James, an experienced employee, trains a new colleague Claire without using the company's required script. While James' experience leads to an initially successful training, Claire struggles without the script's guidance. Upon reviewing a recording of Claire's calls, the manager recommends James retrain Claire using the script. The next session sees Claire gain confidence and competence with James coaching her use of the script.

1. ILM Level 3
Sample material
for organisations AC 2.1
Leadership and Management

2. ii - ILM Level 3 Award sample materials for organisations AC 2.1
Contents
Introduction......................................................................................................................................1
Qualification Assessment Criteria....................................................................................................2
Tutor Manual – Course Structure.....................................................................................................3
Initial Briefing – Presentation...........................................................................................................5
Tutor Manual – Lesson notes...........................................................................................................6
Lesson 308 – Presentation...............................................................................................................7
Learner Resource Book – Underpinning knowledge........................................................................9
Learner Resource Book – Case Study Example...............................................................................11
Learner Resource Book – Tutorial worksheet.................................................................................12
Learner Resource Book – Example Answer....................................................................................13
Tutor Manual – Tutorial notes........................................................................................................14
Tutorial 308 – Presentation............................................................................................................16
Learner Resource Book – Assignment Guidance............................................................................18
Assignment 308 Workbook – AC 2.1 task.......................................................................................20
Assignment 308 Workbook – Marking criteria...............................................................................21

3. 1
Introduction
Thank you for expressing an interest in the CVQO-led Institution of Leadership and Management
(ILM) qualifications.
This document provides organisations with samples of the resources contained in the CVQO-led
ILM Level 3 Award in Leadership and Management Course Package Tutor Pack and on the USB
memory stick.
Each sample has been taken from Assessment Criteria 2.1 of Unit 308, ‘Understanding leadership’.
The resource shows the learner journey and helps a tutor understand how the qualification could
be planned, implemented and delivered.
Learner resources have also been provided to show how they are assessed and what provisions are
made to support them towards successfully gaining the qualification.
Guidance notes have been provided for each resource and explain how the resources fit in to the
qualification and how they might be used.

4. 2 - ILM Level 3 Award sample materials for organisations AC 2.1
Qualification Assessment Criteria
The CVQO-led ILM Level 3 Award in Leadership and Management Course Package is made up of
two units. These are:
• Unit 308 – Understanding leadership
• Unit 341 – Leading and motivating a team effectively
Each unit is broken down into Learning Outcomes, which are further broken down into Assessment
Criteria (AC). Learners must satisfy the Pass criteria outlined by ILM’s sufficiency descriptors in their
responses.
The AC for this qualification has been provided in the table below:
Learning Outcomes Assessment Criteria
Unit 308
Understanding
leadership
1. Understand
leadership styles.
1.1 Describe the factors that will influence the choice of leadership
styles or behaviours in workplace situations. (200 – 350 words)
1.2 Explain why these leadership styles or behaviours are likely to
have a positive or negative effect on individual and group behaviour.
(200 – 350 words)
2. Understand
leadership qualities
and review own
leadership qualities
and potential.
2.1 Assess own leadership behaviours and potential in the context of
a particular leadership model and own organisation’s working practice
and culture using feedback from others. (220 – 420 words)
2.2 Describe appropriate actions to enhance own leadership
behaviour in the context or the particular leadership model.
(200 – 350 words)
Unit 341
Leading and
motivating a
team effectively
1. Know how to
communicate the
organisation’s vision
and strategy to the
team.
1.1 Explain the importance of the team having a common sense
of purpose that supports the overall vision and strategy of the
organisation. (130-240 words)
1.2 Explain the role that communication plays in establishing a
common sense of purpose. (130-240 words)
1.3 Assess the effectiveness of own communication skills on the basis
of the above. (100-180 words)
2. Know how to
motivate and
develop the team.
2.1 Describe the main motivational factors in a work context and how
these may apply to different situations, teams and individuals.
(130-240 words)
2.2 Explain the importance of a leader being able to motivate teams
and individuals and gain their commitment to objectives.
(160-300 words)
2.3 Explain the role that a leader plays in supporting and developing
the team and its members and give practical examples of when this
will be necessary. (160-300 words)

5. 3
Tutor Manual – Course Structure
The Tutor Manual includes all relevant information to the person delivering the course, including
the relevant qualification information and supporting notes for all presentations. These two
documents are found in the planning pages of the manual and shows the journey of the learner
and how the course might be structured.
6 - ILM Level 3 Award in Leadership & Management
Administration
4 Course design
This is an overview of the classroom elements of the CVQO-led course:
Start of course
INITIAL BRIEFING
(30 min)
To follow, in either order
LESSON 308
(45 min)
LESSON 341
(45 min)
Following leadership experience
TUTORIAL 308
Part 1 + Part 2
(45 min)
TUTORIAL 341
Part 1 + Part 2
(45 min)
TUTORIAL 308
Part 3
(45 min)
TUTORIAL 341
Part 3
(45 min)
There are several ways in which these elements can be incorporated into an existing or a novel
training programme.
• The lessons should precede the tutorials but it does not matter whether Lesson 308 or
Lesson 341 comes first.
• The tutorials should be provided only after sufficient practical leadership experience has
been gained.
• The two parts of Tutorial 308 relate to each other and these sessions should be
reasonably close together. The two parts of Tutorial 341 are less closely linked and could
be separated in time.
• Lesson 308 and Lesson 341 can be delivered in a lecture format which does not constrain
the group size.
• Tutorial 308 and Tutorial 341 demand group sizes which are small enough to permit every
learner to participate fully.

6. 4 - ILM Level 3 Award sample materials for organisations AC 2.1
7
Administration
5 Learner Journey Plan
The CVQO-led course complies with the ILM’s requirements in the following way:
600/5934/5 ILM Level 3 Award in Leadership and Management
Unit 8600-308 Understanding leadership
Credits: 2 Guided Learning Hours: 6
Unit Aim
To develop knowledge and understanding of leadership as required by a
practising or potential first line manager
Learning Outcomes
1. Understand
leadership styles
Lesson 308
45 minutes
Supervised practice to
develop the ability to
apply knowledge and
skills
(Minimum 4 hours)
Individual tutorial
supervision
2. Understand
leadership qualities
and review own
leadership qualities
and potential
Tutorial 308
Part 1 + Part 2
45 minutes
Tutorial 308
Part 3
45 minutes
Unit 8600-341 Leading and motivating a team effectively
Credits: 2 Guided Learning Hours: 7
Unit Aim
To enable learners to understand:
• the need for teams to have a sense of vision and purpose that
reflects the organisation
• the role that effective communication, motivation and
individual and team development play in enabling this to
happen
Learning Outcomes
1. Know how to
communicate the
organisation’s vision
and strategy to the
team
Lesson 341
45 minutes
Supervised practice to
develop the ability to
apply knowledge and
skills
(Minimum 5 hours)
Individual tutorial
supervision
Tutorial 341
Part 1 + Part 2
45 minutes
2. Know how to
motivate and develop
the team
Tutorial 341
Part 3
45 minutes

7. 5
Initial Briefing – Presentation
The Initial Briefing presentation is given to all learners at the start of the course and satisfies
the Information, Advice and Guidance (IAG) provided. The presentation outlines to the learners
the course administration, contents and the assessment requirements and is supported with
presentation notes in the Tutor Manual.
Improving lives through vocational education
ILM LEVEL 3 AWARD IN
LEADERSHIP AND
MANAGEMENT
Initial Briefing
ILM Level 3 Award in
Leadership and Management
Content
•Unit 308 – Understanding
Leadership (2 credits)
•Unit 341 – Leading and
Motivating a Team
Effectively (2 credits)
- improving lives through vocational education

8. 6 - ILM Level 3 Award sample materials for organisations AC 2.1
Tutor Manual – Lesson notes
The Tutor Manual contains the delivery notes for the lesson theory. AC 2.1 requires learners to
reflect on their own leadership in the context of a leadership model. Here, learners are guided
through the Hersey-Blanchard Situational Leadership model.
24 - ILM Level 3 Award in Leadership & Management
Lesson Plans Lesson 308
Situational Leadership
AC 2.1 expects learners to review their own leadership performance based
on feedback from others. This should be considered in line with the working
practices and cultural expectations of their organisation and in the context of
a recognised leadership model
SLIDE 25
20 Hersey-Blanchard Model
Explain that:
• Hersey and Blanchard (independently) suggested that different
teams could have different levels of skill and commitment. They
described four different states of development or maturity (D1 – D4)
that teams could have.
• Because the teams were different in each case they believed that the
leadership style that was needed would be different in each case.
Team member states
• D1 Low in competence but high in commitment – team members
wanted to complete the task but did not know how to
• D2 Some competence but uncommitted – could do the job, not very
well, but were not keen to
• D3 Fairly competent but not fully committed – could probably carry
out a reasonable job but lacked the desire to
• D4 Highly competent and committed – team members capable of
getting on with the job on their own
• They went on to suggest that the choice of leadership style should be
dictated by the development level of the team.
They classified 4 Leadership styles:
• S1 DIRECTING – The leader tells the team exactly what to do and
supervises closely.
• S2 COACHING – The leader still provides direction and decisions but
consults the team.
• S3 SUPPORTING – The leader allows team members to decide what
to do and how to do it. Supervision is provided but less closely.
• S4 DELEGATING - The leader remains involved in decisions but the
process has passed to the team. The leader continues to monitor
progress.
• This graphic shows how the four different styles require greater or
lesser amounts of supportive behaviour and directive behaviour.
SLIDE 26
SLIDE 27
SLIDE 28

9. 7
Lesson 308 – Presentation
The lesson presentation contains the content delivered to the learners with regular reference
being made to the relevant Assessment Criteria. Here you can see the visual graphic of the Hersey-
Blanchard Model and how it can be interpreted. The slides contain animations, which cannot be
shown here.
AC 2.1
ASSESS OWN LEADERSHIP BEHAVIOURS
AND POTENTIAL IN THE CONTEXT OF A
PARTICULAR LEADERSHIP MODEL AND
OWN ORGANISATION’S WORKING
PRACTICES AND CULTURE, USING
FEEDBACK FROM OTHERS.
Situational Leadership
AC 2.1 Hersey-Blanchard Model
26- improving lives through vocational education

10. 8 - ILM Level 3 Award sample materials for organisations AC 2.1
AC 2.1 Hersey-Blanchard Model
Team member states
D1 Low in competence but
high in commitment
D2 Some competence but
uncommitted
D3 Fairly competent but
not fully committed
D4 Highly competent and
committed
Leadership style for each
 S1 DIRECTING
 S2 COACHING
 S3 SUPPORTING
 S4 DELEGATING
The style to choose depends on the maturity of the team 27
AC 2.1 Hershey-Blanchard Model
Behaviour of leader
depends on maturity
of team
Implications for team
development
Problem: not all team
members are the same
28

11. 9
Learner Resource Book – Underpinning knowledge
The Learner Resource Book is provided electronically to each learner on individual memory sticks
as well as in the Tutor Packs. It contains administrative instructions about the qualification as
well as the underpinning knowledge required. These pages show the supporting theory of the
leadership models covered in the presentations, a fictional case study for the workplace, the
tutorial worksheet and an assessed piece of work.
19
AC 1.2 Unit 308 Learning Outcome 2
Learning Outcome 2 – Understand leadership qualities and review own leadership
qualities.
AC 2.1: Assess own leadership behaviours and potential in the context of a particular leadership
model and own organisation’s working practice and culture using feedback from others.
Leadership Models
The Hersey-Blanchard Model of Leadership
The authors, Paul Hersey and Ken Blanchard (and his team), developed this situational model
independently in the late 1970s/early 1980s. They believed that leaders needed to be adaptable in
their choice of leadership styles. The essential points are:
• No single style of leadership is “best”.
• Effective leadership relates closely to the task.
• The most successful leaders are those who adapt their leadership to the needs (ability,
maturity, experience) of the team and the nature of the task.
1. Hersey and Blanchard devised four possible states for team members:
D1 Low in competence but high in commitment
(team members wanted to complete the task but did not know how to)
D2 Some competence but uncommitted
(could do the job, not very well, but were not keen to)
D3 Fairly competent but not fully committed
(could probably carry out a reasonable job but lacked the desire to)
D4 Highly competent and committed
(team members capable of getting on with the job on their own)

12. 10 - ILM Level 3 Award sample materials for organisations AC 2.1
20 - ILM Level 3 Award in Leadership & Management
2. Then they linked a suitable leadership style with each of these four states:
Development level of follower Leadership style Description
D1 Low in competence and
high in commitment
S1 Directing The leader tells the team
exactly what to do and
supervises closely.
D2 Some competence but
uncommitted
S2 Coaching The leader still provides
direction and decisions but
consults the team.
D3 Fairly competent but not
fully committed
S3 Supporting The leader allows team
members to decide what to do
and how to do it. Supervision
is provided but less closely.
D4 Highly competent and
committed
S4 Delegating The leader remains involved
in decisions but the process
has passed to the team. The
leader continues to monitor
progress.
In visual terms the model looks like this:
Unit 308 Learning Outcome 2 AC 2.1

13. 11
Learner Resource Book – Case Study Example
Supporting each assessment criteria in the Learner Resource Book is a workplace-based case study.
This has been added to help the learner correctly interpret the requirements of the assessment
criteria. In the example given, the leadership ability and potential of a senior member of staff
is assessed by a manager, enabling the learner to see how the use of feedback, reference to a
leadership model and to the culture of the organisation contributes to the answer.
25
Case Study Example
James works as a telephone reservations agent for a holiday company whose culture expects
staff to provide exemplary customer service. James has been asked to train up a new
colleague called Claire. To ensure consistency, the company expects new staff to be trained
using a script sheet to help when making bookings. Although he is an experienced member
of staff and the company’s top seller, he has never trained another member of staff. Because
of this, James feels there is no need to use the script sheet and chooses to use his own
experience to train Claire.
Initially, James adopts a ‘Directive’ approach according to the Hershey-Blanchard model as
Claire’s level of competency is low. He allows her to listen in to a few calls and demonstrates
a high level of self-confidence and persuasion to make sales. Although James does not appear
to refer to the script sheet, his technique enables him to provide the level of customer service
and satisfaction that the organisation expects.
After a few hours, James hands over to Claire, who is given the chance to speak to customers.
James now adopts a ‘Coaching’ role and listens in to Claire, providing her with constant help
and support as she answers holiday enquiries. During the calls, James notices that Claire is
struggling and regularly has to put the calls on hold so she can confer with James. At the
end of the shift, Claire tells James that she is not confident with talking to customers and is
worried that she is not saying the right things.
After Claire goes home, James discusses this with his manager, who decides to listen back
to a recording of Claire’s calls. He recognises that Claire did not use the script the company
provides and suggests the following day he should repeat the training but this time model
calls by using the script himself.
The following morning James and Claire meet and discuss the script. Claire is keen to try
again and this time uses the script to help her through her calls. Whilst James listens in, he
observes Claire’s increased confidence and, although she still requires support, she is able to
make some bookings. After a few more enquiries, James is able to let Claire work alone. He
works on an adjacent desk so if she requires support, he can be there to help her.
The change that James made provided Claire with a quick resource to refer to. This meant
that if she was getting confused during a call, checking the script sheet would help her get
back on track straight away. Claire was able to grow in confidence with every call and
reduced the number of times she had to place the customer on hold. The result of which
meant she was able to deliver a greater level of customer service.
AC 2.1 Unit 308 Learning Outcome 2

14. 12 - ILM Level 3 Award sample materials for organisations AC 2.1
Learner Resource Book – Tutorial worksheet
Tutorial worksheets are used during the Tutorial sessions. They help to support the learner in
constructing their answer to each assessment criteria through a series of prompting questions.
Once completed, the learners should have sufficient information to formulate their final draft for
submission. These worksheets can be found in both the Learner Resource Book and in the ‘Tutorial
– Quick Print’ document and should be printed off for the learner to use.
32 - ILM Level 3 Award in Leadership & Management
308 AC 2.1 Assess own leadership behaviours and potential in the context of a particular
leadership model and own organisation’s working practices and culture, using feedback from
others.
How well did you lead your team? You must make a judgement on yourself as a team leader:
This assessment of your leadership behaviour must be supported by detailed analysis:
• What did you do as a leader?
○ Which theoretical model does this behaviour have links with?
○ Why did your leadership behaviour link to this model?
• How successful were you in selecting a leadership style to use?
• How successful were you in implementing this style?
• How did actions of the team members support this?
• What links can you make with your organisation’s working practices and culture?
• What feedback did you gain about your leadership behaviour?
• What did you learn by completing the Leadership Styles Questionnaire?
Your answer could be extended by writing about additional, contrasting situations.
Unit 308 Tutorial Worksheet 2.1

15. 13
Learner Resource Book – Example Answer
To help learners understand the assessment requirements, a completed and assessed response
has been provided for each Assessment Criteria. These have been assessed by one of CVQO’s ILM
assessors and feedback has been provided. The work has also been colour coded to show how the
learner theory and experience make up the final answer.
33
AC 2.1 Example Answer
AC2.1Assessownleadershipbehavioursandpotentialinthecontextofaparticularleadershipmodelandownorganisation’sworkingpracticeandculture
usingfeedbackfromothers.(Stateyourfindingsbelow.)(28marks)
Thinkaboutyourownleadershipstyleandbehaviour.Youshouldrelatethistoaleadershipmodelyouhavestudiedandyourorganisation’sworkingpractice
andculture.Youmustquotefeedbackyouhavereceivedtomakeajudgementonyourcurrentleadershipabilityandpotential.
Lastyear,IwasrecentlyappointedtotheroleoftheDirectorofMen’sRugbyformylocalcommunityteam.Iamexpectedtomanage
andleadthedevelopmentoftheteamthroughtrainingandcompetition.Therugbyclubhasaculturewhichistoplayprecisionrugby
atafastpace,whichmeansthattheplayersshouldhaveanextremelyhighleveloffitnessandbeabletoexecutetheirskills,making
fewmistakes.
WhenItookontherole,Idecidedthattoensurethis,Iwouldfocustheearlyseasontrainingsessionsheavilyonthefitnessregime
becauseiftheycouldn’tmaintainthefitnessrequirements,theywouldnotbeabletocompeteatthenecessarylevelofskill.
Whenitcametothetacticalandskillbasedsideofthegame,IusedaverydirectiveapproachaccordingtotheHershey-Blanchard
model.Althoughtheirskilllevelwasrelativelyhigh,IdecidedtousethisapproachasIfelttheyneededtounderstandhowIwanted
themtoplay.Whenitcametotraining,Iwouldrepeatthedrillsoverandoveragain,soastoensurethecultureofprecisionintheirplay
wasbeingexecuted.
Afterafewgames,IrecognisedthatmostoftheteammemberswerestartingtounderstandthetacticsIwantedthemtoplay,although
theteam’sabilitytoimplementthesewithprecisionwaspoor.Ithereforereturnedtothetraininggroundtopractisetheareaswhich
theteamneededtodevelop.Icontinuedtodisplayahighlydirectiveapproach,repeatingsomedrillsforentirepracticesessions.Iwas
convincedthatthisapproach,whilstpainfullyslow,wouldyieldresultsinthelongterm.
Afteracoupleofweeksofpersistence,Iwasapproachedbytheteamcaptainwhotoldmethatmyapproachwasn’treallyworking.I
invitedanRFUTrainerwhoIhadworkedwithonmyLevel3RugbyCoachingQualificationtocomealongtowatchmetraintheteamand
givemesomesuggestions.Hisfeedbackwasthattheplayers’generalskilllevelandunderstandingofthegamewaswellestablished,
butthatIneededtofeelconfidentintheirabilitytoimplementtheinstructions.HesuggestedthatIchangedmyapproachtomoreof
acoachinglevel,inlinewiththesecondstageoftheHersheyBlanchardmodel.Indoingthis,Istartedtolookforideaswithintheteam
andtheystartedtofeelmoreresponsibleforthedirectionoftheteam.
Astheirinvolvementgrew,theexecutionofdrillsimproved.Theyunderstoodthepurposeofeachdrillandrecognisedwhenthe
appropriatetimetouseitinagamewas.Asaresult,theirgeneralgamemanagementimprovedandtheteamstartingtopickupwins.
Ninemonthsintothejob,Ihavenowadoptedmoreofasupportiveroletowardstheteam.Atthestartofeverypractice,thesquadhas
alreadycompletedawarmupbythetimeIsetupthefirstdrill.Iamabletodiscussthemainfocuspointsforthetrainingsessionandthe
teamareabletoorganisethemselvesintorunningtheactivity.Atpoints,Iwillstopthemtohighlightspecifictechnicalissueswiththeir
drillstoaidtheirteamdevelopment.Wearenowabletoreachahighlevelofperformanceexecutedtoahighdegreeofprecision.
BasedonthefeedbackoftheRFUTrainerandthedevelopmentinmyleadershipapproachfromthenuntilnow,IbelievethatIhave
madesignificantchangesthathaveproducedasuccessfuloutcomefortheteam.IfIamabletorecognisethepointatwhichteam
membersrequirelessdirective,thenIbelievemypotentialtobeaneffectiveleaderwillincrease.
KeytoMarking
Relevanttocriteria
Supportiveexampleprovided
Furtherdetailrequired
AssessorsFeedback
UsingtheHersey-Blanchard
leadershipmodel,youhavegivena
thoroughanddetailedassessment
ofyourleadershipbehavioursand
potential.Youhavealsoclearly
highlightedtheworkingpractices
andcultureofyourrugbyclub.
Indevelopingyourresponseyou
havemadeexcellentandhonest
referencetothefeedbackyou
receivedfrombothyourteam
captainandRFUtrainer.Thishas
enabledyounotonlytoemphasise
thepositiveaspectsofyour
leadershipbutalsotohighlightareas
thatcouldbedeveloped.Welldone.
Grade:GoodPass

16. 14 - ILM Level 3 Award sample materials for organisations AC 2.1
Tutor Manual – Tutorial notes
The Tutor Manual also contains the delivery notes for the Tutorials. These support the learners
in applying the concepts covered in the lessons to their own experience when constructing their
answers.
50 - ILM Level 3 Award in Leadership & Management
• Both the team and individuals in the team must be considered.
• Specific links should be made to the real situation they were in.
Allow time for the class to make brief reminder notes about this on the
worksheet.
Example Answer 1.2
Direct learners to the relevant section of the ‘Learner Resource Book’ if
purchased or the ‘Tutorial Activities QUICK PRINT’ if printed.
SLIDE 11
Part 3: WRITING FOR AC 2.1 AND 2.2
Understand leadership qualities and review own leadership qualities and potential.
8 308 AC 2.1: Assess own leadership behaviours and potential in the context of
a particular leadership model and own organisation’s working practices and
culture, using feedback from others.
PASS: An appropriate assessment is made of own leadership behaviours and
potential clearly based on feedback from others and in the context of both a
particular leadership model and also of own organisation’s working practices
and culture, although the assessment may be limited and/or the context of a
particular leadership model and/or own organisation’s working practices and
culture may be more implicit than explicit.
GOOD PASS: A thorough and detailed assessment is made so as to form a
judgement of own leadership behaviours and potential explicitly based on
feedback from others and clearly in the context of a particular leadership
model and own organisation’s working practices and culture.
Display AC 2.1. Begin by asking the class to interpret its requirements.
In discussion draw out the following points:
• This is an opportunity to write about the “big situation”.
• There are 5 things to include in the assessment:
○ Your own leadership behaviour.
○ Your own leadership potential.
○ Links to a leadership model.
○ Links to working practices and culture.
○ Links to feedback from others.
• There must be a judgement on one’s self.
SLIDE 12
SLIDE 13
WORK
SHEET
308 2.1
Lesson Plans Tutorial 308

17. 15
53
• The Leadership Styles Questionnaire is one example of a tool
designed for this purpose.
• The questionnaire can be completed in the learner’s own time.
• Learners should write about the things they learned regarding their
leadership style from completing the questionnaire.
Example Answer 2.1
Direct learners to the relevant section of the ‘Learner Resource Book’ if
purchased or the ‘Tutorial Activities QUICK PRINT’ if printed.
SLIDE 15
10 308 AC 2.2: Describe appropriate actions to enhance own leadership
behaviour in the context of the particular leadership model.
PASS: An appropriate description is given of two or more appropriate
actions to enhance own leadership behaviour in the context of the particular
leadership model referred to in AC 2.1 although the description may be
limited.
GOOD PASS: A thorough and detailed description is given of a range of
appropriate actions to enhance own leadership behaviour explicitly related to
the particular leadership model referred to in AC 2.1.
Display AC 2.2.
Ask learners: “How could you enhance your leadership behaviour?”
Explain that points made here must:
• Relate clearly to the situation that has been described.
• Relate in detail to the theoretical model that was used.
Explain that:
• You must describe at least three specific actions you could take to
enhance your leadership behaviour.
• The link between each specific action and the theoretical model
must be explained.
• The likely consequences of each action should be described with
specific examples from your situation.
Use questioning about individual situations around the class to confirm
understanding. Allow time for reminder notes to be made at this point.
Example Answer 2.2
Direct learners to the relevant section of the ‘Learner Resource Book’ if
purchased or the ‘Tutorial Activities QUICK PRINT’ if printed.
SLIDE 16
SLIDE 17
WORK
SHEET
308 2.2
SLIDE 18
11 Questions SLIDE 19
Tutorial 308 Lesson Plans

18. 16 - ILM Level 3 Award sample materials for organisations AC 2.1
Tutorial 308 – Presentation
The Tutorial presentation slides provide a visible prompt to follow during the Tutorial sessions in
addition to the notes in the Tutor Manual (see previous section).
AC 2.1
ASSESS OWN LEADERSHIP BEHAVIOURS
AND POTENTIAL IN THE CONTEXT OF A
PARTICULAR LEADERSHIP MODEL AND
OWN ORGANISATION’S WORKING
PRACTICES AND CULTURE, USING
FEEDBACK FROM OTHERS.
Situational Leadership
308 AC 2.1
What did you do
as a leader?
Which theoretical
model does this
link to?
Why did your
behaviour link to
this model?
How successful
were you in
selecting a
leadership style?
How successful
were you in
implementing this
leadership style?
How did actions of
team members
support this?
Links with working
practices and
culture?
Feedback: sources
+ references?
JUDGEMENT ON
SELF
How well did you lead your team?
13- improving lives through vocational education

19. 17
Leadership Styles Questionnaire
What did you learn from completing this?
14- improving lives through vocational education
Example Answer 2.1
You can find this in your
•Learner Resource Book
•Tutorial Activities QUICK
PRINT
15- improving lives through vocational education

20. 18 - ILM Level 3 Award sample materials for organisations AC 2.1
Learner Resource Book – Assignment Guidance
Assignment Guidance has been provided to support the learner in understanding the assessment
requirements for each of the criteria. The guidance initially offers an overview of the style of
answer expected, followed by details of the key requirements of a successful answer.
79
Assignment Guidance How to complete Assignment 308
Assignment Guidance
How to complete Assignment 308
The suggested word count for this assignment is 1,200 words (between 800 and 1,500 words). This
is your task:
1 Understand leadership styles
AC You must: In your writing you should:
1.1
Describe the factors that will influence the
choice of leadership styles or behaviours in
workplace situations (24 marks)
Provide responses to cover these assessment
criteria.
1.2
Explain why these leadership styles or
behaviours are likely to have a positive or
negative effect on individual and group
behaviour (24 marks)
2 Understand leadership qualities and review own leadership qualities and potential
2.1
Assess own leadership behaviours and
potential in the context of a particular
leadership model and own organisation’s
working practices and culture, using
feedback from others (28 marks)
For this section you need to gather
information about you own leadership style
using feedback from others such as line
manager, team members. You may also
choose to use some leadership styles self
- assessment technique. The information
gathered should be used, in conjunction
with a recognised leadership model, to
assess your preferred patterns of leadership
behaviour and how effective these are within
the working practices and culture of the
organisation.
2.2
Describe appropriate actions to enhance
own leadership behaviour in the context of
the particular leadership model (24 marks)
Once this has been completed you need to
identify any actions you should take in order
to enhance your leadership behaviour.

21. 19
80 - ILM Level 3 Award in Leadership & Management
How to complete Assignment 308 Assignment Guidance
Before you write your final answers we strongly recommend that you make rough notes (or a mind
map) of your major points first.
• First of all read through the whole task carefully.
• Once again you will need to think of examples of situations in which you were acting as a
team leader.
• In drafting your answer you are advised to consider these points:
AC 1.1 and AC 1.2
You must describe the factors that will influence the choice of leadership styles or behaviours in
workplace situations.
• Look carefully through the information about leadership styles in this booklet. What
are the advantages and disadvantages of using particular styles of leadership in different
situations?
• Now try to make links between these points and actual examples from your own
experience. You can write about occasions when you were a team leader or a team
member.
• You should try to cover at least three different factors affecting the choice of leadership
styles.
• For each factor you should try to explain what the consequences, positive or negative, are
likely to be for individuals and the team. This should include:
○ General points about the consequences.
○ Specific things that happened in your practical example.
AC 2.1
Try to select an occasion when your team had to complete a task which involved continued
leadership responsibility and an opportunity to develop the team. Organising an event or making
changes over a significant time-scale will provide better examples than a shorter task like setting
out a room.
• You should make an assessment of your own leadership behaviour, from a specific
situation. This should be done based on feedback you have received from others, the
source of which, is stated clearly in your response.
• Your assessment must relate to a theoretical leadership model you have studied. When
making these links you should explain:
○ How aspects of the leadership model relate to particular behaviour and events in
the practical example you have selected.
○ How effective were you in selecting a leadership style to use and how effective
were you in implementing this style?
• Your assessment must include a reference to your leadership role in maintaining your
organisation’s working practices and culture.

22. 20 - ILM Level 3 Award sample materials for organisations AC 2.1
Assignment 308 Workbook – AC 2.1 task
The assessment for this qualification is in the form of structured answer questions and can be
completed either in written format (as below), or electronically using the workbook found on the
USB memory stick. For each assessment criteria, a reminder of the key assessment requirements
for a Pass has been included.
9
AC 2.1 Assess own leadership behaviours and potential in the context of a particular leadership
model and own organisation’s working practice and culture using feedback from others. (28 marks)
Think about your own leadership style and behaviour. You should relate this to a leadership model you have studied
and your organisation’s working practice and culture. You must quote feedback you have received to make a
judgement on your current leadership ability and potential.
Assignment 308

23. 21
Assignment 308 Workbook – Marking criteria
Each workbook contains the ILM marking criteria to help the learner understand what the assessor
is looking for in their work. The minimum requirement to gain the qualification is a Pass in all
assessment criteria. The overall result of the qualification will only be either a Pass, or a Referral.
13
LearningOutcome/Section2:Understandleadershipqualitiesandreviewownleadershipqualitiesandpotential
AssessmentCriteria
(AC)
SufficiencyDescriptors
[Typicalstandardthat,ifreplicatedacrossthewholesubmission,wouldproduceareferral,borderlinepassorgoodpassresult]
AssessorfeedbackonAC
AC2.1
Assessownleadership
behavioursand
potentialinthe
contextofaparticular
leadershipmodeland
ownorganisation’s
workingpractices
andculture,using
feedbackfromothers
Referral[ca.7/28]Pass[14/28]GoodPass[ca.21/28]
•Ownleadershipbehavioursand/orpotentialinthe
contextofaparticularleadershipmodeland/orown
organisation’sworkingpracticesand/orculture,using
feedbackfromothersaredescribedorexplainedas
opposedtoassessed
•Anassessmentismadeofownleadershipbehaviours
andpotentialbasedonfeedbackfromothersandin
thecontextofaparticularleadershipmodelandown
organisation’sworkingpracticesandculturebutthe
assessmentisinappropriateorminimal
•Anassessmentismadeofownleadershipbehavioursand
potentialbutisnotbasedonfeedbackfromothersand/
orisnotinthecontextofaparticularleadershipmodel
and/orownorganisation’sworkingpracticesandculture
•Anappropriate
assessmentismade
ofownleadership
behavioursandpotential
clearlybasedonfeedback
fromothers,andin
thecontextofbotha
particularleadership
model,andalsoofown
organisation’sworking
practicesandculture,
althoughtheassessment
maybelimitedand/orthe
contextofaparticular
leadershipmodeland/
orownorganisation’s
workingpracticesand
culturemaybemore
implicitthanexplicit
•Athoroughand
detailedassessment
ismadesoastoform
ajudgementofown
leadershipbehaviours
andpotentialexplicitly
basedonfeedbackfrom
othersandclearlyinthe
contextofaparticular
leadershipmodeland
ownorganisation’s
workingpracticesand
cultureGoodPassorPassor
Referral
AC2.2
Describeappropriate
actionstoenhance
ownleadership
behaviourinthe
contextofthe
particularleadership
model
Referral[ca.6/24]Pass[12/24]GoodPass[ca.18/24]AssessorfeedbackonAC
•Appropriateactionstoenhanceownleadership
behaviourinthecontextoftheparticularleadership
modelreferredtoinAC2.1aremerelylistedorstatedas
opposedtodescribed
•Adescriptionisgivenoftheappropriateactionsto
enhanceownleadershipbehaviourinthecontextofthe
particularleadershipmodelreferredtoinAC2.1butthe
descriptionisinappropriateorminimal
•Adescriptionisgivenoftheappropriateactionsto
enhanceownleadershipbehaviourbutisnotinthe
contextoftheparticularleadershipmodelreferredtoin
AC2.1
•Onlyoneappropriateactiontoenhanceownleadership
behaviourisdescribed
•Anappropriate
descriptionisgivenof
twoormoreappropriate
actionstoenhanceown
leadershipbehaviour
inthecontextofthe
particularleadership
modelreferredtoin
AC2.1althoughthe
descriptionmaybe
limited
•Athoroughanddetailed
descriptionisgivenof
arangeofappropriate
actionstoenhanceown
leadershipbehaviour
explicitlyrelatedtothe
particularleadership
modelreferredtoin
AC2.1
Sectioncomments(optional):Verificationcomments(optional):
Learning Outcome - Section 2

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