The Value of Management and Leadership Qualifications

ContentsPageForeword 4Introduction 5Methodology 6Key findings 8Chapter 1: Drivers of Management and Leadership Qualifications 10Chapter 2: The Impact of Management and LeadershipQualifications on Individual Managers 16Chapter 3: The Organisational Impact of Management andLeadership Qualifications 22Chapter 4: Maximising the Returns from Management andLeadership Qualifications 27Conclusions and Recommendations 35Appendices 37Case study 1: BGL Group 37Case study 2: Greenwich Leisure Limited 39Case study 3: Leeds Leadership Centre (NHS) 41Case study 4: Synergy Health plc 43Survey Demographics 44References 45Acknowledgements 463

ForewordGetting qualified is a vitally important part of becoming a true professional in all walks of life.I believe it’s every bit as important for managers as for lawyers, accountants or doctors.Too many managers remain unqualified, however. It’s been estimated that at best only one infive managers have any qualification in management itself. The evidence is that organisations’performance suffers as a result. This report aims to highlight the benefits of managementand leadership qualifications as seen by the very people who have direct experience of them:managers and employers across the economy.It’s clear that many managers are deeply committed to their professional development, withthe simple aim of being a better manager far out-stripping financial gain as a motivation forstudying. That’s reassuring at a time when the abilities and ethics of many organisations’top managers are challenged almost daily in the headlines.The resulting impact on performance is clear. Many employers are reaping the rewards.In particular, those that have implemented internally-run courses are able to help their managerslearn in the context of their jobs. Real benefits can be achieved by building work-basedprojects into the assessment process and exposing managers to the big challenges facedby their organisation, giving them the ability and the confidence to step up.Of course, the benefits to employers of having managers who can see the bigger picture,make better decisions, and better manage their people, are obvious. But too manyemployers aren’t giving newly-qualified managers the opportunity to put into practicewhat they’ve learned.A step-change is needed to place qualifications at the heart of management training anddevelopment. I am sure this report will help more employers to realise the potential benefitsof having qualified managers. I hope it helps you get the return on investment that yourightly demand.Ann FranckeChief Executive, Chartered Management Institute4

IntroductionEarlier this year CMI published a major piece of research on the business benefits ofmanagement and leadership development. It showed that organisational performanceand management abilities are clearly correlated, with effective management developmentlinked to a 23 per cent variance in organisational performance (McBain et al 2012). Theresearch revealed that qualifications, in particular, hit a ‘sweet spot’, with managers ratingbusiness school and professional body qualifications as the most effective forms of MLD.This project builds on these findings to explore and evaluate the impact of managementand leadership qualifications (MLQs) on UK managers and employers.A 2007 report by CMI, The Value of Management Qualifications, highlighted the nationalpicture of an under-qualified management workforce compared to other professionaloccupations (Wilton et al 2007). Just 38.5 per cent of managers and senior officials werequalified at level 4 or above, compared to 80.9 per cent of those in other professionaloccupations. Moreover, relatively few managers actually hold specific management orleadership qualifications. It has been estimated that the proportion of managers withmanagement-related qualifications will not get much above 20 per cent in the longer termat the current rate of achievement.The most recent data from the UK Commission for Employment and Skills, the Government’sofficial advisory body, shows that managers are now the least likely occupational group toreceive training. Unskilled managers represent 11 per cent of the UK’s skills deficit (UKCES2012). At a time when there is a well-documented skills shortage amongst managers, thereneeds to be a clearer picture about what makes for the most effective use of MLQs. Withtraining and development budgets being squeezed due to the current financial climate, thisresearch aims to examine the business case for individuals and organisations consideringinvesting in MLQs. What is their effect on business performance and how can employersand individual managers both make the most of their investments?5

MethodologyIn order to obtain an in-depth understanding of the impact of management and leadershipqualifications (MLQs), the research adopted a multi-method approach, combining aquantitative survey with employer case studies.An online survey was sent to 20,000 CMI members, selected on the basis of having amanagement qualification – one of the criteria for full CMI membership. A total of 1,185responses were received, making a 6 per cent response rate; a profile of respondents isprovided in Appendix 6.The survey examined managers’ general perceptions of MLQs and the impact of suchqualifications upon both the individual manager and their organisation. Respondents wereasked to think specifically about the most recent MLQ they had undertaken and answerparticular questions about their experiences. Fifty-three per cent of the sample reportedthat their most recent qualification was with CMI, while 47 per cent were awarded by anotherprovider. The survey also asked about the design and delivery of the course, line managersupport and ability to transfer learning into the workplace.Statistical significance testing was undertaken on the survey data. Where differencesbetween groups are highlighted the result was significant at least to the p < 0.05 level.Percentages have been rounded to full numbers; where tables or charts do not total100 it may be due to rounding.Employer case studies were adopted to complement the survey. Four organisations whichrun accredited MLQs internally were recruited:••BGL Group – one of the largest personal lines insurance groups in the UK••Greenwich Leisure Limited – a social enterprise that provides community services,especially leisure and fitness facilities••Leeds Leadership Centre (NHS) – a partnership organisation involving three of the NHSorganisations in Leeds: the Leeds and York Partnership Foundation Trust, Leeds CommunityHealthcare and NHS Airedale, Bradford and Leeds••Synergy Health plc – providers of specialist outsourced services to healthcare providersand other clients concerned with health management.There were three parts to the work within each organisation. Firstly, managers who hadcompleted a qualification were invited to complete the survey. Focus groups were then heldwith a selection of managers from across the respective businesses, hosted on-site by theemployer, and finally interviews were conducted with senior human resource/organisationaldevelopment representatives. The focus groups centred on the perceived impact of theMLQ at the individual, team and organisational level, while the HR interviews exploredthe organisational and strategic aspects of implementing MLQs within an organisation.The qualitative data from the focus groups and interviews supplemented the survey databy providing a rich account of the implementation and impact of MLQs within organisations.It has made it possible to triangulate the findings from the perspective of the individual(focus group participants) and the organisation (HR representatives). Findings from thecase studies are integrated throughout the report and are also presented as a wholein the Appendices.6

Defining managementand leadershipqualifications (MLQs)Within the survey, respondents were asked to think about management and leadershipqualifications in terms of “a range of management, leadership and business qualifications”,including:••Vocational qualifications such as awards, certificates and diplomas in management,leadership, coaching and mentoring••Academic qualifications including management, leadership and business relateddegrees, post graduate and other higher education qualifications.Such qualifications may be delivered through a variety of methods, be it in the workplace,through home study or online, via a further or higher education institution or through aprivate training provider. This research does not seek to assess the value of different methodsof learning or course delivery. Rather, it focuses on the value of qualifications for both theindividual manager and the employer in terms of their impact on workplace outcomes.7

Key FindingsThe impact ofmanagementqualifications onperformance••Improved performance – 90 per cent of managers surveyed say their managementqualification improved their performance at work. The top areas of impact included:– improved confidence and self awareness– increased strategic awareness and awareness of the external environment– more effective decision-making– improved performance management and change management••Managers’ motivation – the fundamental aim of becoming a better manager is amore important motivation for managers embarking on qualifications than the prospectof pay increases or promotion.••Lasting change – 85 per cent of survey respondents say their qualification helpedthem make lasting changes to the way they manage and lead.••Improved productivity – professional management Diplomas and MBAs are bothwidely seen by managers as resulting in improved productivity, by 84 and 86 per centrespectively.••Ripple effect – 81 per cent of managers were able to pass on their new skills to othersfollowing their qualification and 79 per cent improved the performance of their team,suggesting successful transfer of learning to the workplace.Supporting thebusiness case foremployers••Accreditation provides quality assurance for customers – in addition to performanceimprovements, the research found that employers value MLQs because they provideindependent assessment of management capability. This provides a form of qualityassurance to customers – something which 78 per cent of survey respondents alsoagreed was a benefit.••Accreditation benefits – other key benefits of accredited qualifications include:– having a recognised and transferable indicator of management competence– assessed elements, which ensure that participants are active in the learning process.••Return on investment – 79 per cent of respondents agree that the employer benefitsof MLQs outweigh the level of time, money and effort invested in obtaining them.••Funding – 62 per cent of respondents reported that their most recent MLQ was fullyfunded by their employer. Nine per cent were part funded and 22 per cent were fullyfunded by individuals.••Ability to attract staff – funding MLQs such as MBAs or Diplomas improves anemployer’s ability to attract staff, according to 87 and 77 per cent of managersrespectively.••Staff retention – employers felt that managers who had taken employer-fundedqualifications were more committed to the organisation – managers value theinvestment in their development.••Creating a management community – management qualifications can deliver valueby helping to build a ‘management community’ within organisations, based on theshared experience of the qualification, a common management language and commonuse of management tools.••Supporting organisational change – management qualifications can supportchange, both cultural and structural, by providing managers with new skills andbehaviours to help steer an organisation in a new direction.8

Individual managers’perspectives onmanagementqualifications••Return on investment – 89 per cent of managers surveyed say the benefits theygained from their qualification outweigh the time, money and effort invested in it.••Professional recognition – over half of learners suggest that their MLQ has helpedthem achieve a promotion (53 per cent), but 80 per cent say that taking a managementqualification has resulted in increased professional recognition.••Professional managers – 84 per cent of respondents believe that becoming qualifiedis a critical part of being a professional manager. A similar number (78 per cent) say thatemployers prefer qualified managers when recruiting.••Spreading the word – 93 per cent of managers surveyed say they would be likely orhighly likely to recommend their most recent management qualification to others.••Further development – 49 per cent of respondents say they would take anothermanagement qualification and 10 per cent are already studying for their next qualification.••Growing importance of being qualified – 71 per cent of respondents say MLQshave become more important over the last five years. Key drivers are:– the need to show evidence of transferable skills– the need for broad-based business knowledge– because management is increasingly being regarded as a profession.Maximising the impactof qualifications••Line manager support – three quarters of respondents agree that their line managerwas supportive while they were studying. When it came to using the new skills orbehaviours developed through their qualification, 60 per cent agreed that they hadtheir line manager’s backing – although for 40 per cent this represents a clear area forimprovement.••Supporting junior managers – junior managers were substantially more likely thansenior managers to be frustrated about being unable to implement what they hadlearned (48 per cent compared to 19 per cent).••Terms and conditions – 34 per cent of managers have been required to remain withtheir employer for an established period of time as a condition of employer funding fortheir qualification. One in five were asked to show how they achieve certain objectivesas a result of their study, while 16 per cent are required to train other staff.••Improving the evaluation of qualifications – the most common way for employersto evaluate a MLQ programme was by reviewing the number of qualificationssuccessfully completed (a measure used by 71 per cent). Other forms of evaluationinclude informal feedback (34 per cent) and formal feedback forms (27 per cent). Only17 per cent of organisations evaluated against measurable success criteria identified atthe outset of the qualification programme.9

Chapter 1: Drivers of Management and LeadershipQualificationsThis chapter explores the issues which drive the uptake of management and leadershipqualifications (MLQs). It begins by exploring learners’ motivation and desired outcomes,before considering funding arrangements and key factors which influence the selectionof a particular qualification.1.1 Motivation forundertakingqualificationsWhat were the desired outcomes for managers when they decided to embark upon aqualification? As shown in Figure 1, the survey results suggest that most participants wereseeking, primarily, to become a better manager, through improved skills and knowledge ofmanagement tools and techniques. These were substantially more important than securingextrinsic rewards such as pay and promotion. This would indicate that managers aremotivated to learn, which is a critical element of successful training and the transfer oftraining into the workplace (Goldstein and Ford 2002).To improve my skillsTo improve my knowledge of tools and techniquesTo gain professional recognitionTo develop key behavioursTo improve my performance at workTo gain a promotion/career progressionTo address a skills gap in the organisationTo gain a pay increase1Not importantat all2.572.393.063.693.563.463.343.322 3 4VeryimportantFigure 1 Desired outcomes from MLQThe survey results were consistent with findings from the focus groups, in which the majorityof participants stated that they made the commitment to take a qualification primarily inorder to enhance their management abilities. There was a clear desire to acquire newbehaviours, skills and techniques to help them in the workplace.These results are reassuring for organisations that fund MLQs. They suggest that managersare undertaking the qualifications to help them in their role and improve their performanceat work, rather than for personal advancement or to move out of the organisation.Unsurprisingly, there were different motivations for managers who had funded their ownqualifications: these managers were more likely to be motivated by outcomes such aspromotion or career progression. Those who had been funded by their employer reporteda desire to address a skills gap in their organisation.There were also differences between managers at different levels of seniority. Figure 2shows a clear linear relationship between seniority level and the importance of careerprogression/pay increases, outcomes which were more highly valued by junior managers.10

CEO/MDDirector/Senior Manager2.081.752.142.90Middle ManagerFirst Line Manager3.052.373.122.49To gain a promotion/career progressionTo gain a pay increaseAspiring Manager3.853.531Not importantat all2 3 4VeryimportantFigure 2 Desired outcomes from MLQs by seniority1.2 Funding ofmanagement andleadershipqualificationsJust over half of the managers surveyed reported that their qualifications were fully fundedby their employer (62 per cent), with a small number reporting part employer funding(9 per cent). Around one in five learners completely self financed their MLQ.Fully financed by employer 62Part financed by self and employer 9Fully financed by self 22Fully financed by government5Part financed by self andpart financed by government20 20 40 60PercentageFigure 3 Source of funding for MLQs 1Figure 4 shows that employers were more likely to fund the shorter vocational options (i.e.Certificates, Awards, Diplomas) as opposed to academic qualifications, although there wasstill a high level of funding for the academic qualifications.1 Fourteen per cent of the sample was unable to identify how the qualificationwas funded, so the following results in this section are based on the sample ofparticipants that gave a clear answer to how their qualification was funded.11

Apprenticeship 42Doctorate45 9Masters Degree 49 15Bachelor Degree 39 13Foundation Degree 38 38Fully financedby employerPart financed byself and employerDiploma 72 8Award 60 5Certificate 76 60 20 40 60 80 100PercentageFigure 4 Employer funding of qualifications: fully-funded or part-fundedPublic sector managers were more likely to have been fully funded by their employer(69 per cent), compared to 58 per cent in the private sector and 57 per cent in thenot-for-profit sector. This result is consistent with recent CMI research which found thatthe public sector had a higher spend on management and leadership developmentcompared to the other sectors (McBain et al 2012). It remains to be seen whether cutsto public sector funding over the coming years will have an impact on this.In addition, there was a linear relationship between organisation size and levels of employerfunding. Managers from small organisations less likely to have their qualifications fullyfunded (45 per cent) than those in large organisations (69 per cent).1.3 Influential factorsin qualification choiceSurvey participants were asked to rate the importance of certain practical factors in theirdecision to take their qualification. As shown in Figure 5, the most influential factors werethe qualification’s reputation, the option to study part time, and teaching methods.Reputation of qualificationOption to study part timeTeaching method of qualificationRecognition of qualification within my organisationDuration of the qualificationAll sampleSelf fundedLocation of qualification providerEmployer fundedOption to achieve qualification in stagesPrice1Not importantat all2 34VeryimportantFigure 5 Factors that influence qualification choice12

The findings demonstrate that price was the least important consideration out of theoptions available. Although it was significantly more important for those self-financing theirqualifications, it was still a relatively low consideration compared to other factors, especiallythe qualification’s reputation. This suggests that MLQ providers should not compromisequality too much in the interests of cost.Employer-funded learners were also more concerned about the reputation of the qualificationwithin the organisation.1.3.1 Influential factors in qualification choice and type of qualificationThe factors driving the choice of qualification were analysed by the type of qualification taken,revealing a number of statistically significant differences. Price was a more influential factorfor managers choosing Master degrees than Certificates or Diploma. Similarly, reputationand teaching methods were also more important for Masters degrees – factors whicha learner would doubtless considered alongside the price when evaluating the potentialreturn on what could be a substantial investment.1.3.2 Management seniority differencesJunior managers were more concerned by the recognition of qualifications within theorganisation than more senior managers. Reputation may be particularly important to juniormanagers as they lack the work experience of more senior managers and, therefore, relyon qualifications more heavily to establish their credentials within the organisation andbuild their careers. In some organisations, particular qualifications may also be regarded– explicitly or implicitly – as a prerequisite for advancement to more senior levels.Another finding was that cost was less important for lower level managers than seniormanagers. It is not possible from the results to say why this is the case but one reasonmay be that senior managers are more likely to undertake Masters level qualifications:as seen above, price was more of an issue for these qualifications than for shorter, morevocational – and cheaper – ones.1.4 Attitudes to MLQsThe overwhelming majority of managers (84 per cent) believe that taking an MLQ is acritical part of becoming a professional manager. With past research estimating that as fewas one in five managers have a management qualification (Wilton et al 2007), there is asignificant gap between the expectation that professional managers should be qualified,and the reality of an under-qualified management profession. There is also a widespreadview that being qualified improves employment prospects, with nearly four out of fivemanagers reporting that employers prefer managers with MLQs.A similar number – 78 per cent – report that MLQs provide quality assurance to customersabout an organisation’s management capability. The ability to demonstrate independentlyverifiedevidence of management quality to potential clients through the qualification profileof staff is one of the key benefits of MLQs over other unaccredited forms of managementand leadership development.13

Becoming qualified is a critical partof being a professional manager 16 84When recruiting, employers prefer managerswith management qualifications 22 78Individual managers receive more benefitsfrom their qualification than their employer 50 50Management qualifications provide customers with qualityassurance of an organisation’s management capability 22 78Managers undertaking qualifications are too distractedfrom their day to day work 82 18Managers undertaking qualifications requiretoo much support from their employer 88 12Management qualifications are too expensive 44 56DisagreeAgreeDisagree %Agree %Figure 6 Attitudes towards MLQs1.5 General perceptions:growing importanceof MLQsWith five years elapsed since CMI’s previous study on this subject, we asked managerswhether they felt management qualifications were more or less important than five years ago,both for individual managers and for employers. As Figure 7 illustrates, 71 per cent ofmanagers reported that they have become more important for individuals and 62 per centthat they have become more important for employers.More important6271About the sameLess important362632For managersFor employers0 20 40 60 80 100PercentageFigure 7 Importance of MLQs compared to five years agoThose managers who reported that MLQs had become more important were asked whythey felt that was the case. As shown in Table 1 below, many managers see the value ofMLQs in supporting mobility between sectors, by providing evidence of transferable skills.It also suggests that a commitment to professionalism and a need for broad basedbusiness knowledge are important drivers.%Managers need evidence of transferable skills to move across business sectors 71Management is increasingly becoming viewed as a profession 61Managers need more broadly based business knowledge 60Managers are more concerned about professional development 55Employers are demanding more qualifications 53There is more international competition for jobs 31Table 1 Why have qualifications become more important?14

The focus groups corroborated these findings. Participants in all the case organisationsdiscussed the importance of developing management skills to manage in volatileeconomic conditions and to deal with organisational change. On an individual level theyalso saw the value of having demonstrable evidence of their skills in a highly competitivelabour market.1.5.1 Differences by management seniorityJunior managers were more likely to report that employers demand more qualifications:65 per cent agreed with this viewpoint, compared to 51 per cent of middle managers,48 per cent of senior managers and 56 per cent of directors. Previous research has showedthat junior managers value training and related activities more highly than senior staff, andthat they are more likely to use qualifications as proof of competence (McBain et al 2012).1.5.2 Sector differencesPublic sector managers were more likely than those from not-for-profit and private sectororganisations to think that management qualifications have become more important formanagers over the last five years (75 per cent public, 69 per cent private and 66 per centnot-for-profit). Tellingly, at a time of upheaval and job losses in the sector, public sectormanagers were also more likely to report that managers need evidence of transferableskills to move across business sectors.Although less pronounced, there were similar sector differences related to the importanceof MLQs for employers (65 per cent public and 60 per cent for private and not-for-profit).Employers are demandingmore qualificationsThere is more internationalcompetition for jobsManagers need evidence oftransferable skills to moveacross business sectors252322354444515754464446394638Private sectorPublic sectorManagers need more broadlybased business knowledgeManagers are more concernedabout professional developmentCharity/not for profit0 20 40 60 80 100Percentage of total sampleFigure 8 Why qualifications have become more important, by sector15

Chapter 2: The Impact of Management and LeadershipQualifications on Individual ManagersThis chapter will examine the impact that management and leadership qualifications haveon individual managers. It will assess the value of MLQs both in terms of internal rewards,such as performance and ability, and external rewards, such as salary increases andhigher earnings potential. The findings suggest that MLQs result in more effective andbetter-performing managers. The benefits are reported as growing rather than decliningover time, indicating that while the cost is up-front (in terms of fees and human resourceinvestment), the benefits for both employers and individuals continue to be felt over thelonger term.2.1 Enhancingperformance andmanagerial abilityAs noted in Chapter 1, the fundamental aim of becoming a better manager as a result ofdeveloping new skills and knowledge is a key driver for the uptake of MLQs. In this regard,the survey asked participants to assess the impact of their most recent qualification upontheir performance and the quality of their work. Respondents were extremely positive, with87 per cent agreeing or strongly agreeing that it improved their performance and an evenstronger majority (90 per cent) agreeing that it improved the quality of their work.Improved my performanceat work69 18Improved the qualityof my work55 36AgreeStrongly agree0 20 40 60 80 100PercentageFigure 9 Impact of MLQ on performance and quality of workEvidently, managers’ own evaluation is that taking a management or leadershipqualification leads to performance improvements.2.2 Specific impactof MLQs on skills,knowledge andbehavioursRespondents were also asked to rate the impact of their MLQ on their effectiveness acrossa range of specific management skills, knowledge and behaviours. These were based onthe six areas of the National Occupational Standards for Management and Leadership 2 :managing self and personal skills, managing resources, managing people, managing change,providing direction, and achieving results. The data suggests that MLQs have a broadimpact on management skills, with the three most highly rated outcomes being greaterconfidence, increased self awareness and more strategic awareness.2 Available at http://www.management-standards.org/standards/standards16

Be more confident in my approach to work 3.40Increase self awareness 3.40Increase strategic awareness 3.31Take more effective decisions 3.22Increase awareness of the external 3.21Improve performance management skills 3.21Manage change better 3.20Manage processes better 3.18Manage projects better 3.15Communicate more effectively3.15Develop my team better3.14Improve influencing skills3.13Improve mentoring and coaching skills3.06Provide clearer direction for my team3.03Be more motivated and energised at work3.02Manage resources better3.02Improve working relationships3.01Increase innovation in my team2.98Manage conflict more effectively2.95Delegate more effectively2.90Improve my networks2.79Manage stress better 2.631Not importantat all2 3 4VeryimportantFigure 10 Impact of qualifications on managers’ skills, knowledge and behaviours2.2.1 Differences between types of qualificationsParticipants were also asked to indicate their perceptions about how different typesof qualifications could improve managers’ ability to deliver results (Figure 11 below).All qualifications were rated positively but Masters degrees and Diplomas were regardedas offering the most positive impacts.Masters degreeDiploma11138789Bachelor degree 1981Apprenticeship 1981Doctorate 2377Certificate 2476Foundation degree 3070Award 3169Disagree %Agree %DisagreeAgreeFigure 11 Qualification type and ability to deliver results 33 Percentages based on participants that felt able to answer the question:those who felt they did not know were asked not to respond to this question.17

2.3 Focus groupfindings: impact onskills, knowledgeand behavioursIn the more fluid and open setting of the focus groups, participants were asked to discussthe perceived impact of their MLQ on their management skills. Reinforcing the survey findings,managers highlighted increased confidence, self awareness and strategic awareness askey outcomes. Other themes also emerged as key outcomes including improvements inpeople management, change management and the opportunity to network.2.3.1 Increased confidenceNot only was increased confidence the top-ranked outcome of MLQs in the survey:it was also a strong theme emerging from the focus groups. Increasing confidence is avery important concept in organisational psychology as it is closely linked to “self-efficacy”,a person’s belief in their ability to succeed in specific situations. People with a high levelof self-efficacy will readily undertake challenging activities and will be more motivated topersist in these activities (Wood and Bandura 1989).For some managers, increased confidence was a result of reinforcement of what theyalready knew. One manager at BGL explained how his qualification had given him evidenceto back up his thinking, instilling him with the confidence to challenge others when hedisagrees with something. Others reported increased confidence as a result of acquiringnew skills, with participants referencing improved people management skills as critical formanaging confrontational situations.2.3.2 Increased self awarenessFocus group participants described how their MLQs had provided the opportunity toreflect on their behaviour in relation to theory and best practice, and how they may beperceived by others. This was especially pertinent in relation to people management.One NHS participant said that the qualification “taught me a heap about myself”. She nowreflects more on her communication with others and her aim is to “seek first to understand,then be understood.” So, for example, she now avoids interrupting people with what shethinks they want to say. She felt changes such as this had directly led to improvements inher team’s performance.2.3.3 Increased strategic awarenessNumerous participants described how their qualification had helped them to develop abroader outlook on their business, beyond the immediate concerns of their department.This helped them understand their role in the wider organisational context and gave themstrategic awareness of the organisation’s aims, hence enhancing their effectiveness.One manager at Synergy Health said: “The course helped me to be a better manager and tohave a better understanding of the business – the bigger picture – understanding all aboutthe business, not just me and my unit.”Increasing strategic awareness was a particularly strong theme to have emerged from theBGL focus group, as the MLQ undertaken by participants was the Level 7 CMI Certificatein Strategic Management. See Appendix 1 for more information on BGL Group.2.3.4 Enhanced people management skillsManagers in all focus groups reflected on improvements in their people management skills.Several participants spoke of how they had learned to manage people in a manner that issensitive but yet “gets the best out of others”, and spoke of how they had developed a“coaching style” when managing people.Many managers felt their course had enabled them to manage conflict and confront poorperformance more effectively – two areas that can present particularly difficult conversations.18

One of the participants explained how he had applied a leadership model in practice:“I didn’t used to try and understand other people’s perspectives or weaknesses. Now I tryto have more empathy of their schedules and always suggest to them when is a suitabledeadline, so they’re setting the deadline. I always try and check that they’re happy andconfident doing it, if they need any help, things like that. That was one of my biggestthings – not because I’m a horrible person, but because of time pressures – I’d just saywhat needed to be done and not really consider anyone else.”These enhanced people management skills are evidence of an engaging transformationalstyle of leadership, which is known to not only increase employee engagement andmotivation, but has also been shown to enhance team performance (Alimo-Metcalfe at al.2008; Alimo-Metcalfe and Alban-Metcalfe 2011).2.3.5 Managing change more effectivelyMany of the focus group participants described how undertaking their MLQ had equippedthem to manage change better, a particularly relevant benefit given the prevailingeconomic conditions. This increased effectiveness was largely attributed to enhancedpeople management skills, which enabled them to communicate change more positivelyand in a way that engaged staff rather than de-motivated them.A Leeds Leadership Centre (NHS) participant spoke of the constant changes in the NHSand the demands they place on staff. The qualification gave her the skills to talk to herstaff pragmatically about the implications of change. Instead of being negative, she wasable to help people accept the changes by keeping the vision of service quality at theheart of the discussion.2.3.6 Improved networksFocus group participants also valued the networking opportunities which their MLQprovided. Undertaking courses gave participants the opportunity to meet people within theorganisation that they would otherwise not have met; they valued the opportunity to buildrelationships with their colleagues and have a wider network of “friends” internally to callon when needed.2.4 Lasting change tomanagers’ skills,knowledge andbehavioursThe survey aimed to understand how effectively the skills and behaviours learned duringMLQs were transferred to managerial practice in the workplace. Some 85 per cent agreedor strongly agreed that the qualification helped them make lasting changes to the way theymanage and lead, with just 15 per cent disagreeing or strongly disagreeing.Managers who completed their qualification more than five years ago – the upper band inthis question – gave significantly more positive responses than all other groups who hadcompleted their qualification more recently (apart from those who undertook their MLQ oneto two years ago). This suggests that the benefits of becoming qualified are long-lasting andmay grow with time. Indeed, this trend was apparent in the focus groups, with participantsdiscussing how real life situations helped reinforce and develop their learning long after theyhad completed the qualification.2.5 External rewardsThe survey asked respondents how far they agreed that their most recent MLQ hadcontributed to a series of external rewards. Figure 12 below shows that over half of thosemanagers surveyed felt that the qualification had helped them achieve a promotion or careerprogression. More than one in four reported that their MLQ had contributed to a salaryincrease, whilst 80 per cent agreed that it had resulted in increased professional recognition.19

Increasedprofessional recognition 59 21A bonus 11 3A salary increase 25 9AgreeStrongly agreeA promotion/career progression39 150 20 40 60 80 100PercentageFigure 12 Outcome of MLQs on external rewardsExtrinsic rewards appear to be proportionate to the type of qualification undertaken, withthe longer and more involved qualifications, such as doctorates or MBAs, resulting inhigher rewards.ApprenticeshipDoctorate2.22.333.753.42Master degreeBachelor degreeFoundation degreeDiplomaCertificate2.552.792.272.621.82.02.212.532.052.42The qualification helped me achieve...A pay increaseA promotion/career progression1Strongly disagree2 3 4Strongly agreeFigure 13 External rewards by type of qualificationThere was a small but significant difference between sectors in relation to external rewards.Participants in the public sector were less likely than those in the private and not-for-profitsectors to gain a promotion/career progression, salary increase, bonus or increasedprofessional recognition following their MLQ.2.5.1 Long term extrinsic rewardsA linear relationship exists between time passed since completion of the qualification andparticipants reporting they had received an external reward. Figure 14 below shows thatmanagers who had completed a qualification over five years ago were more likely to reportit had resulted in a salary increase and career progression. This suggests that externalrewards may be more likely to be realised over time, which is perhaps to be expectedgiven the findings in this survey about embedding learning over time.20

More than 5 years ago2 to 5 years ago1 to 2 years ago6 months to 1 year agoLess than 6 months ago2.502.632.292.512.152.412.102.452.092.36A salary increaseA promotion/career progression1Strongly disagree2 3 4Strongly agreeFigure 14 Time since qualification by influence on external rewardA number of focus group participants described how they had experienced some formof promotion/career development since they had undertaken the qualification, which theycredited at least in part to having undertaken the MLQ.A useful example of how this impact worked was provided by one focus group participantwho explained that her MLQ involved presenting a work based improvement project to thesenior management team in her organisation. She felt this exposure gave her the opportunityto “shine” and was largely responsible for enabling her subsequent promotion.2.6 Overall cost/benefitA total of 89 per cent of managers surveyed agreed or strongly agreed that the benefitsthey gained from their qualification outweighed the level of time, money and effort invested.Just 10 per cent disagreed/strongly disagreed.As discussed in the focus groups, the independent recognition provided by a qualificationwas highly valued and considered to be an additional benefit, alongside the learning. Severalparticipants felt that in tough economic times in particular it was very beneficial to have anMLQ, which demonstrated to current and potential employers the skills they have obtained.21

Chapter 3: The Organisational Impact of Managementand Leadership QualificationsThis chapter will assess the impact and return on investment of MLQs for the organisation.It begins by discussing the challenge of establishing evidence of impact at an organisationallevel. It then goes on to assess the transfer of learning from individuals to wider teams andthe impact of MLQs on organisational culture, particularly at times of change. Finally, itexplores the influence of MLQs on staff retention, employer brand and the wider benefitsthey can offer employers.3.1 Establishing impacton an organisationallevelEstablishing the organisational-level impact of any training and development activity, includingqualifications, is particularly difficult. It is not easy to establish cause and effect, given howmany other potential factors could also have an impact, such as cultural or structuralchanges within the organisation at the same time. The issue is also exacerbated by a lackof systematic evaluation within companies (Goldstein and Ford, 2002; later non-academicstudies also report this finding as consistent).Nevertheless, gathering qualitative information about how individuals have applied theirlearning can yield valid data that indicates the impact of the intervention uponorganisational performance.This study considers the impact of MLQs on organisations in terms of a chain of impact,through which an individual manager’s increased effectiveness has a positive impact ontheir team and, in turn, their organisation. As one focus group participant summarisedfrom their own experience: “all the benefits that accrue to the individual and the team alsoaccrue to the organisation as a whole.”3.2 Value ofqualifications from anemployer perspectiveThe survey asked participants to think about the impact of the full range of MLQs from anemployer’s perspective, in terms of the impact on productivity, ability to attract staff, andprofessional reputation. It can be seen from Figure 15 that all qualifications were perceivedvery positively in relation to these areas. The highest-scoring qualifications in terms of impacton productivity were Masters and vocational Diplomas, rated by 86 and 84 per centrespectively.On the whole, the rewards to the business appear to be proportionate to the resourcesorganisations would be investing in staff if they were to provide these qualifications.Masters level qualifications were perceived more positively than Awards and Certificates,for example.22

Diploma Certificate AwardFoundationdegreeBachelordegreeMastersdegreeDoctorateApprenticeshipProfessional Reputation 4060Ability to attract staff 3862Improved Productivity 3268Professional Reputation 3367Ability to attract staff3367Improved Productivity 2476Professional Reputation 1981Ability to attract staff 2377Improved Productivity 1684Professional Reputation 3070Ability to attract staff 3268Improved Productivity 3169Professional Reputation 1387Ability to attract staff 1684Improved Productivity 1981Professional Reputation 595Ability to attract staff 1387Improved Productivity 1486Professional Reputation 595Ability to attract staff 991Improved Productivity 3169Professional Reputation 2080Ability to attract staff 1783Improved Productivity 1684DisagreeAgreeDisagree %Agree %Figure 15 Value of qualifications by employer perspective3.3 Transfer of learningThe transfer of skills to team members was a key theme explored in this research. Whenasked whether they had passed on new skills to team members, 81 per cent of respondentsagreed that they had. A similar number, 79 per cent, agreed that they had increased theperformance of their team.Strongly disagree Disagree Agree Strongly agree% % % %I have been able to pass my new skills on to others 1 18 60 21I have increased the performance of my team 1 19 61 18Table 2 Transfer of learning to the teamAt Greenwich Leisure Limited (GLL), where qualifications were focused on coaching andmentoring skills, one participant spoke of how these skills and behaviours had cascadedthrough his team, with team members either consciously or unconsciously adopting amentoring style. When reviewing the impact on team performance, focus group participantsfrom across the organisations spoke of the value of a more coherent “management toolkit”.This included realising the importance of managing at an individual level, where differentemployee needs are identified and dealt with constructively without disengaging staff.In particular, learning how to deal with “difficult conversations” was highly valued.23

Another key skill described in regard to people management is the ability to take intoaccount differences in individuals and situations that require different management styles.One participant said they had learned that, “you need to take the right approach to particularpeople, not one size fits all”.3.4 Change inorganisationalcultureQualifications and training can form a central component of a cultural change programmein organisations. GLL is an excellent example of this.In the midst of a period of rapid growth and expansion in 2007, GLL were warned by aInvestors in People (IiP) report that they had neglected the ‘people agenda’. Leaders atGLL took this criticism seriously and sought to address the issue. Lorraine Patrinos, Headof Skills Development at GLL, explains:“One of the things about our organisation at that stage was that we were rapidly growingand were very task focused and our natural management style was very autocratic. So wewere looking for a way to educate our managers on different management styles,including a more collaborative style of management.”GLL decided at the outset that in order to change the organisational culture, there wouldneed to be a large-scale approach to educating managers in a coaching and mentoringstyle. They decided to run a series of MLQs in coaching and mentoring offering the CMIAward, Certificate and Diploma to staff at different levels. In addition, as part of a wholesystemsapproach to culture change, they introduced a robust appraisal system and arecurrently rebranding and redefining their behavioural competencies to ensure the peopleagenda remains an organisational priority.These policies were discussed at length in the focus group, with a very positiveresponse from participants. Managers now felt empowered to make decisions and thatthe organisation had become more “people centred”. Their views were backed up by themost recent IiP report which referred to the positive influence of coaching and mentoringpractices on staff at GLL. This provides a very compelling ‘before and after’ example ofhow culture change can be achieved through an integrated approach combining MLQswith wider organisational policies.3.5 Supportingorganisational changeprogrammesHaving managers who can adapt to and manage change within their team is very importantfor organisations, given that a typical pattern following change programmes (even whenthey are designed specifically to enhance performance) is a drop in performance levelsdue to the disruption caused. One theme that emerged from the focus groups was thatproviding managers with management and leadership skills through MLQs helped themsupport their organisation through change programmes.Enhanced people management skills enabled managers to bring others on board withorganisational changes, rather than disengage them – which can be a typical result.Indeed, imminent organisational change was one of the main reasons for use of the MLQprogrammes by the NHS employers in Leeds. Staff across all the NHS Trusts involvedvalued their new skills, drawing on them at times of difficult negotiation with internalstakeholders and when communicating troubling messages to wider team members.Similarly, participants from across the focus groups spoke of how their MLQ had given themthe generic management skills to work flexibly and to adapt to different situations. This, theyfelt, was very valuable given constant changes in the business environment, which theyneeded to absorb while maintaining performance levels.24

3.6 Enhanced staffretentionA clear theme that emerged from the focus groups and the HR interviews was the positivebenefit of MLQs in terms of staff retention. Many participants described how the commitmentthe organisation was showing to their personal development made them feel more positivelyabout the organisation. One manager from Synergy Health illustrated this well:“I felt quite special when my line manager decided to send me on the course. It wasn’t cheapand I felt that they wanted me to progress in the company and I’m happy about that”.Participants from the GLL focus group described how having the opportunity to undertakethe Coaching and Mentoring qualification reaffirmed the organisation’s commitment to staff.One commented that “it makes me want to stay here”.There was a general feeling in the HR interviews that investing in people’s developmentdisplays how committed the organisation is to their staff and that this will help with staffretention. Rob Reed, the Senior Manager for Group Learning and Development at BGLGroup, said: “If you develop staff they do tend to stay. They can see our commitment.”3.7 Creating a positiveimage and theattraction of staffOrganisations that invest in managers are perceived more positively by their employees andwider stakeholders. Focus group participants also discussed the impact that MLQs hadon an organisation’s external image, the positive impact this has on both staff recruitmentand customer relationships. It was possible to identify two key themes on this topic.The first theme was that investment in staff enables the organisations to position themselvesas an employer-of-choice with proven management capability. Lorraine Patrinos from GLLbelieves that they achieve strong recruitment because the organisation is an industry leaderin terms of its learning and development.The second theme was connected to the positive presentation of the organisation bymore engaged employees. Employees are more likely to reflect positively on their employerfollowing the funding of an MLQ, presenting a more positive image of the organisation toexternal audiences in both formal and informal settings.3.8 Creation of amanagementcommunityAnother narrative coming from the focus groups was the value of having managers that haveall been on the same course. It was described as leading to a ‘management community’based on a common language where members understand each other and have similar‘toolkits’ to draw upon. There is likely to be cumulative benefit for the organisation when alarge group of managers are equipped through an MLQ to question, challenge and manageusing similar tools and language.3.9 Overall cost/benefit to employersWhen asked to consider whether the total investment from an employer in an MLQ,including the level of time, money and effort invested, is outweighed by the benefits thatthe qualification brings the employer, 79 per cent of respondents agreed.25

Strongly disagree Disagree Agree Strongly agree% % % %The benefits my employer gained from myqualification outweighed the level of time,money and effort invested 5 16 50 29Table 3 Benefits gained from my qualification outweighed the level of time, money and effortinvested by my employerAnalysis of the data showed no difference between the type of qualification undertaken andthe balance between the cost and benefits for the organisation. This suggests that thelevel of investment the organisation makes in funding qualifications will reap proportionaterewards. Directors were more likely to respond positively than junior and middle managers,suggesting that the benefits of qualifications are perceived most strongly by those at thetop of the organisation.26

Chapter 4: Maximising the Returns from Managementand Leadership QualificationsThis chapter will explore how employers can increase the effectiveness of managementqualifications in their organisation. It brings together findings from the case studies withfactors cited in training and development research.4.1 Identifyingthe right peopleIn order to maximise the effectiveness of management and leadership qualifications,employers should ensure the right people are given the opportunities to pursue courses.Organisations need to consider employee motivation and skill levels, and also seek tomanage learners’ expectations about course content and impact.Learners who are primarily motivated by the learning experience are more likely to remaincommitted to the course. Suitability should also be assessed in terms of whether employeeshave the required skills and knowledge to complete the programme. This will help identifywhether the participants are capable of completing the MLQ, and also whether thequalification is at the right level for the learner.A good example of a robust selection process was provided by another organisation.Managers being considered for the programme were invited to participate in an introductoryworkshop, helping to identify those that are committed and assessing that they have theskills and knowledge required to complete the course. The selection process also involvedthe submission of a short written piece about the expected benefits of the qualificationfor the individual, the team and the organisation – helping to set clear objectives, but alsoprompting potential participants to reflect on their level of commitment.4.2 ManagingemployeeexpectationsEmployers should manage expectations about the commitment required to completea MLQ, including clarity on the provision of study time and whether learners are expectedto complete the learning in their own time. Managing expectations in terms of the outcomeof the qualification is equally important. Learners can become frustrated if they are notable to apply new skills.An important theme in the focus group discussions, echoing the survey findings, was thefrustration experienced by some managers – particularly junior managers – at being unableto transfer their skills and management knowledge into the workplace. Line managers needto be aware of the potential for causing frustration and should seek to support changesthat can help improve performance. More widely, MLQs should be implemented withinthe context of a talent management strategy that ensures the right people are selected forthe courses and that they are helped to develop their skills.4.3 BuildingmotivationAvoid a negative ‘tick-box’ image of management qualifications by framing the opportunityto learn as a positive benefit for employees. The framing of training has a significant impacton participant motivation (see, for example, Salas and Cannon-Bowers 2001). Employeeswho perceive a course as an opportunity are more likely to experience positive learningoutcomes leading to better performance.Whether a qualification is voluntary or compulsory is an important distinction. The casestudy organisations had different approaches. At Greenwich Leisure Limited (GLL) a MLQqualification was compulsory for some levels of management, as it was explicitly beingused in a strategic manner to instigate a large-scale cultural change in management styleacross the organisation.Whether the qualification is voluntary or compulsory, it remains important to engage staffin their training from the outset. Rather than using a dictatorial approach (“you have to dothe course”), a more engaging style of communication would be more effective, such aspresenting MLQs as a development opportunity that reflects the organisation’scommitment to investing in the individual.27

4.4 Course designand deliveryA number of factors influence the successful design and delivery of a MLQ programme.When selecting which qualifications to fund employers should reflect on: the relative meritof externally accredited in-house programmes; the training methods use to deliver theprogramme; and, the level of learning and development support required.4.4.1 The value of in-house MLQ programmesIn this study all the case study organisations used external providers to run in-house MLQprogrammes. The HR interviews showed the perceived value of this approach from astrategic perspective. It meant organisations had greater control over the development ofthe programme and were therefore able to align the MLQs to wider organisational goals.One HR representative summed up the advantages of this approach as they saw it:“If we sent people out of the business then we wouldn’t get the return on it – it would betoo separate. It would be signed off by their managers and I wouldn’t be able to say “howis this piece of work going to be useful to the business?”Another advantage of having an MLQ run internally is that organisations have more controlover the course in terms of content and delivery, and are able to tailor this to their businessneeds. Rob Reed, BGL Group, described how the organisation had worked in partnershipwith the external provider to design their programme:“We’ve found that CMI is very good at working with us rather than telling us what to do.They tailored the programme very much to what it is we’re looking for”.4.4.2 The value of accredited learningThe focus groups showed that qualifications are valued by individuals and organisations overnon-accredited options for several reasons. They provide a recognised and transferableaccreditation of competence, the assessed elements ensure participants are active in thelearning process, and they can be used as evidence of an organisation’s managementcapability and human resource investment.Lisa Fischer, Group Talent Manager at Synergy Health, summarises why she valuesaccredited learning:“From an organisational point of view and also from a delegate point of view it adds theedge. It ensures discipline. When you’re doing accredited learning you have to do yourassignment – so from that perspective I would always say that accredited learning isbetter. Accreditation makes you do more, achieve more as you have to achieve more andyou have the discipline of meeting the deadline and the discipline of writing an assignment.“It enables you to bring back all those skills into the business. Accredited learning is verygood because you have a tendency to remember what you’ve done, rather than haveeight hours in a session, enjoy it, you might pick things up occasionally but I just don’tthink from a long-term perspective that you’re going to embed that unless you learn it aspart of an accredited process.”4.4.3 Teaching and training methodsA wide variety of teaching methods can be used to deliver qualifications. The averagenumber of teaching methods used per management qualification is between six and seven,showing that there is a blended approach in the delivery of MLQs, in line with best practice.Table 4, below, shows the methods experienced by survey respondents.28

The most common method, written assignments, often distinguish qualifications from otherforms of management and leadership development. The HR interviews highlighted theirvalue in ensuring that participants are active in their learning, while a number of focus groupparticipants said the assignments had served as a focus for the learning – and compelledthem to invest more personal time and effort to ensure they passed. It also providesorganisations with an indication of how their employees are performing on the programme.Evaluate the progress of learners can enable organisations to tailor extra support forunder-performers and identify high-flyers for further development.%Written assignments 76Group work 65Seminars/workshops 61Books/journals 57Lectures 56Work-based projects 54One to one advice from the tutor 52Online/web resources 45Learning from peers 41Distance learning (e.g. independent study) 41Self assessment (e.g. profiling tool) 24Coaching 21Action learning sets 20E-learning (e.g. online modules) 20Mentoring 18Table 4 Learning and teaching method usedWork-based projects, often cited as effective in the transfer of learning into the workplace(Goldstein and Ford 2002), were completed by 54 per cent. Focus group participants andHR interviewees both saw the benefits of applying new knowledge to ‘real world’ businessissues. For example, as part of the Level 7 Certificate in Strategic Management, BGL Groupasks managers to undertake group and individual projects based on business issues. For thegroup presentation, participants are given a topic by the Board, based on a real businessneed. Participants work together to find a solution to this issue and then present their findingsto the Board. This exposure to senior management is an excellent opportunity for individualsto “shine” in front of the Executive Board. One focus group participant felt the experienceallowed her the opportunity to demonstrate her commitment to strategy, and to “get noticed”.Her project has now been taken forward within the organisation.Just 45 per cent made use of online resources, whilst around one in five had coachingor mentoring support during their qualification, despite the benefits these methods offer(as discussed in the following section).Overall, courses were found to be relevant, informative, up-to-date, and provide the rightlevel of challenge to the vast majority of learners, as shown in Figure 16 below. This wasechoed in the focus groups, where a key theme was the importance of flexible content,with participants able to apply their learning experiences to their own role and in somecases select which modules they chose to complete.29

Relevant to my job 5 95ChallengingEnjoyableUp to date864929496Informative 2 98Too practical 96 4To theoretical 88 12Dull 94 6Disagree %Agree %DisagreeAgreeFigure 16 Satisfaction with content4.4.4 Course SatisfactionNinety-three per cent of managers surveyed say they would be likely or highly likely torecommend their most recent management qualification to others. This remained consistentacross qualifications and levels of management seniority. When asked whether they wouldconsider studying for further management qualifications, 49 per cent said yes, 25 per centsaid they might, and just 12 per cent said they would not. One in ten were already studyingfor their next qualification.4.5 Supportinglearners: mentoringand online supportOrganisations which actively support learners beyond the classroom are more likely to seepositive results. In some of the case study organisations, coaching and mentoring schemesprovided a powerful source of support.One organisation reported using a ‘flexible’ mentoring scheme for people going throughthe course. The style of mentoring is a matter for the individuals involved – some are veryactive in reviewing workbooks and assignments, while others say “come to me when youneed me”.It was clear from focus group discussion that a mentoring system depends on theengagement of mentors, as well as learners. Mentors who had previously completedthe course were cited as particularly well placed to take on the role.Online learning support tools were also generally found to be an effective method forsupporting learners. Focus group participants enjoyed the flexibility they offer, as learnerscould complete assignments in their own time and draw on resources when they see fit.4.6 Line managersupportLine manager support is a critical precursor to transferring what is learned from theclassroom to the workplace (Goldstein and Ford, 2002). As shown in Figure 16, a relativelylow 6 out of 10 survey respondents reported that they received support from their linemanager for using their new skills/behaviours in the workplace following a MLQ. A similarnumber were given the opportunity to discuss their learning with their line manager, whilstthree quarters agreed that their line manager was supportive when they were studying.30

I was supported by my line manager to use mynew skills / behaviours in the workplace4160I had the opportunity to discuss what I waslearning with my line manager4060My line manager was supportivewhilst I was studying24Disagree %Agree %76DisagreeAgreeFigure 17 Line manager support for MLQsDespite some positive results here, employers still need to do more to address the substantialminority of managers who are not offering support to those undertaking MLQs.The experiences of focus group participants were mixed, with some reporting positiveexperiences. One of the Synergy Health participants described a particularly supportiveline manager, who would discuss the course at quarterly appraisals, including how it couldbe implemented in the workplace. However, other participants had very different experiences.Organisations should have systems built into the design of the programme to try and maximiseline manager support. BGL Group provides a best practice example of how this works. Theline manager is involved at multiple stages throughout the qualification process, including:••input at the selection stage in identifying the suitability of the programme for the participant••reviewing a learning log which each participant is required to complete••having a quarterly three-way discussion with the course participant and the ProgrammeDirector to discuss performance to date••meeting with the Programme Director once the work-based project has been set,to help plan it and to make clear the project requirements••involvement in the group and individual presentations (as discussed above).4.7 The transfer oflearning to theworkplaceTransferring learning to workplace should be a key aim of all MLQ programmes. As such,the survey asked participants if they felt frustrated about not being able to apply their skillsto the workplace; 69 per cent disagreed that they felt frustrated, whereas 31 per centagreed. This indicates that the majority of learners felt they were able to transfer learninginto the workplace.There was a clear relationship between management seniority and frustration at not beingable to transfer skills to the workplace, with junior managers being more frustrated thansenior managers (see Figure 18). The case studies support this narrative of higherfrustration among junior managers.31

Junior Manager5248Middle Manager6535Senior ManagerDirector7781Disagree %2319Agree %DisagreeAgreeFigure 18 Frustration with learning transfer by seniorityOrganisations need to provide better opportunities for junior managers to transfer theirlearning into the workplace. This is critical for maximising the benefit from investment inthe qualification and also helps to improve employee motivation and engagement, avoidinga potential source of deep frustration.4.8 Formalrequirements ofprogrammeparticipants in theworkplaceThe survey asked respondents whether employers who had funded qualifications made anyformal requirement of learners. It was found that 36 per cent asked participants to remainin the organisation for a certain period of time while 21 per cent required learners to achievespecific work objectives. Sixteen per cent asked participants to train or teach other staff.In a number of the case study organisations, learners were asked to pay back the coursefees if they left the organisation within a set period of time (often on a sliding scale basis).Lorraine Patrinos explained why Greenwich Leisure adopted this approach:“It is about protecting our investment because we do not want to invest in people and thenthey leave. If people leave and they have recently done the qualification, then they will haveto pay some of it back”.This also helps to ensure the programme is attracting committed staff.4.9 Evaluation ofmanagement andleadershipqualificationsEvaluating the impact of MLQs enables organisation to understand and improve theireffectiveness. Table 5 shows that the most common form of evaluation experienced bylearners was by simple monitoring of whether the qualification was completed, followedby informal and formal feedback mechanisms.Evaluation of Qualifications %Achieving qualification 71Informal feedback from me (e.g. anecdotal evidence) 34Formal feedback from me (e.g. documented in 1:1 performance review) 27No evaluation took place 26Achieving the success criteria identified at the outset of the qualification 17Tracked my career development 13Skills / behaviour assessment (e.g. skills audit, competency framework, 360 degree feedback) 12Informal feedback from my colleagues (e.g. anecdotal evidence from my manager, peers, direct reports) 9Formal feedback from my colleagues (e.g. formal assessment by my manager, peers, direct reports) 6Link to hard financial measures (e.g. cost savings, performance targets, staff retention data) 3Table 5 Evaluation of Qualification32

4.9.1 Quantitative feedbackTo meet best practice organisations should think about how they are going to evaluate thereturn on investment of the programme at its outset and identify quantifiable measureswhich establish a baseline. Measures might assess change at the individual level (e.g.career development tracking, or changes in scores on 360 degree feedback) or they maybe at the business level (e.g. cost savings, staff retention, or changes in staff survey results).Leeds Leadership Centre (NHS) asks participants to identify their own metrics to assessimpact and to calculate the financial gain. Neil Wood, the Centre’s Senior DevelopmentManager, explains:“If they can come up with good quality data that’s meaningful for them and helps connectthe learning and the impact then we’ll not come up with anything better than that. It’s aboutgiving them ownership of it.”From this data, the Centre has developed a Return on Investment Metric, accumulatingthe data from all programme participants to provide an overall assessment of RoI.4.9.2 Qualitative feedbackIn addition to quantitative measures, the case study organisations all gathered qualitativefeedback on the impact of their programme. A mix of formal and informal approaches wasemployed.One organisation interviewed in the research used a three stage assessment for theirdevelopment programme, including an initial written form, a telephone conversation aboutthe changes that had been implemented, and a third stage in which the benefits wereshared with the team more widely.Rob Reed from BGL Group explained how he reviews impact by informally asking whatchanges have been noticed by the line managers. BGL asks individuals to demonstrateand discuss their learning through individual presentations to their wider teams.4.10 Organisationalsupport fordevelopmentSenior level support for management and leadership development has been shown to bea major factor in its effectiveness (McBain et al 2012). It was a clear theme among theemployers studied in this research.Rob Reed from BGL Group spoke about the Group’s priority of: “developing our peoplecapability”. He described how the Executive Team are very supportive of the organisation’sMLQ programme, involved in identifying the need for the qualification, in developing thecontent, and also participating in certain elements (e.g. providing feedback on assessedpresentations).However in another organisation there was a perception that some senior managerslacked commitment to the qualifications and wider employee development. Participantsspoke of incongruence between what they were learning on the course, which was howto engage and communicate with others in a positive and empowering manner, and theleadership style of a few senior managers in the organisation, which was felt to be directiveand autocratic. This inconsistency caused resentment and clearly was clearly de-motivatingfor some learners.Senior commitment to learning and development at a general level can be clearlydemonstrated by the level of investment made in providing employees with an MLQopportunity. However, this should be backed up by adopting the workplace behavioursthat are taught as part of the funded qualifications.33

4.11 Organisationaldevelopment strategyStrategic planning of training and development, which links to wider business and HRstrategy, helps maximise the return on investment at the organisational level (McBain et al.2012). MLQs should fill an identified organisational development need, have clearly definedmeasures of success, and be linked to other organisational development and HR strategies.In all of the case study organisations, MLQs were being implemented in response to anidentified organisational need, with cohorts of employees being put through the qualifications.While the strategies were generally clearly defined, there remained a need among some toidentify clearly defined measures of success.34

Conclusions and RecommendationsThe research shows that management and leadership qualifications can help raisemanagers’ performance and give them the confidence, knowledge and skills to succeed.Clearly, many employers do invest in qualifications and reap substantial benefits. Thechallenge is to maximise the return on investment by adopting good practice, examplesof which are demonstrated by the case study organisations in this research. The followingrecommendations aim to help employers meet that challenge.1. Managementqualifications arebecoming moreimportantMLQs were found to be increasing in importance as the need for transferable skills andbroad based business knowledge grows, helping managers implement and adapt toorganisational change.Managers also desire MLQs to demonstrate their professional credibility, recognising thatmanagement is increasingly being regarded as a profession, and value qualifications thatenhance their employability. Organisations need to respond to these trends, by regularlyreviewing their training needs in order to identify what type of qualifications will deliver thegreatest benefit in terms of employee engagement and organisational performance.2. Reputationmatters for learnersand customersLearners consider reputation as the most important factor when choosing qualifications,implying that employers should invest in well-respected accredited courses to maximiseemployee buy-in and motivation to learn. Vocational qualifications are regarded highly,especially at Diploma level, and compare well with highly-regarded business schoolqualifications.Managers also believe that MLQs provide quality assurance to customers about anorganisation’s management capability. Employers should promote investment in MLQsby using accredited staff as a selling-point in their business development activities.3. Internal coursescan give flexibilityand ensure relevanceto the employerIt was felt to be advantageous for accredited programmes to be run internally because ofthe additional control this can give employers over content. It also allowed organisations’HR and learning functions to be more active in supporting managers’ development. Wherepossible organisations should try and use the flexibility available to them to tailor programmecontent to their needs.Courses should be aligned to the organisation’s strategy, with clear goals and successmeasures defined at the outset. Learning should be embedded in work activities, withmanagers able to learn by undertaking work-based projects addressing real businessneeds.4. Good selectionfor qualificationsis crucialOrganisations should have a robust selection process to ensure the right managers areoffered the right qualifications. Participants should have an appropriate role, which thequalification will be relevant to, and into which learning can be transferred. Participantmotivation and commitment should also be assessed.Organisations should also make clear to potential participants what is involved in thecourse and what will be required of them – and what support they will receive from theorganisation. Where courses are compulsory as part of a change process, employersshould also ensure that the benefits of the qualification are made clear, ‘selling’ it tomanagers in terms of outcomes that they will value – and that matter to the organisationas a whole.35

5. Line managersupport is crucial toget value from whathas been learnedIn order to facilitate the transfer of learning to the workplace, organisations need to ensurethere is strong line manager support for programme participants from the outset of theprogramme to its conclusion and beyond. Organisations cannot assume that participantshave a developmental relationship with their manager; they need to provide formal guidanceand support to line managers and programme participants on how they can work togetherto maximise the impact of the programme in the workplace.If feasible, a system of additional support should be available in the form of a mentor tohelp participants reflect on and apply what they are learning. If organisations are to do thisthey should seek guidance on how to effectively implement a mentoring system, as thereneeds to be a good fit between the mentor and the mentee. Online support and virtuallearning environments can also support study and the transfer of learning, both duringand post-qualification.Junior managers were particularly likely to report frustration at being unable to put theirlearning into practice, so employers should pay particular attention to this group. A balancemay also need to be struck in managing expectations about the scope for implementingchange, or the immediate prospects for career development, following completion of thequalification.6. Build the businesscase by evaluatingthe impact ofqualificationsThe findings suggest that most organisations lack robust systems to evaluate the impactof qualifications programmes. Organisations should examine how they can evaluate thereturn on investment from the programme and identify quantifiable measures to assessthis at the outset, so that a baseline can be established.At a time when many training and development budgets have been squeezed, it is especiallyimportant to have a business case for training. Good evaluation data will provide organisationswith vital information to add to this business case.If individual managers are seeking financial support from their organisation to undertake anMLQ, they also need to provide a business case. Consider at the outset what impact thequalification will have and how this can be evaluated, providing evidence of impact.7. A clearerstrategic visionfor implementingMLQs is neededDespite examples of good practice, many organisations do not plan their learning anddevelopment in a strategic way, which would help to ensure a positive return on investment.As part of this strategic approach, MLQs should relate to an identified organisational need,should have clearly defined measures of success and should be linked to other organisationaldevelopment and HR strategies. Qualification providers should, where possible, give adviceand support to organisations on how to most effectively do this.8. Creating astrong managementcommunityWhere possible, organisations should facilitate the development of a management community.This will be created through the shared learning experience and the development of acommon management language and ‘toolkit’, and can be encouraged through actionlearning sets, group events and work-based projects. Individual managers should also beaware of, and seek to cultivate, such networks. There is likely to be a ripple effect as changeis implemented in teams across the organisation, with cumulative benefits when a cohortof managers is equipped, through an MLQ, to manage and lead in a consistent manner.36

Appendix 1: Case Study 1: BGL GroupBGL Group is a privately owned insurance group based in Peterborough. It employs morethan 2,400 people across the UK and is rapidly growing, thanks to both organic growthand various acquisitions. BGL is now one of the largest personal lines insurance groups inthe UK.BGL runs CMI’s Level 7 Certificate and Diploma in Strategic Management, with the aim ofdeveloping senior managers’ strategic awareness. The company has put approximately40 people through the Certificate to date and is intending to put more through in the future.Once delegates have completed the Certificate they are given the opportunity to progressto the full Diploma.About thequalificationBGL identified the need to develop strategic awareness by talking to senior managersabout the development areas they would benefit from, as well as an analysis of commonthemes emerging from the company-wide appraisal system. Having considered variousdevelopment options, BGL decided to go beyond an in-house development programmebecause it wanted to give staff a tangible qualification, recognised throughout thebusiness world.BGL and CMI worked closely together to shape the content of the course to meet theparticular needs of the organisation. An internal working party made up of companyexecutives helped to identify what senior managers needed to be able to most effectivelydevelop in their roles. BGL and CMI continually assess the course to ensure it meets theorganisation’s needs.The course is designed to facilitate the transfer of learning to the workplace, by incorporatingwork-based individual and group projects that participants are required to present to theBoard. As well as facilitating transfer of learning, this level of support from senior managementemphasises the importance of the course at an organisational level and the ongoingcommitment to “Developing our people capability”. It also gives managers exposure to theBoard which they may not have had previously.BGL Group has various systems in place to ensure high levels of line management supportfor participants going through the programme. This helps to maximise the benefit of thecourse for the individual and the organisation. This is facilitated by the Senior Manager forGroup Learning and Development.Impact:organisationalperspectiveRob Reed, Senior Manager for Group Learning and Development, felt it was difficult toquantify the exact impact of the qualification, as the aim has been to increase strategicawareness and understanding. As he explained:”The success of this learning initiative isn’t something you can quantify with a statistic or afew facts. But feedback in general has been extremely positive. The programme has givenmanagers the awareness to take a leading role in their day-to-day tasks, meetings andinteractions. Their learnings also help them to identify the leadership styles of people inmore senior roles, and gain an insight into how they achieve their goals.”There are, however, specific and tangible outcomes for the organisation in terms of individualand group projects completed which have been taken forward within the organisation.Rob has also sought input from participants’ line managers about the impact of theprogramme:“They [the line managers] may see behavioural changes in course participants. Forexample evidence of a broadening level of thinking. They don’t just give a yes or a noanswer and have a much clearer understanding as to why things are happening.”37

More flexibility of management style among the qualified participants has also been evident.“The candidates who manage a team are now tailoring various approaches to differentpeople – it’s not just a one size fits all management approach. They understand leadershiptheory and how to apply this in their day-to-day roles They also now have a strongunderstanding of information management, for example when they are given access toa report they know how to decipher the key information and confidently question its meaning.“Rob also felt that offering the qualification had a positive impact on staff retention because:“If an organisation demonstrates a strong commitment to its employees then they aregenerally happier, more fulfilled in their roles and tend to stay.”Impact: individualmanagers’perspectivesThe impact reported by individual managers at BGL is consistent with the perspectivereported at an organisational level. Managers felt better equipped to question, challenge,manage change and manage people, with the course providing them with a toolkit to dothis. They felt more able to think at a strategic level, understanding the way the organisationoperates and being able to see the bigger business picture. They also expressed anappreciation of the differences between leadership and management.Some managers had experienced positive career moves as a result of undertakingthe qualification.Survey metricsMany of the key findings from the survey carried out within BGL (n=28) were in line withthe overall survey results. There was clear recognition of the benefits to the organisation ofthe qualifications that had been undertaken, with 88 per cent agreeing that the benefits toBGL had outweighed the time, money and effort invested in providing the qualifications.38

Appendix 2: Case Study 2: Greenwich Leisure LimitedGreenwich Leisure Limited (GLL) is a young, vibrant, dynamic, staff-led social enterprisethat operates public leisure centres across London on behalf of local authorities. Theyproudly call themselves London’s most successful social enterprise. They are a rapidlygrowing organisation and currently have over 6,000 staff.Lorraine Patrinos, Head of Skills Development and the HR representative for GLL, explainedthat as a worker’s cooperative GLL are deeply committed to staff development. They areparticularly committed to accredited qualifications because it means they can offer their stafftraining that is nationally recognised. As Lorraine explained “It is about giving somethingback to staff”.About thequalificationsGLL run CMI’s Award, Certificate and Diploma in Coaching and Mentoring as part of awider strategy to develop a coaching and mentoring culture within the organisation. Theyhave been running the courses for 18 months and so far 66 people have undertaken theAward, 34 people the Certificate and 11 people the Diploma.GLL decided at the outset that in order to change the organisational culture, there wouldneed to be a large scale approach to educating managers in a coaching and mentoringstyle. As Lorraine explained:“Rather than us sending one or two people on a course, whatever that course might be,we decided to train in bulk in order to initiate a period of change”.As such, all general managers and lead department managers were required to undertakethe Award. Those who were interested in coaching and mentoring progressed to theCertificate, and those who really showed a flair for the coaching and mentoring styleundertook the Diploma. The courses are practically based and all have coursework, whichensures that participants have to apply their coaching and mentoring skills in the workplace.The organisation is currently embedding mentoring support for the course participants.Impact:organisationalperspectiveGLL have adopted a whole systems approach to culture change and, in addition to theCoaching and Mentoring qualifications, have introduced a robust appraisal system. They arealso rebranding and redefining their behavioural competencies so that a “people agenda”remains an organisational priority.This whole systems approach is having a very positive impact. Objective evidence of thechange in culture has been documented in the most recent Investors in People (IiP) report,which continually makes reference to the coaching and mentoring practices that existwithin the organisation. It compares the management culture favourably with the culture in2007, when an assessment pointed out that GLL had neglected the ‘people agenda’.Thisprovides a compelling ‘before and after’ example of how culture change can be achievedthrough an integrated approach.There have been similar results in the annual staff engagement survey, which demonstratesimprovements on items such as “my manager supports me”. As Lorraine pointed out,considering that the organisation has undergone major growth and changes in recent times,these results are very positive.Impact: individualmanagers’perspectivesThe GLL focus groups found the organisation’s changing culture to be a strong theme, withparticipants really feeling that there had been a change in management style from the topdown. The current culture was felt to be much more people-centred than it had previouslybeen. This was evident in, for example, the way meetings are conducted, the way managershave more time for people and the tone of email communication.39

This was reflected in a feeling among the focus group participants that the coaching andmentoring skills they had acquired through their qualifications had enhanced their peoplemanagement skills, helping them empower and motivate staff, increasing staff confidenceand personal ownership. For example, one manager in the sales team felt he had developeda coaching style of feedback through the course. He now encourages staff to reflect ontheir own performance and identify the areas that need development. He felt that staff hadresponded more positively to this approach, the “carrot” rather than the “stick”, which iswhat he may used more often in the past.Survey metricsOne notable finding of the survey of managers within GLL was that 78 per cent agreedthat they had been supported by their line manager to apply their new skills and behavioursin the workplace – compared to the overall survey result of 60 per cent. This positive resultis likely to reflect the concerted effort by GLL to develop a coaching and mentoring styleacross its management community.40

Appendix 3: Case Study 3: Leeds Leadership CentreLeeds Leadership Centre is a partnership organisation involving three of the NHSorganisations in Leeds: Leeds and York Partnership Foundation Trust, Leeds CommunityHealthcare and NHS Airedale, Bradford and Leeds. The Centre’s purpose is to provideleadership and management programmes across the health economy, enabling the city toachieve its objectives around improving health and improving lives. These organisationsare embarking on a period of change and want to make sure staff have the skills andknowledge to support this change.Leeds Leadership Centre undertakes Institute of Leadership and Management (ILM)Certificates and Diplomas in Leadership and Management at Levels 3, 4, 5 and 7. The Centrewas founded in 2007 and since then they have put over 400 people through the courses.About thequalificationsOne of the goals of the Centre is to develop a common approach to leadership andmanagement across the city, enabling leaders and managers to interact and have a commonunderstanding. They wanted flexibility from their qualification provider to be able to dip intospecific topic subject areas to meet the learning outcomes of the different stakeholders(the local NHS organisations, the Strategic Health Authority and the Department of Health).To enable the development of a ‘management community’ across Leeds NHS, people fromthe different NHS institutions attend the programmes. Neil explained that “this rich tapestryenables people to have the best possible learning experience.” The Centre wanted todevelop a hierarchy of learning and development from first line managers, to middle managersand then senior managers. The different levels of qualification are therefore targeted atdifferent management groups, from introductory management and leadership developmentfor first line managers to strategic leadership and development for senior managers. Commonthemes run through the content of each level.The programmes have been designed around organisational need, with the resultingqualification being regarded as a value-added element. They contain a rich mixture ofdevelopment options for participants over and above the taught elements, including actionlearning, coaching and 360-degree feedback. The courses also include innovation projects,where participants choose and develop an area of improvement for the workplace.For Leeds Leadership Centre, the key to the transfer of learning to the workplace is throughthe programme participants’ line manager. It is felt that line managers should support andhold participants to account for transferring learning to the workplace. Neil Wood and othersat the Centre facilitate this process by meeting with the participants and their line managers.Impact:organisationalperspectiveThe Centre seeks to follow best practice in evaluating the impact of the courses, awareof the need for an evidence base about the impact of training, especially in tough financialtimes when training is often the first thing to be cut. To this end the Centre collectsqualitative and quantitative data about the impact of the programme. With regards toquantitative data, they ask line managers and programme participants to think about anarea where there has been a contribution from the participants, and then to calculate theresulting financial gain.Using this information, the Centre has developed a Return on Investment Metric, accumulatingthe data from all programme participants. Last year the Return on Investment Metric wascalculated at 182 per cent.The Centre has also asked participants to look at sickness and absence rates in their service,as well as the number of disciplinary cases. They have found small positive movements inboth these areas in some parts of the organisation. Line managers and participants feelthat, as a direct result of being on the programme, they have been able to have a positiveimpact on reducing sickness, absence and disciplinary issues.41

Impact: individualmanagers’perspectivesManagers from the participating NHS organisations spoke of increased confidence,self awareness and an improved management skills tool kit following the qualification.Their qualifications had given them a broader perspective, enabling them to see beyondtheir own service area.With the organisations involved in the process of major organisational change, it wasclear that participants felt better able to manage change having improved their peoplemanagement skills. They used these to communicate more effectively with others,understanding the need to tailor communication style to different people and situations.In particular, many felt they had developed more of a coaching style with staff, which wasfelt to have had a positive impact on team members and on the wider organisation.Survey metricsThe survey of managers through the Leeds Leadership Centre received 90 responses.As with Greenwich Leisure, line manager support was higher than the survey results overall,with 83 per cent agreeing that their line manager supported them in using their new skillsand behaviours. There was also a high level of agreement about the benefits of thequalification for the employer.42

Appendix 4: Case Study 4: Synergy Health plcSynergy Health delivers a range of specialist outsourced services to healthcare providersand other clients concerned with health management. Their headquarters are in Swindon,but they have a global presence and employ over 4,000 people across the UK and Ireland,Europe and the Middle East, Asia and Africa, and the Americas.About thequalificationSynergy’s graduates and junior managers generally come from a science background andit was recognised by the organisation that there was a need to equip this group of managerswith the management and leadership skills necessary to become business people. They havebeen running CMI’s Certificate in Management and Leadership for the last four years andhave put approximately 40 people through the programme. The course is part of Synergy’sGraduate Development Programme and is also offered to junior to middle managers if ithas been identified as part of their personal development plan.Impact:organisationalperspectiveSynergy reports a positive impact from their qualifications programme. One of theparticular benefits has been the development of work-based projects as part of thecourse. Lisa Fischer, Group Talent Manager, explained that the HR function has beeninvolved in establishing these projects:“We have been working with CMI to say that we want to be part of decision-making interms of what projects are agreed with their line manager. We have to know that it willcome back to the business and we want our employees to present their project tomanagers in the business. That’s the one thing that helps us and the business and alsoshows the commitment from the management team.”Lisa is a strong supporter of accredited learning which she believes ensures learning in theclassroom is embedded and transferred to the workplace. In order to maximise the benefitsthe programme delivers, Synergy are developing best practice processes that include:••Reviewing the selection criteria for the course to ensure that the programme participantshave a suitable role and will be able to transfer what they are learning into the workplace;••Ensuring line manager support for participants, in order to promote a greater synthesisbetween the classroom and the workplace;••Ensuring that coursework is based on business issues in the workplace.Impact: individualmanagers’perspectivesManagers from Synergy felt the qualification has had a very positive impact on theirmanagement and leadership ability, providing them with the confidence and a “toolkit”to be better managers:“The course helped me to be a better manager and to have a better understanding of thebusiness – the bigger picture – understanding all about the business, not just me and my unit”.Learners at Synergy spoke of a particularly important impact on people management skills.Some were now able to manage staff in a way which “empowered” and “motivated”, whilstothers now had the confidence to manage confrontational situations without “being scared”.Managers also valued having the opportunity to learn and appreciated the investment intheir development. One participant said:“I felt quite special when my line manager decided to send me on the course. It wasn’tcheap and I felt that they wanted me to progress in the company. I’m happy about that”.Survey metricsThere was insufficient survey data to produce survey metrics for Synergy Health.43

Appendix 5: Survey DemographicsSenioritySizeDirector 19Senior Manager 29Middle Manager 38Junior Manager 14Small (1-50) 22Medium (51-250) 11Large (251-1000) 15Very Large (over 1000) 52SectorNot-for-profit 12Public sector 42Private sector 46RegionEast of England 6London 15East Midlands 6West Midlands 8South East 17South West 9North East 4North West 8Yorkshire & the Humber 6Northern Ireland 1Scotland 9Wales 4Other 5%IndustryAgriculture, forestry & fishing 0Business services 4Central government 6Construction 3Consultancy 7Creative/media 1Defence 7Education 13Electricity, gas and water 2Engineering 4Finance, insurance 5Fire and rescue 1Health & social care 11Hospitality, catering, leisure & tourism 2Housing and real estate 2IT 3Justice/security 1Legal & accounting services 1Local Government 9Manufacturing & production 7Mining & extraction (incl. oil and gas) 1Police 3Sales/marketing/advertising 1Telecommunications & post 1Transport & logistics 3Wholesale & retail 2%Most recent qualificationCertificate 16Award 5Diploma 37Foundation Degree 1Bachelor Degree 3Masters Degree 36Doctorate 1Apprenticeship 2When did you complete your qualificationLess than 6 months ago 156 months to 1 year ago 131 to 2 years ago 142 to 5 years ago 23More than 5 years ago 35%Education centre for most recent qualificationFurther education 24Higher education 47Commercial training provider 24In-house training 5Method of studyFull time 9Part time 91Role in organisation at time of qualificationCEO / MD 3Director / Senior manager 19Middle manager 43First line manager 23Aspiring manager 11%44

ReferencesAlimo-Metcalfe, B., Alban-Metcalfe, J., Bradley, M., Mariathasan, J. & Samele, C. (2008).The impact of engaging leadership on performance, attitudes to work, and well-being atwork: A longitudinal study. Journal of Health & Organizational Performance, 22, 586-598.Alimo-Metcalfe, B. and Alban-Metcalfe, J. (2011). ‘The ‘need to get more for less’: a newmodel of ‘engaging leadership’ and evidence of its effect on team productivity, and staffmorale and wellbeing at work’ in Management Articles of the Year (2012). CharteredManagement Institute.Goldstein, I. and Ford, J. (2002) Training in Organisations, Wadsworth, California.McBain, R. Ghobadian, A. Switzer, J. Wilton, P, Woodman, P, and Pearson, G. (2012) TheBusiness Benefits of Management and Leadership Development. Chartered ManagementInstitute and Penna.Salas, E. and Cannon-Bowers, J.A. (2001). The Science of Training: A decade of progress,Annual Review of Psychology, 52, 471-499.UK Commission for Employment and Skills. (2012). UK Commission’s Employer SkillsSurvey: UK Results.Wood, R. and Bandura, A. (1989). Social cognitive theory of organisational management.Academy of Management Review, 14 (3), 361-384.Wilton, P. Woodman, P. and Essex, R. (2007). The Value of Management Qualifications:the perspective of UK employers and managers. Chartered Management Institute and theManagement Standards Centre.Further resourcesCMI offers a range of qualifications and training development programmes for individualmanagers and employers. To find out more about CMI qualifications please go to:http://www.managers.org.uk/qualifications45

AcknowledgementsCMI would like to thank the many people whose time, intellectual commitment and hardwork has made this report possible. Firstly, we are grateful to everyone who took part inthe focus groups and interviews and who completed the survey, whose participation wasessential.We would like to warmly thank the 4 organisations who agreed to participate in thisresearch for their support in convening focus groups, distributing the survey and giving uptheir time to be interviewed about their experiences. We are particularly grateful to thoseindividuals at each organisation who acted as our contact points and championed theresearch internally, namely: Rob Reed, Senior Manager for Group Learning and Developmentat BGL Group; Lorraine Patrinos, Head of Skills Development at Greenwich Leisure Limited;Neil Wood, Senior Development Manager at Leeds Leadership Centre (NHS); and Lisa Fischer,Group Talent Manager at Synergy Healthcare.The work of Margaret Bradley at the Real World Group is gratefully acknowledged, as isthe contribution of Paul Hutchings, Patrick Woodman and Petra Wilton at CMI.46

Chartered Management InstituteThe Chartered Management Institute is the onlychartered professional body in the UK dedicated topromoting the highest standards of managementand leadership excellence. CMI sets the standardthat others follow.As a membership organisation, CMI has beenproviding forward-thinking advice and supportto individuals and businesses for more than50 years, and continues to give managers andleaders, and the organisations they work in, thetools they need to improve their performance andmake an impact. As well as equipping individualswith the skills, knowledge and experience to beexcellent managers and leaders, CMI’s productsand services support the development ofmanagement and leadership excellence acrossboth public and private sector organisations.Through in-depth research and policy surveysof its 90,000 individual and over 800 CompanyMembers, CMI maintains its position as thepremier authority on key management andleadership issues.For more information please contactthe Policy and Research Department on:Tel: 020 7421 2721Fax: 020 7497 0463Email: research@managers.org.ukWebsite: www.managers.org.ukor write to us at the address below.Chartered Management Institute2 Savoy Court, Strand,London, WC2R 0EZRegistered charity number 1091035Incorporated by Royal Charter© Chartered Management Institute, July 2012ISBN 0-85946-428-8 4549 06/12