The Value of Management and Leadership Qualifications

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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
Page 3 and 4: ContentsPageForeword 4Introduction
Page 5 and 6: IntroductionEarlier this year CMI p
Page 7 and 8: Defining managementand leadershipqu
Page 9 and 10: Individual managers’perspectives
Page 11 and 12: CEO/MDDirector/Senior Manager2.081.
Page 13 and 14: The findings demonstrate that price
Page 15 and 16: The focus groups corroborated these
Page 17 and 18: Be more confident in my approach to
Page 19 and 20: One of the participants explained h
Page 21 and 22: More than 5 years ago2 to 5 years a
Page 23 and 24: Diploma Certificate AwardFoundation
Page 25 and 26: 3.6 Enhanced staffretentionA clear
Page 27 and 28: Chapter 4: Maximising the Returns f
Page 29: The most common method, written ass
Page 33 and 34: 4.9.1 Quantitative feedbackTo meet
Page 35 and 36: Conclusions and RecommendationsThe
Page 37 and 38: Appendix 1: Case Study 1: BGL Group
Page 39 and 40: Appendix 2: Case Study 2: Greenwich
Page 41 and 42: Appendix 3: Case Study 3: Leeds Lea
Page 43 and 44: Appendix 4: Case Study 4: Synergy H
Page 45 and 46: ReferencesAlimo-Metcalfe, B., Alban
Page 48: Chartered Management InstituteThe C

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