CMI Unit 714 Personal and Professional Development for Strategic Leaders (Y/617/6873) Assignment Brief 2026

CMI Unit 714 Assignment Brief

Assignment Aim

The aim of this unit is to support leaders to understand approaches to personal and professional development. Leaders will critically reflect on the interrelationship between the skillset and mindset to develop as a strategic leader. Vitally leaders will reflect on their own personal, interpersonal and professional competencies and behaviours to lead strategically. The opportunity for leaders to reflect on their own performance will equip them to develop a meaningful personal and professional development plan.

Learning Outcomes and Assessment Criteria

LO1 – Understand approaches for personal and professional development

Assessment criteria

1.1 Critically reflect on the interrelationship between the skillset and mindset to develop as a strategic leader

1.2 Critically examine the personal values and behaviours required for strategic leadership practice

1.3 Critically appraise how engagement with personal and professional development impacts on strategic leadership

Indicative content

1.1 Skillset: Range of actions and behaviours based on capabilities, knowledge, understanding, multiple intelligences (for example, emotional, verbal, numerical, spatial, kinaesthetic) (Gardener, 1983). Creation of common understanding/shared mental model of ‘skills’ (Bennett et al, 2000). Ability to select and apply skills and behaviours.

Mindset: (Dweck, 2016). Sense making. Ways of perceiving the world. Interpreting and responding to situations. Innate personal preferences and styles of interaction with others (for example, Jung, 1907). Transactional Analysis (Stewart and Joines, 1987). Determination of behaviours and outlook (for example, motivations, interests, beliefs, values, ways of thinking). Resilience. Willingness of a leader to develop the skills of others.

1.2 Personal values and behaviours: Formative self-audits (SOAR model, Kumar, 2008). Evaluation of self against competency frameworks (for example, CMI Professional Standard). Evaluation of self against organisational/ethical frameworks (for example, NHS, Civil Service). Values (for example, integrity, objectivity, impartiality, honesty, loyalty) and behavioural competencies required for self-management and leadership in a professional globalised workplace.  Reflective practice (for example, Identifying, evidencing and articulating current and potential strengths and weaknesses. Addressing development needs through planning).

1.3 Personal and professional development: Alignment to professional standards. Use of key toolsets (for example, Self-Mapping (Mayne, 2009); SOAR model (Kumar, 2008)). Inter-related dimensions of Self: MAP Motivation: mindset: values, priorities, self-efficacy beliefs (Dweck, 2016). Ability: skills, competencies, knowledge, multiple intelligences (Gardner, 1993; Handy, 1994). Personality: natural styles and preferences (Jung, 1908)). Appreciative Inquiry (Cooperrider and Srivastra, 1987). Learning and developing (for example, Motivation. Ability to seek new knowledge, skills and experience. Opportunities to achieve and improve). Planning and managing (for example, Productive self-management (Adair and Allen, 2003). Personal values and career drivers (Schein, 1993). Drive for results. Multiple Intelligences (Gardner, 1983)). Advocate use of good practice internal and external to the organisation.

Opportunities for Personal and professional development: Coaching, mentoring, qualifications, academic studies, peer review within and outside immediate situational context (for example, workplace, curriculum, lifestyle).

Strategic leadership: Leads by example. Leadership Styles (Goleman, 1995). Demonstrates a high level of self-awareness, emotional, cultural and social intelligence, empathy and compassion. Able to identify/support mental wellbeing in others. Works collaboratively enabling empowerment and delegation. Acts with humility and authenticity (Roe, 2017). Demonstrates courage (for example,is credible, confident, brave and resilient). Cross Cultural Leadership (Hofstede, 1991). Followership (Kelley, 1988). Demonstrates curiosity (for example, willingness to innovate; seeks new ideas and looks for contingencies). Entrepreneurial Leadership (Roebuck, 2014). Transformational Leadership (Bass and Riggio, 2006). Value-driven Leadership (Gentile,

2014). Resonant Leadership (McKee, Boyatzis and Goleman 2003). Five Practices of Exemplary Leadership

(Kouzes and Posner, 2014). Servant Leadership (Greenleaf, 2002). Distributed Leadership (Leithwood et al,

2006). Traditional Management Competencies (McBer and Boyatzis, 1996). Corporate Culture (Jacques, 1951).

Engagement: Taking and maximising opportunities. Multiple perspectives assessment. Formative feedback (for example, Giving and receiving constructive feedback. 360º review and feedback). Peer learning. Action learning sets.

Impact: Decision making. Confidence. Technical ability. People skills. Conflict Management. Behaviour. Values.

Knowledge. Performance. Resilience. Self-esteem. Self-actualisation.

LO2 – Know how to develop as a strategic leader through personal and professional development 

Assessment criteria

2.1 Critically reflect on personal, interpersonal and professional competencies to lead strategically

2.2 Produce a personal and professional development plan to improve strategic leadership

Indicative content

2.1 Reflect: Use of professional standards and competency frameworks. Reflective practice approaches:

Model of Structured Reflection (Johns, C, 1995; 2006). Reflective cycle (Gibbs, G, 1988). Experiential Cycle (Kolb, D, 1984). 3 Stem Questions (What? So What? Now What?) (Borton, T, 1970; Driscoll, 1994, 2000, 2007). Reflection before action-reflection in action-reflection on action (Schön, D 1983).

Personal competencies: Judgement and challenge – takes personal accountability aligned to clear values; demonstrates flexibility and willingness to challenge when making decisions and solving problems; instils confidence, demonstrating honesty, integrity, openness and trust. Courageous Curiosity – Is confident and brave; comfortable in uncertainty, is pragmatic. Curious and innovative – exploring areas of ambiguity and complexity and finding creative solutions.

Interpersonal competencies: Leads by example – demonstrates high level of self-awareness, emotional and social intelligence, empathy and compassion; is able to identify mental wellbeing in others; works collaboratively enabling empowerment and delegation; acts with humility and authenticity; is credible, confident and resilient.

Professional competencies: Valuing difference – engaging with all; is ethical and demonstrates inclusivity; champions diversity, championing enabling cultural inclusion; empowers and motivates to inspire and support others. Professional – reflects on own performance; demonstrates professional standards in relation to behaviour and ongoing development; advocates the use of good practice within and outside the organisation. Act as a Sponsor/Ambassador, championing projects and transformation of services across organisational boundaries

Professional competencies linked to role within a specific organisational context: Define/shape/communicate organisational purpose, vision, mission, culture and values. Develop/implement strategy. Organisational awareness.  Leads the organisation ethically and legally. Initiates, leads change, innovation, enterprise. Entrepreneurial practice. Drives continuous improvement. Manages and mitigates risk. Manages and mitigates crisis’ and business contingency planning. Influence, negotiate and use advocacy skills to build reputation and effective collaborations. Brand relationship and reputation management. Corporate social responsibility and sustainability. Data and information management. Application of technologies (for example, disruptive technologies). Leads individuals and teams. Develops employee relationships. Develops people. Seeks continuous professional development opportunities for self and wider team. Collaborates, partners, manages relationships. Works with board and company leadership structures. Knowledge of finance strategies. Procurement/Supply chain management, contracts. Resource management.

2.2. Personal and professional development plan: Timebound, measurable plan. Aims and objectives. Success criteria. Selected development activities/rationale for their choice (for example, Formal/informal development opportunities such as social and collaborative learning. Work-based learning. Face to face, blended or online learning, coaching and mentoring). Timescales for completion and review of the development activity. Reflection and review of development activity.

Recommendations for Assessment

Learners may approach the assessment in several ways. All assessment criteria must be met. The following opportunities are recommendations for guidance purposes only.

1. The learner may be asked to write a report on the approaches for personal and professional development
2. The learner is required to develop a personal and professional plan to develop as a strategic leader
3. The learner may produce a reflective account and a personal and professional development plan to evidence their ability to meet each of the assessment criteria.

Further guidance

It is not a requirement for the learner to cover all aspects of the indicative content when completing the assessment.  The learner is encouraged to select and present well-chosen information and examples to evidence they sufficiently understand the assessment criteria.

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