About This Unit
This Unit is an essential requirement for completing the Institute of Leadership and Management (ILM) degree requirements. It encompasses the main theories and concepts to help learners build their capacity for critical analysis of ideas and methods as well as for conducting research to guide their practice. Upon finishing the course, the students will be able to undertake research related to management and leadership practices, think critically about such practices, and create expertise in research that is pertinent to their own roles to guide their own management and leadership practices.
What you will learn
“Critical thinking and research skills in management” is a mandatory unit that equips students with the competencies necessary to evaluate an influential theory or model of best practice pertinent to their role. This course also focuses on the selection and application of an appropriate research methodology in personal management and leadership practice. Thus, the learner will gain an understanding of research techniques designed to promote critical thinking (e.g., Socratic questioning, validating findings and sources, systems thinking, etc.) and test the validity and applicability of theory and practice with respect to critical management decisions. This unit teaches students numerous approaches for conducting workplace analysis, such as primary and secondary research, the use of library and computer resources, and database scanning.
Learners are also provided with the knowledge they require in several essential areas, such as assessment/performance management systems and processes and the understanding of the key techniques for collecting constructive criticism. The student will further be equipped with knowledge and skills in order to evaluate the validity and relevance of research sources and information. This will be accomplished through a critical analysis of academic, regulatory, and commercial research methodologies and the presentation of the findings. As a result, learners are prepared with the necessary information in several essential areas, such as appraisal/performance management systems and procedures and a grasp of the various methods for receiving feedback on performance. The course gives a comprehensive training in topics such as Concepts of causation, correlation, inference, assumption, and belief in management and leadership behaviour — evidence-based management concept. As a result, the student will be equipped with the knowledge and skills necessary for executive-level positions, including the capacity to critically evaluate and effectively implement the most cutting-edge management theories, models, and research. Students who master these skills and knowledge will be well-prepared for a wide range of career paths.
This unit is suitable for persons who
This class is designed for newly promoted senior managers as well as intermediate managers seeking career advancement. It is also appropriate for students pursuing senior management roles who wish to strengthen their critical analysis and self-reflection skills. Those who seek to progress from Level 5 to Level 7 can do it with the assistance of this stepping stone as credits can be transferred. For instance, a student may transfer 12 credits toward the ILM Level 7 Certificate or Diploma in Executive Management, or 6 credits toward the ILM Level 7 Certificate or Diploma in Strategic Leadership. It’s ideal for individuals who want to take an unbiased look at their performance so far as well as for those who want to gain insight into what it takes to be a senior manager. Along with assisting employees, this is helpful for businesses looking to groom their top executives for upcoming positions and provide aspiring top-level managers with a tool for self-evaluation.
Learning outcomes
This unit has a single learning outcome, which is to enhance critical thinking and research skills in the context of leadership and management practice. This learning result is assessed based on two criteria. The first task is to analyse critically a prominent theory or model of best practice that is widely utilized by managers and leaders and is pertinent to the position of the individual. The second objective is to do role-relevant research to inform one’s own management and leadership practices.
What are the entry requirements?
This credential is available as a brief Award, a more detailed Certificate, or a comprehensive Diploma. This certification is made up of several units, each of which is designed to teach a certain set of skills and information. ILM is divided into six stages, and students develop skills and knowledge through each stage, allowing them to be more equipped for the next. The learner is expected to have accumulated a number of credits across a variety of level 5 certification types before being admitted to level 6. For example, in order to receive an award, candidates must complete 6 out of 12 required credits, as well as at least 1 hour of orientation and 3 hours of tutorial support. To achieve a certificate, students need to complete 13% of the required 36 credits, which includes a mandatory introductory session and tutorials totalling at least 3 contact hours.
Finally, in order to attain a diploma, students are required to earn a total of 37 credits, take part in an orientation that lasts a minimum of two hours, and finish a minimum of seven hours of tutorial support. There is a possibility of carrying over some of these credits from level 5 to level 6. However, legislative frameworks establish these requirements for qualification. They can be viewed as roughly related to management ranks. They also serve to emphasize the level of difficulty associated with a particular certification. Therefore, if you wish to advance in your academic career, you may need to skip a level or begin at a lower level than you are now at, despite the fact that the majority of ILM certifications are vocational in nature and the levels correlate to certain educational instruction. For example, despite the fact that level 6 is equivalent to the third year of an undergraduate degree, a person with a degree in economics but no experience managing a project or leading a team will require a lower-level vocational certificate.
How we can help
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We guarantee that before releasing any assignments your way, our ILM specialised team subjects all assignments to a range of plagiarism detection tools. There is no possibility that we would sit by and allow our customers to run into any problems with their institution for handing in plagiarized work. Our principal purpose is to offer a channel that assists in the academic advancement of learners. Therefore, you can rest assured that your tasks will be meticulously handled, as we only employ individuals with extensive ILM curriculum experience. Our experts will use their extensive experience and thorough understanding of the subject matter to generate work that more than lives up to the criteria and requirements of any ILM examination. You will find this helpful when attempting to create truly original works. For obvious reasons, students often have limited financial means. This is why we provide a variety of payment options to suit a wide range of budgets. We have designed our fees for ILM assignment help to be relatively reasonable since we want our services to be available to students of all financial status. If in any case our esteemed client is displeased with the final work, our ILM assignment help experts will revise it for free. We also provide proofreading and editing services and would gladly double-check your assignments for you. If you have any questions, please contact us by phone or email. Our support staff is available at all hours of the day and night to help you with your management and leadership homework. We are here to offer the help you need.
Resources used for the unit
There are various publications that are provided for learners wanting to pursue this unit. The following are a few of them that are widely used by institutions all over the world.
Changwong, K., Sukkamart, A., & Sisan, B. (2018). Critical thinking skill development: Analysis of a new learning management model for Thai high schools. Journal of International Studies, 11(2).
Easterby-Smith, M., Jaspersen, L. J., Thorpe, R., & Valizade, D. (2021). Management and business research. Sage.
Indrašienė, V., Jegelevičienė, V., Merfeldaitė, O., Penkauskienė, D., Pivorienė, J., Railienė, A., … & Valavičienė, N. (2021). Linking critical thinking and knowledge management: A conceptual analysis. Sustainability, 13(3), 1476.
Jackson, M. C. (2019). Critical systems thinking and the management of complexity. John Wiley & Sons.
Locke, E. (Ed.). (2011). Handbook of principles of organizational behavior: Indispensable knowledge for evidence-based management. John Wiley & Sons.
Petrick, J. A., Wagley, R. A., & Von der Embse, T. J. (1991). Structured Ethical Decision Making: Improving the Prospects. SAM Advanced Management Journal, 56(1), 28.
Rousseau, D. M. (2006). Is there such a thing as “evidence-based management”?. Academy of management review, 31(2), 256-269.
Serna, E., & Serna, A. (2015). Knowledge in engineering: A View from the logical reasoning. International Journal of Computer Theory and Engineering, 7(4), 325.
Starkey, K., & Madan, P. (2001). Bridging the relevance gap: Aligning stakeholders in the future of management research. British Journal of management, 12, S3-S26.
Winston, M. D. (2007). Ethical leadership and ethical decision making: A meta-analysis of research related to ethics education. Library & information science research, 29(2), 230-251.
