8316 – 700 Team Working in Organisational Partnerships

Despite being optional, 8316 – 700 Team Working in Organisational Partnerships  is an important step toward meeting the requirements for a degree from the Institute of Leadership and Management (ILM). This unit’s goal and purpose are to teach learners how to work effectively as part of a team and in collaboration with other organisations. This unit is designed to help students understand the role and function of the Board of Directors/Trustees/Governors, as well as other stakeholders in team and partnership work. The unit also focuses on assisting learners in comprehending the role, nature, and purpose of teams, as well as the various types of teams, particularly strategic teams and diverse teams.

Learning Objectives

This course is intended to give aspiring and current upper-level managers a solid foundation in the specifics of working effectively as part of a team and in collaboration with other organisations. The course also examines the nature and status of organisational partnerships, as well as the legal and ethical implications of working in collaborations, particularly those that combine the private, public, and/or voluntary sectors. It investigates recent drivers of partnerships and mergers in the private, public, and/or voluntary sectors, as well as delves deeper into partnership definitional debates. It also considers the various types of partnership work, partnership governance and accountability, as well as partnership outcomes and evaluation. As a learner, you will also gain an understanding of the concepts of diversity, as well as the social and cultural characteristics of majority and minority groups, as well as diversity as a social and cultural construct and its ramifications. Learners will then be able to use various negotiation methods and skills depending on the situation, as well as establish operational procedures for organisational partnerships in ways that are difficult to replace or imitate, providing their organisation with a long-term competitive advantage. Finally, this unit will assist learners in understanding the relationship between the nature and status of organisational partnerships, as well as the legal and ethical implications of working in partnerships, particularly those involving the private, public, and/or voluntary sectors. As a result, learners will be able to recognise the role, nature, and purpose of teams that can benefit the organisation while also improving its achievement, objectives, and goals.

The unit is suitable for those who:

This unit is designed for newly promoted senior managers as well as middle managers who want to advance their careers. It is also appropriate for learners aspiring to senior management positions who want to improve their critical thinking and self-reflection skills. It is beneficial for learners who want to advance from Level 5 to Level 7 to use this stepping stone because credits can be transferred. Learners can transfer 12 credits for the ILM Level 7 Certificate or Diploma in Executive Management, for example, and 6 credits for the ILM Level 7 Certificate or Diploma in Strategic Leadership. It’s ideal for anyone looking to gain insight into what it takes to be in senior management, as well as those looking to assess their performance. This is useful for companies that want to prepare their top executives for future roles and give aspiring top-level managers a means of self-evaluation in addition to helping employees.

Outcomes of learning

Learners will be able to meet two major learning outcomes after completing this unit, as shown below. These outcomes are further subdivided into several categories. They will be able to do the following as a result of the learning outcomes:

• Review the key success factors and organisational experiences of teamwork and organisational partnerships
• Create effective teamwork and organisational partnerships.

What are the Entry Requirements?

This unit is a prerequisite for level 6 certification, which comes in three levels: an introductory Award, an intermediate Certificate, and an advanced Diploma. This credential is divided into smaller pieces known as “units,” and each unit is designed to impart a specific body of knowledge or expertise. Learners gain knowledge and competence as they progress through the six levels of ILM. Before being accepted to level 6, the learner should have accumulated a significant number of credits from various types of level 5 certifications. To be eligible for an award, a candidate must, for example, complete 6 of the 12 required credits and participate in at least 1 hour of orientation and 3 hours of tutorial support. To receive a certificate, a minimum of 13 credits, including an introductory session and tutorials totalling at least 3 contact hours, must be completed. As a final requirement for graduation, students must earn 37 credits, attend a two-hour orientation, and complete seven hours of tutoring. Level 5 credits can be carried over to Level 6. However, these eligibility requirements are governed by legal frameworks. They roughly correspond to different levels of management. They also serve to highlight the difficulty of the certification process. As a result, while the majority of ILM credentials are vocational and the levels correspond to specific educational instruction, 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 currently at. Even though a bachelor’s degree in economics is equivalent to the third year of an undergraduate degree, having no experience managing a project or leading a team necessitates a lower-level vocational certificate.

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Reference

Danso, R. (2018). Cultural competence and cultural humility: A critical reflection on key cultural diversity concepts. Journal of Social Work, 18(4), 410-430.

Groot, B., & Abma, T. (2019). Partnership, collaboration and power. Ethics in participatory research for health and social wellbeing. Cases and Commentaries. Oxon: Routledge.

Hurley, E., Mortimer, M., Abrams, J., & Robertson, D. (2020). The Power Game: Developing Influence and Negotiation Skills for Sustainable Development. Journal of Sustainability Education, 24.

Khaola, P., & Coldwell, D. (2018). Explaining how leadership and justice influence employee innovative behaviours. European Journal of Innovation Management.

Mayer, C. H., & Mayer, L. J. (2020). On being “outside the box” or being “inside”: Intercultural communication, relationship-building and identity ascription failures. In Mistakes, Errors and Failures across Cultures (pp. 163-181). Springer, Cham.

Nurmala, N., de Vries, J., & de Leeuw, S. (2018). Cross-sector humanitarian–business partnerships in managing humanitarian logistics: an empirical verification. International Journal of Production Research, 56(21), 6842-6858.

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