The Value of Management and Leadership Qualifications

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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
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 and 30: The most common method, written ass
Page 31 and 32: I was supported by my line manager
Page 33 and 34: 4.9.1 Quantitative feedbackTo meet
Page 35: Conclusions and RecommendationsThe
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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