before moving on to the next learning point or outcome , we always check to see if the learning has been absorbed, of use and can be used in everyone’s

place of work in some way.

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Transactional analysis (TA), emotional intelligence (EI) and neuro-linguistic programming (NLP)

The importance of understanding one’s own strengths and limitations

The value from continuous self-development (CPD) Confidence, calculated risks and self assurance in leadership Empathy Inspiring, influencing & networking Conflict management

We use some of the most up to date principles to support learning – but if

something has worked in the past, why not continue to use it?

We use older approaches such as TA, but also

incorporate more modern approaches such as NLP.

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Integrity and being trustworthy Flexibility

Challenging objectives

Taking personal responsibility for challenges

Perception of setbacks as opportunities rather than threats

Conveying vision

Communication – persuasion & negotiation

This, the last slide in this set concludes the presentation. Thank you for watching. If you have any

questions please contact us.