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LO1 Understand leadership practice in an organisation

Unit CMI 526 Principles of Leadership Practice

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KEY INFORMATION FOR LEARNERS

Overview of assessment tasks

Each task in this assessment brief has been developed to enable you to evidence achievement of the learning outcomes and assessment criteria for CMI 526: Principles of Leadership Practice.  Each of the assessment criteria must gain a pass outcome for you to successfully achieve the unit.

Preparation for the assessment

  • Before you begin the assessment brief please read the CMI 526 unit specification thoroughly as only the content related to the achievement of the assessment criteria will be assessed.
  • Research the topics being assessed.  Suggested reading/web resources are provided on the CMI 526 unit specification. Your tutor may signpost you to relevant resources. Additionally, you may access excellent online resources at ManagementDirect https://members.md.cmi.org.uk. Please note that if you have a customised site the link will differ, please contact your Centre for clarification.  
  • If you are enrolled on the Trailblazer Apprenticeship programme you are encouraged to review the Apprenticeship Standard for Operations/Departmental Manager.

Completing the assessment brief

  • The assessment brief contains a series of tasks which are clearly referenced to the relevant assessment criteria and indicative content.
  • Refer to the Assessment Guidance Table at the end of the assessment brief which outlines the requirements for a Pass or Refer.
  • Evidence must be provided in the evidence booklet. Additional work based evidence such as plans or documentation (which has been referred to within the main text) should be included at the end of the booklet marked ‘Work Based Evidence’.  Appendices are not a requirement of this assessment brief.  If appendices are included these will not be marked or moderated by the CMI.
  • Work based evidence must be accompanied by a supporting statement in the learner evidence box, to explain the link to the assessment criteria.  Work based evidence (where required by the task) must not exceed SIX (6) pages.  Files embedded in the booklet must not exceed 10MB.
  • The evidence booklet must be completed in a professional manner (e.g. applying business conventions for writing formal reports) and by using Microsoft Word, Rich Text Format or another compatible software programme and not in a PDF format.
  • An appropriate referencing system (such as Harvard Referencing) must be used to ensure the original source(s) of quotations or models can be verified.
  • Finally, you must sign the Learner Authenticity statement (an electronic signature is accepted).

Learner support

For information regarding policies and procedures for assessment (e.g. special assessment arrangements, learner support, appeals, complaints, certification, confidentiality, plagiarism) you should contact your tutor or Centre manager and refer to the CMI Level 5 in Management and Leadership syllabus.

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INTRODUCING ASSESSMENT BRIEF CMI 526

Assessment brief CMI Unit 526 Principles of Leadership Practice has been designed to develop managers’ understanding of ethical leadership and the impact of culture and values on leadership. Managers will examine leadership models and the concept of empowerment, with consideration of techniques and methods for leading others.

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ASSESSMENT TASKS AND WORD COUNT

Assessment brief 526 features the following assessment tasks. Further detail is provided against each assessment task within the brief.

 

Assessment Task

Learning outcomes covered by assessment method

Assessment criteria

Guideline word count

1

Write an account on leadership practice in an organisation

LO1 Understand leadership practice in an organisation

1.1 Examine leadership practices within organisations

Approx. 1300 words

1.2 Evaluate the use of theoretical approaches to responsible leadership

1.3 Analyse the impact of internal and external factors on leadership practice

2

Write an account on leadership styles

LO2 Understand leadership styles

2.1 Examine the relationship between management and leadership

Approx. 1000 words

 

 

 

2.2 Evaluate leadership styles

3

Write a report entitled:

The impact of leadership within organisations

LO3 Understand the impact of leadership within organisations

3.1 Evaluate how leadership supports the achievement of organisational objectives

Approx. 1700 words

3.2 Analyse the concept of empowerment and trust in leading others

3.3 Examine techniques for creating a cohesive team

3.4 Assess the need to adapt leadership approaches to meet changing needs

Guideline word count

The written word, however generated and recorded, is still expected to form the majority of assessable work produced by Learners at Level 5. The amount and volume of work for this unit should be broadly comparable to a word count of 3500-4000 words within a margin of +/-10%.  The excessive use of word count is not grounds for referral, however the CMI reserve the right to return work to the Centre for editing and resubmission by the Learner. 

The following are excluded from inclusion in word count, if used and not required by the assessment brief: an introduction to a job role, organisation or department, index or contents pages, headings and sub headings, diagrams, charts and graphs, reference list or bibliography, reflective statement drawn from undertaking the assignment and how this has impacted on the learner’s work.

Please see the CMI Assessment Guidance Policy for further guidance.

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LEADERSHIP PRACTICE IN AN ORGANISATION

Effective leadership practice is required to support individuals and teams. Whilst it has many characteristics, it needs to be resilient, able to respond to internal and external factors, all of which have the ability to impact on the leader’s success.

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TASK 1

Using examples, write an account on leadership practice in an organisation. The account must:

  1. Examine leadership practices within organisations (AC1.1)
  2. Evaluate the use of TWO (2) theoretical approaches to responsible leadership (AC1.2)
  3. Analyse the impact of TWO (2) internal and TWO (2) external factors on leadership practice (AC1.3)

Guidance for completion of Task 1

  • Within the account you should include sub headings.  You may choose to include tables and diagrams (as appropriate) to support your discussion.
  • You are encouraged to consider the use of good practice examples from an organisation you know well or have researched.
  • You are required to include reference to relevant theoretical principles or models where appropriate.
  • Please refer to the indicative content for each assessment criteria (AC) outlined in the unit specification.

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LEADERSHIP STYLES

There is much debate about the definitions for leadership and management, and the relationship between them. By understanding their relationship and the way leadership styles can be applied in a variety of contexts, a leader will be equipped with the knowledge to lead others in the workplace.

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SCENARIO

You manage a department in a medium sized organisation.  Following a successful year that has seen significant growth in sales, the organisation has ambitious plans to re-locate to a new business park (40 miles away from its current location). 

A number of staff within your department have chosen not to re-locate with the organisation so there will be vacancies in your team.

The team members that have decided to move with the company are concerned about the re-location and how the new team will gel in time to achieve challenging targets.

You are responsible for the recruitment and selection of new staff and leading team members to be effective in their roles.

The objectives are for all departments to meet new operational targets within 3 months of the move. 

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TASK 2

Basing your response on the scenario, your own experience of leading individuals and teams or using well chosen examples from an organisation you know well or have researched:

Write an account which:

i. Examines the relationship between management and leadership (AC2.1)

ii. Evaluates THREE (3) leadership styles which can be used in organisations (AC2.2)

Guidance for completion of Task 2

  • Within the account you should include sub headings.  You may choose to include tables and diagrams (as appropriate) to support your discussion.
  • You may base the account on the scenario or leadership within an organisation you know well or have researched.
  • You are required to include reference to relevant theoretical principles or models where appropriate.
  • Please refer to the indicative content for each assessment criteria (AC) outlined in the unit specification.

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THE IMPACT OF LEADERSHIP WITHIN ORGANISATIONS

Leadership has the power to impact on the achievement of organisational objectives. It is essential for leaders to empower others, develop trust among those they manage and create cohesive teams which are adaptable to change.

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TASK 3

Basing your response on the scenario, your own experience of leading individuals and teams or using well chosen examples from an organisation you know well or have researched:

You are required to write a report entitled ‘The impact of leadership within organisations’. The report must use examples to:

  1. Evaluate how leadership supports the achievement of organisational objectives (AC3.1)
  2. Analyse the concept of empowerment and trust in leading others (AC3.2)
  3. Examine THREE (3) techniques for creating a cohesive team (AC3.3)
  4. Assess the need to adapt leadership approaches to meet changing needs (AC3.4)

Guidance for completion of Task 3:

  • You may base your response on the scenario on page 4, your own experience of leadership within organisations or use well chosen examples from an organisation you know well or have researched.
  • The report should include sub headings.  You may choose to include tables and diagrams (as appropriate) to support your discussion.
  • You are required to include reference to relevant theoretical principles or models where appropriate.
  • Please refer to the indicative content for each assessment criteria (AC) outlined in the unit specification.

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ASSESSMENT GUIDANCE

Refer

Pass
  • The submission is incomplete
  • Tasks are incomplete
  • Not all assessment criteria have been met
  • No examples are used or the examples given do not match the requirements of the assessment criteria
  • Evidence is
    • Unclear
    • Technically incorrect or inaccurate
    • Biased
    • Unprofessional language
    • Poorly structured and presented
    • Ideas are under-developed
    • Lacks sufficient detail to show understanding of the topic
    • The application of different perspectives, approaches or schools of thought is unclear or inappropriate
    • Little or no evaluation of evidence has taken place
    • The ability to make judgments and solve complex problems has not been evidenced
    • Evidence is not directly attributable to the learner
    • External sources of information are not acknowledged
    • Work based evidence or artefacts (e.g. planning documents or presentation slides) do not meet the requirements of the assessment criteria and are not current (within 5 years)
    • All tasks have been completed
    • All assessment criteria have been met
    • Examples given are well chosen and match the requirements of the assessment criteria
    • Evidence is
      • Well written and presented
      • Contains a breadth of examples
      • Accurate
      • Current (e.g. use of up to date legislation)
      • Authentic
      • Inclusive
      • Coherent
      • Credible
      • Technically correct
      • Evidence shows understanding and application of different perspectives, approaches or schools of thought and the reasoning behind them.
      • Evidence shows the learners ability to evaluate evidence and solve problems to achieve set outcomes.
      • Evidence used from external sources has been correctly referenced
      • Evidence is directly attributable to the learner
      • Work based evidence or artefacts (e.g. planning documents or presentation slides) match the requirements of the assessment criteria and are current (within 5 years)
  

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All About CMI Unit 526: Principles of Leadership Practice Assignment

CMI 526 is a leadership unit that sits around middle-management level. It is usually taken by people who are already supervising staff, or who are about to move into a role where they will lead others. The assignment for this unit is not about memorising leadership jargon. It is about showing that you understand what leadership looks like in real workplaces, and that you can look honestly at your own practice as a leader or future leader.

Most centres ask for a written report or reflective assignment. You normally write about your own organisation, your own role, and the way leadership is carried out in your setting.

What This Unit Is Really Testing

Under all the headings and instructions, the CMI 526 assignment is trying to see whether you can do four things:

  • connect leadership theory to real situations at work

  • explain how leadership affects people, performance and culture

  • examine your own behaviour as a leader or supervisor

  • plan how you will improve your leadership over time

If a marker can see that you understand these points, you are already on the right track. If your work stays very textbook-style and never talks about real people, real teams or real decisions, it will feel weak, even if the spelling and grammar are perfect.

What You Normally Have to Produce

The exact format depends on your training provider, but in most cases you will submit a written assignment that:

  • is structured with clear headings (rather than one long essay)

  • uses your own workplace as the main example

  • draws on recognised leadership ideas, but explains them in your own words

  • includes some reflection on your own strengths and weaknesses

  • ends with a practical development plan for your leadership practice

Think of it as a mix between a leadership report and a personal development document. You are not writing fiction; you are describing what you actually do (or should do) when leading people.

Key Areas the Assignment Usually Covers

1. Leadership in Your Own Organisation

You will normally be expected to explain what leadership means where you work. That includes things like:

  • how leaders are expected to behave

  • how decisions are made and communicated

  • how leaders support organisational goals and performance

For example, you might describe how your department manager sets direction for the team, how they involve people in decisions, and how that links to targets, customer satisfaction, safety, quality, or other results.

Rather than writing in very general terms, you should talk about specific patterns you see: how meetings are run, how change is introduced, how problems are dealt with, and what that says about leadership in your setting.

2. Leadership Approaches and Behaviour

Another part of the assignment will normally ask you to comment on how people lead, not just what they are responsible for.

You might discuss, for instance, whether leaders in your organisation tend to be more controlling or more consultative, whether they rely heavily on rules and procedures, or whether they focus more on coaching and development.

Good assignments do not just list leadership styles. They explain where a particular approach has helped the team and where it has caused issues. You might describe a situation where a directive style was useful in a crisis, and another situation where the same style demotivated staff once the crisis had passed.

This section is about behaviour in practice: how leaders talk to people, how they handle mistakes, how they react under pressure, and how those behaviours influence the team.

Sample Answer of Unit 526

Write an account on leadership practice in an organisation

LO1 Understand leadership practice in an organisation

1.1 Examine leadership practices within organisations

This account is based on a medium-sized service organisation that provides support to both internal and external customers. Leadership practice in this organisation is visible at several levels: strategic, departmental and team level. At the top, the senior leadership team sets the overall direction by agreeing annual objectives, financial targets and service standards. These are then translated by departmental managers into clear priorities and work plans for their teams.

Leadership practice can be seen in the way managers communicate expectations. Departmental leaders hold regular briefings to explain current priorities, discuss results and highlight any risks. Information from the senior team is not simply forwarded by email; it is interpreted and put into context so that staff understand what it means for their own roles. Good practice includes checking understanding, inviting questions and encouraging staff to raise concerns, rather than assuming that silence means agreement.

Another important aspect of leadership practice in this organisation is how performance and behaviour are managed. Leaders are responsible not only for meeting numerical targets, but also for maintaining standards of conduct and customer care. They monitor results, review reports and hold one-to-one meetings where feedback is given. Strong leadership is demonstrated when managers address issues promptly and fairly, using agreed procedures, and when they balance challenge with support. Poor leadership is evident when performance problems are ignored, or when feedback is inconsistent and unclear.

Change management provides a further example of leadership practice. When new systems or processes are introduced, leaders are expected to explain the reasons for change, involve staff in planning where possible, and provide training and support. In departments where leaders follow this approach, staff engagement is higher and resistance is lower. Where leaders rush changes through without explanation or consultation, there is more confusion, errors increase, and trust in management is damaged.

Overall, leadership practice in this organisation is judged by how well leaders turn strategy into day-to-day reality: setting direction, communicating clearly, dealing with problems and modelling the values of the organisation.

Theoretical approaches to responsible leadership (AC 1.2)

Responsible leadership is concerned with leading in a way that is ethical, fair and sustainable. Two useful theoretical approaches for understanding responsible leadership in the chosen organisation are ethical leadership and stakeholder-focused leadership.

Ethical leadership focuses on doing what is right, not only what is convenient. An ethical leader is honest, keeps promises, treats people consistently and makes decisions that reflect the organisation’s stated values. In the organisation described, ethical leadership is encouraged through a published code of conduct and policies on equality, dignity at work and conflicts of interest. For example, recruitment and promotion processes are designed to be transparent, with clear criteria and panel decisions recorded. When this approach is followed, staff feel that opportunities are fair and not based on favouritism.

The use of ethical leadership is not always fully effective. In some situations, commercial or operational pressure can tempt leaders to overlook the spirit of the code. For instance, a manager might allocate overtime or training places to trusted individuals without advertising the opportunity to the whole team, simply because it is quicker. This saves time in the short term, but it undermines confidence in fairness and can damage morale. The evaluation of ethical leadership in this organisation therefore shows that the framework exists, but consistent application depends on individual leaders having the courage to follow it even when it is inconvenient.

Stakeholder-focused leadership emphasises the need to consider the interests of all key stakeholders affected by decisions, such as customers, staff, suppliers, regulators and the wider community. In the chosen organisation, this approach is visible in decisions about service design and changes to working patterns. For example, when altering opening hours, leaders are expected to take account of customer demand, staff wellbeing and contractual obligations. Consultations with staff representatives and customer feedback surveys are used to inform decisions.

The stakeholder approach helps leaders avoid a narrow focus on short-term financial results. It encourages them to think about long-term relationships and reputation. However, it can also create tension, because different stakeholder groups do not always want the same thing. Leadership decisions may disappoint one group even when another benefits. In practice, responsible leaders in this organisation need to balance these competing interests and be able to explain their reasoning. The evaluation of stakeholder-focused leadership shows that it is a useful guide for responsible decision-making, but it requires strong communication skills and a willingness to justify choices openly.

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You can do either. The brief says you can base your answers on the given relocation scenario, an organisation you know well, or one you’ve researched. Most people find it easier to use their own workplace because the examples feel more real, but if that’s not possible, you can use a scenario or a clearly described organisation instead.

Task 1 needs three things: a clear picture of how leadership works in the organisation (meetings, decisions, communication, performance), an explanation of two responsible leadership theories and how they show up in practice, and an analysis of two internal and two external factors that affect how leaders behave. If one of those parts is missing, AC 1.1, 1.2 or 1.3 won’t fully pass.

The unit suggests around 3,500–4,000 words in total across all three tasks, with about 1,300 for Task 1, 1,000 for Task 2 and 1,700 for Task 3. There is a +/-10% tolerance, so it doesn’t have to be exact, but if you are very short, it usually means you haven’t covered the criteria properly. Headings, contents, diagrams and reference list do not count in the word total.

You need both. The brief expects you to link your examples to recognised leadership theories, styles and concepts, and to use a proper referencing system like Harvard. Just talking about your experience is not enough at Level 5, and just copying theory is not enough either. You have to show that you understand the theory and can apply it to real leadership practice in an organisation.