8316 – 604 Critical Thinking and Research Skills in Management

To fulfil the criteria for the Institute of Leadership and Management (ILM) degree, completion of 8316 – 604 Critical Thinking and Research Skills in Management is necessary. It includes the key theories and ideas to aid students in developing their ability to critically evaluate concepts and methodologies as well as conduct research to inform their work. After completing the course, students will be able to conduct research into management and leadership practices, evaluate these practices critically, and develop knowledge in research relevant to their responsibilities to direct their management and leadership practices.

Here’s what you’ll learn

The required course “Critical Thinking and Research Abilities in Management” gives students the skills they need to assess an important theory or model of best practice that is relevant to their position. Additionally, this course emphasizes the choice and use of an appropriate research technique in the practice of leadership and personal management. As a result, the learner will have a better understanding of research methods that foster critical thinking (such as Socratic questioning, validating findings and sources, systems thinking, etc.) and test the accuracy and suitability of theory and practice concerning important managerial decisions. Students will learn a variety of methods for doing workplace analysis in this course, including using databases to search for information, conducting primary and secondary research, and using computer and library resources.

Additionally, learners are given the information they need in several crucial areas, including systems and processes for evaluation and performance management, as well as the knowledge of the most effective methods for gathering constructive criticism. The student will also be given the knowledge and abilities necessary to assess the reliability and applicability of research sources and material. This will be done by critically examining academic, governmental, and commercial research procedures, and then presenting the results. As a result, students are equipped with the knowledge they need in several crucial areas, including systems and practices for performance management and appraisal, as well as an understanding of the numerous ways to get feedback on their performance. The course offers thorough instruction in subjects like evidence-based management concepts and concepts of causation, correlation, inference, assumption, and belief in management and leadership behaviour. As a result, the student will have the knowledge and abilities required for executive-level employment, including the ability to examine critically and successfully apply the most up-to-date management theories, models, and research. Students who achieve mastery in these areas will be well-equipped for a variety of career opportunities.

The unit is suitable for individuals who are

Both intermediate managers seeking career promotion and recently promoted senior managers should take this course. Students interested in senior management positions who want to improve their critical analysis and self-reflection abilities might also benefit from it. This stepping stone can help those who want to go from Level 5 to Level 7 because credits can be exchanged. For example, a student may transfer 6 credits toward the ILM Level 7 Certificate or Diploma in Strategic Leadership or 12 credits toward the ILM Level 7 Certificate or Diploma in Executive Management. It’s perfect for people who want to objectively assess how they’ve done thus far and for those who want to learn more about what it takes to be in senior management. This is beneficial for businesses looking to groom their top executives for upcoming positions in addition to helping employees, and it gives aspiring top-level managers a tool for self-evaluation.

Result of learning

The sole learning objective of this unit is to improve research and critical thinking abilities in the context of leadership and management practice. This learning outcome is evaluated using two standards. The first objective is to critically analyze a well-known theory or best practice model that is commonly used by managers and leaders and is relevant to the position of the individual. The second goal is to conduct research that is relevant to one’s current role to improve management and leadership techniques.

What are the requirements for entry?

This certification is offered as a succinct Award, a more in-depth Certificate, or a thorough Diploma. This certification consists of several units, each of which teaches a certain set of abilities and knowledge. ILM is broken down into six stages, and as students progress through each level, they gain information and abilities that prepare them for the following. Before being admitted to level 6, the learner is anticipated to have accrued several credits across several levels 5 certification kinds. For instance, candidates must complete 6 of the 12 required credits, as well as the minimum of 1 hour of orientation and 3 hours of tutorial support, to be eligible for an award. Students must complete 13 per cent of the necessary 36 credits—including a required introductory session and tutorials totalling at least 3 contact hours—to receive a certificate.

Finally, students must complete a minimum of seven hours of tutorial support, participate in an orientation that lasts at least two hours, and earn a total of 37 credits in order to graduate. Some of these credits may transfer from level 5 to level 6, if possible. These qualifications, however, are established by legal frameworks. They can be thought of as being somewhat comparable to management ranks. They also help to highlight the degree of difficulty entailed by a given certification. Therefore, even though the bulk of ILM certifications are vocational in nature and the levels correspond to specific educational teaching, if you want to advance in your academic career you may need to skip a level or start at a lower level than you are now at. For instance, a person with a degree in economics but no prior experience managing a project or managing a team will need a lower-level vocational certificate even if level 6 is equal to the third year of an undergraduate degree.

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Reference

Various publications are available for learners interested in pursuing this unit. Here are a few that are widely used by institutions around the world.

Changwong, K., Sukkamart, A., & Sisan, B. (2018). Critical thinking skill development: Analysis of a new learning management model for Thai high schools. Journal of International Studies, 11(2).

Easterby-Smith, M., Jaspersen, L. J., Thorpe, R., & Valizade, D. (2021). Management and business research. Sage.

Indrašienė, V., Jegelevičienė, V., Merfeldaitė, O., Penkauskienė, D., Pivorienė, J., Railienė, A., … & Valavičienė, N. (2021). Linking critical thinking and knowledge management: A conceptual analysis. Sustainability, 13(3), 1476.

Jackson, M. C. (2019). Critical systems thinking and the management of complexity. John Wiley & Sons.

Locke, E. (Ed.). (2011). Handbook of principles of organizational behavior: Indispensable knowledge for evidence-based management. John Wiley & Sons.

Petrick, J. A., Wagley, R. A., & Von der Embse, T. J. (1991). Structured Ethical Decision Making: Improving the Prospects. SAM Advanced Management Journal, 56(1), 28.

Rousseau, D. M. (2006). Is there such a thing as “evidence-based management”?. Academy of management review, 31(2), 256-269.

Serna, E., & Serna, A. (2015). Knowledge in engineering: A View from the logical reasoning. International Journal of Computer Theory and Engineering, 7(4), 325.

Starkey, K., & Madan, P. (2001). Bridging the relevance gap: Aligning stakeholders in the future of management research. British Journal of management, 12, S3-S26.

Winston, M. D. (2007). Ethical leadership and ethical decision making: A meta-analysis of research related to ethics education. Library & information science research, 29(2), 230-251.

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