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Unit 601 Developing Personal Effectiveness and Impact Assignment Brief 2026
| University | Institute of Leadership and Management (ILM) |
| Subject | Unit 601 Developing Personal Effectiveness and Impact |
Unit 601 Developing Personal Effectiveness and Impact Assignment Brief
| ILM unit number: | 8360-601 |
| Unit Title | Developing personal effectiveness and impact |
| Unit Level: | 6 |
| Guided Learning Hours (GLH): | 14 |
| Credits | 6 |
| Assessment Method: | Assignment |
| Guidance on word count: | Suggested minimum word count: 2,750. Being able to communicate in a succinct manner is important, so the guidance for maximum word count is +20%, therefore 3,300 words. With 11 assessment criteria, this equates to approx. 250 words per assessment criteria. Please note this is anomal word count, so you will not be marked down for reasonable variance from this guidance. |
Aim
In relation to your current management role and duties you will utilise meta skills and apply your understanding of crisis management, agility and resilience to develop personal effectiveness and impact. This will be in the context of your organisation, or one with which you are familiar.
All Assessment Criteria and Assessment Requirements must be met and utilised to structure your assignment, supported by work-product evidence.
It is recommended that before you start this assignment you discuss with your tutor how you intend to put your learning into practice as evidence of skills applied in real-work situations is required.
Assignment Task
LO1 The learner will be able to apply the meta skills required for an effective manager.
| Assessment Criteria The learner can…. | Guidance
|
Assessment Requirements (Sufficiency)
|
| AC1.1
|
Common sources to draw from:- | |
| Appraise own communication skills and their use within the management role
|
– Distributed Leadership
– DISC personality preferences – Presentation skills – 360° feedback report |
The learner must appraise a minimum of two personal communication skills detailing why these are needed at management level. |
| AC1.2
|
Common sources to draw from:-
– Article: ‘The hidden traps in decision making’ |
|
| Assess own skills in critical thinking and its relevance to problem solving at management level
|
– Article: ‘Learning the art of critical thinking’
– Shifting limiting to empowering beliefs – Challenging assumptions / biases – Problem-definition tools – CATWOE; 6 bums on a rugby post; fishbone analysis; Socratic questioning method |
The learner must assess a minimum of two personal critical thinking skills detailing their relevance to problem solving at management level. |
| AC1.3 | Common sources to draw from:-
– 6 thinking hats – Problem-definition tools – CATWOE; |
|
|
Compare and contrast creative thinking tools/techniques or models applicable at management level.
|
6 bums on a rugby post; fishbone analysis; Socratic questioning method
Suggested wider reading sources:- – SCAMPER technique – Mind mapping technique |
The learner must compare and contrast at least two creative tools/techniques or models applicable at management level. |
| AC1.4
Produce an action plan to enhance own 4 meta skills
|
Following your analysis of AC1.1, 1.2
(critical thinking and problem solving), then 1.3, write your action plan |
The learner must produce a Specific Measurable Achievable Realistic Time (SMART) action plan that enhances all four personal meta skills including:
· communication · critical thinking · problem solving · creative thinking |
LO2 The learner will understand leader behaviours within an organisation
| Assessment Criteria The learner can…. | Guidance
|
Assessment Requirements (Sufficiency)
|
| AC2.1 | Common sources to draw from:- – Bloom’s hierarchy of learning
– Peoplewise Development triad |
|
| Evaluate models of continuous development and their importance | – Kolb’s Reflective learning model
Guidance: focus on how the model has been useful to you and your development as a leader. |
The learner must evaluate a minimum of two models of learning and their importance. |
| AC2.2 | Common sources to draw from:-
– You’ve had feedback from a range of |
|
| Analyse the characteristics of a selfaware leader and how they apply to own behaviours | sources (PsyCap, 360, feedback on
programme, module observations, coaching) – identify 3 characteristics where you have raised your self-awareness, making reference to your impact on others. |
The learner must analyse a minimum of three characteristics of a self-aware leader and their application to own behaviours, making reference to impact on others. |
| AC2.3
|
Common sources to draw from:-
– DISC personality preferences – intentional shifts in self-image to work mask |
|
| Evaluate models/theories of behaviours which support impression management
|
– 7 seismic shifts – intentional shifts in leadership approach
– Distributed leadership – intentionally drawing in other’s capabilities – PsyCap potential or 360 – any examples of increasing or reducing certain behaviours to support impression management |
The learner must evaluate a minimum of two models/theories of behaviours which support impression management. |
LO3 The learner will be able to apply their understanding of crisis management, agility and resilience to improve their personal impact
| Assessment Criteria The learner can…. | Guidance
|
Assessment Requirements (Sufficiency)
|
| AC3.1
Determine the importance of crisis management |
Common sources to draw from:- – ‘Leading change’ module Guidance: ensure you make reference to all four stages of crisis management (precrisis, crisis, response, recovery) |
The learner must determine the importance of crisis management for an organisation making reference to each of the four stages. |
| AC3.2
Critique organisational agility and resilience |
Common sources to draw from:-
– PsyCap capabilities – Kotter’s 8-step change model |
The learner must critique own organisation’s agility and resilience in relation to crisis management. |
| AC3.3
Assess own personal effectiveness and preparedness in relation to crisis management, agility and resilience
|
Common sources to draw from:-
– Your PsyCap potential assessment, and development efforts on these since receiving the report – Personal assessment against Kotter’s 8step change model |
The learner must assess their personal effectiveness and preparedness in relation to AC 3.1 and AC3.2, including:
· crisis management · agility · resilience |
| AC 3.4
Produce an action plan to develop personal effectiveness and preparedness in relation to crisis management, agility and resilience
|
Guidance: ensure this plan answers the
SMART (Specific, Measurable, Realistic, Timely) criteria across all 3 elements of crisis management, agility, and resilience |
The learner must produce a SMART action plan to address areas of personal effectiveness and preparedness in AC3.3 including:
· crisis management · agility · resilience |
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