CMI Level 6 Assignment Examples and Answers

22 Sep, 2025 /

Introduction

CMI Level 6 is where many learners suddenly feel the pressure. I’ve read posts on Reddit and Quora where students say things like “Level 5 was fine, but Level 6 feels like writing a dissertation” or “My tutor keeps asking me to critically evaluate, but I don’t know how much depth is enough.” That sums it up well — Level 6 is a step up because it expects you to think like a senior manager, not just a team lead.

This page is here to make that easier. If you are studying for the CMI Level 6 Award, Certificate, or Diploma, you will find:

Full assignment examples explained in clear UK English.
Solved answers for assessment criteria (ACs) across key units.
Guidance on using management models without overloading your writing.
Tips and FAQs based on what real learners struggle with.

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Why students look for Level 6 examples

At this level, you are asked to move beyond everyday management and show you can think strategically. That means more evaluation, more evidence, and more long-term focus. Many students get referred because they either stay too descriptive or don’t link their answers to outcomes. Seeing strong examples helps you understand:

How much detail is needed.
How to balance theory with workplace practice.
How to turn an answer from “generic” into “strategic”.

What you’ll gain from this guide

By the time you finish reading, you will know:

How Level 6 assignments are structured.
What assessors really expect in 2025.
Why human-written, AI-free work is safer and stronger.
How to use examples to shape your own answers.

Our promise

All examples and guidance here are 100% human-written, plagiarism-free, and aligned with the latest CMI Level 6 learning outcomes. No AI filler, no generic waffle. Just practical, student-focused content you can trust.

In short: this is your one-stop guide for CMI Level 6 assignment examples and answers.

What is CMI Level 6?

CMI Level 6 is often described by learners as the point where assignments start to feel “like a degree project” rather than simple coursework. That’s not far from the truth — it’s designed at the same level as the final year of an undergraduate degree in the UK. This is why the assignments demand deeper thinking, strong evidence, and a clear focus on long-term strategy.

Who studies CMI Level 6?

This qualification is aimed at people already working in senior management roles or those moving up from middle management. Typical learners include:

Department heads who need to set long-term direction.
Senior project or programme managers.
Operations managers working at a strategic level.
Professionals who want a qualification to back up years of workplace experience.

On forums like Quora, managers often say they take Level 6 because their role already involves strategy and decision-making, and they need a qualification that proves they can do it formally.

What is CMI Level 6 equal to?

Academic equivalence: It’s equal to an undergraduate degree (final year).
Professional recognition: Many UK employers see it as proof of senior-level capability.
Next step: It leads directly into CMI Level 7 (postgraduate level).

Routes you can take

CMI offers three flexible study routes at Level 6:

Award – 1 unit, a short and focused qualification.
Certificate – 3–4 units, giving broader knowledge.
Diploma – the full programme (usually 6+ units), designed for those aiming at high-level senior management.

What skills will you gain?

Level 6 builds on Level 5 but expects you to think in bigger terms. Key skills include:

Designing and evaluating organisational strategy.
Managing large projects and programmes.
Leading innovation and quality management.
Handling risk and sustainability at a strategic level.
Using evidence and data to justify decisions.
Balancing people, finance, and long-term outcomes.

Example: instead of simply “explaining how to motivate a team” (a Level 4 or 5 task), at Level 6 you might be asked to critically evaluate different motivation strategies, justify which would work in your organisation, and assess the long-term impact on performance and retention.

Why does it matter?

Employers across the UK respect CMI Level 6 because it shows you can think and act like a senior manager. It strengthens your CV, supports promotions, and prepares you for postgraduate study. Many learners use it as a stepping stone into Level 7 Strategic Management and Leadership or even an MBA.

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Why Assignment Examples & Answers Are Important at CMI Level 6

When you reach Level 6, the style of work changes. On Reddit, one student wrote: “I keep being told to critically evaluate, but my answer already feels long — I don’t know what more to add.” Another said: “I used theories but my tutor said I didn’t justify my decision.” These frustrations show why examples and solved answers are so valuable at this level.

The challenge of Level 6

At Levels 3–5, describing and explaining was often enough. But at Level 6, every assessment criterion (AC) asks for critical thinking. That means:

Not just naming a model, but weighing its strengths and limits.
Not just saying “this worked,” but showing evidence of the impact.
Not just choosing an option, but justifying why you chose it.

Without examples, many students end up writing too descriptive, and their assignments come back with the dreaded word: “refer.”

How examples make the difference

Show structure – Examples help you see how to break down a long AC into smaller, clear parts.
Set the right depth – They demonstrate how much detail is enough without writing endless pages.
Balance theory and practice – They prove you don’t need pages of textbook theory, just a clear link between a framework and a workplace case.
Boost confidence – Instead of guessing, you can model your answers on a format that has already worked.

A simple comparison

Weak answer (too descriptive): “PESTLE analysis looks at external factors. It helps strategy.”

Stronger Level 6 answer: “Using PESTLE, my organisation identified political uncertainty in trade agreements as a risk. By planning supply chain alternatives, we reduced delivery delays by 20%. This shows how applying theory leads to measurable impact.”

See the difference? The second doesn’t just explain PESTLE; it applies it, justifies the choice, and shows impact. That’s exactly what assessors want at Level 6.

Common mistakes examples prevent

Writing only theory, no workplace context.
Missing parts of the AC (e.g. evaluating but not justifying).
Writing in essay form instead of clear, broken-down answers.
Forgetting to show impact or evidence.

✅ In short: examples at Level 6 aren’t shortcuts — they’re guides. They show you what “critical” looks like, how to justify your answers, and how to make sure every AC is fully covered.

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Sample Assignment Example – Unit 601 (Professional Management and Leadership Practice)

Unit 601 is the backbone of CMI Level 6. It sets out what a professional manager or leader should be able to do in practice — not just theory. Many learners online admit this is the unit that first made them feel “this is serious work now”. Below I’ve set out the Learning Outcomes (LOs), the Assessment Criteria (ACs), and short solved examples in simple, natural UK English.

📌 Learning Outcomes (LOs) for Unit 601

Understand the foundations of management and leadership practice.
Understand leadership styles and their effect on culture and performance.
Understand how to apply management and leadership approaches in practice.
Understand how managers and leaders build knowledge, skills and behaviours for success.

🔹 AC 1.1 – Analyse the impact of organisational context on management and leadership practice

Organisational context (like size, industry, structure) shapes leadership. In a small firm, managers may lead informally, while in a large corporate, leadership is formal with strict reporting lines. For example, when I worked in a charity, leaders used a collaborative style because resources were limited and staff needed to share tasks.

🔹 AC 1.2 – Evaluate the principles of professional management and leadership practice

Professional practice means being ethical, accountable, and transparent. A leader must make decisions in line with organisational values. For example, my line manager refused to cut corners on safety despite budget pressure — this showed ethical leadership in action.

🔹 AC 2.1 – Critically evaluate leadership styles and their effect on organisational culture and performance

Autocratic leadership can deliver quick results but often damages trust. Transformational leadership builds culture and performance but takes time. In my workplace, when a transformational leader introduced shared goals, staff turnover fell by 12% in one year.

🔹 AC 2.2 – Justify leadership approaches for different organisational needs

In times of crisis, directive leadership is needed. For long-term innovation, coaching leadership works best. When my company faced IT downtime, an autocratic approach solved it fast. But to introduce a new digital system, coaching was better as staff needed training and encouragement.

🔹 AC 3.1 – Analyse how management and leadership approaches can be applied in practice

A balanced approach works best. For example, applying scientific management, we tracked weekly output to measure efficiency. But combining this with a people-focused approach, managers praised staff publicly, which boosted morale alongside performance.

🔹 AC 3.2 – Evaluate how leadership approaches can be applied in practice

Transformational leadership inspires staff to take ownership of change. In my office, this approach was used to embed a new customer service model. Staff were invited to suggest improvements, which made adoption smoother and boosted satisfaction scores.

🔹 AC 4.1 – Analyse the knowledge, skills and behaviours needed by managers and leaders

Knowledge: industry standards, law, finance.
Skills: decision-making, planning, problem-solving.
Behaviours: resilience, fairness, adaptability.
For example, when facing staff shortages, resilience and adaptability allowed my manager to reorganise shifts fairly, keeping performance stable.

🔹 AC 4.2 – Evaluate how managers and leaders develop knowledge, skills and behaviours

Development happens through CPD, feedback, mentoring, and hands-on experience. One of my managers attended leadership workshops, but also said that “the best growth came from handling a real crisis.” Both formal training and lived experience shape professional leaders.

✅ Takeaway for Unit 601:

To score well, don’t just describe leadership styles or principles. Show how they fit your organisational context, justify choices, and always demonstrate impact. A few workplace-based details are enough to lift your work from generic to professional.

Assessment Criteria for Other CMI Level 6 Units (602–608)

One of the biggest problems students mention in forums is: “I don’t even know what each unit is asking until the assignment lands in my email.” That creates panic and wasted time. To save you that stress, here’s a clear breakdown of all core Level 6 units. Each one includes Learning Outcomes (LOs), Assessment Criteria (ACs), and one solved example answer written in simple UK English.

🔹 Unit 602: Developing, Managing and Leading Individuals and Teams

Learning Outcomes:

Understand how to develop individuals.
Understand how to manage and lead teams.
Understand how to achieve results through people.

Key ACs:

AC 1.1: Evaluate methods for developing individuals.
AC 2.1: Analyse approaches for leading teams.
AC 3.1: Assess how effective management improves team results.

Solved Example – AC 1.1:
Developing individuals can be done through mentoring, coaching, and formal training. In my workplace, pairing a new supervisor with a senior mentor improved confidence and cut errors by 30%.

🔹 Unit 603: Organisational Strategy

Learning Outcomes:

Understand strategy development.
Understand how to implement strategy.
Evaluate impact of strategic decisions.

Key ACs:

AC 1.1: Analyse how organisational vision influences strategy.
AC 2.1: Evaluate methods for implementing strategy.
AC 3.1: Critically assess the impact of strategic choices.

Solved Example – AC 2.1:
One method is the Balanced Scorecard, which ensures strategy covers finance, customer, process, and learning. When my company used it, we spotted weaknesses in staff training that were holding back growth. Fixing it lifted sales by 8%.

🔹 Unit 604: Strategic Programme and Project Management

Learning Outcomes:

Understand programme and project management.
Know how to apply frameworks in practice.
Evaluate outcomes.

Key ACs:

AC 1.1: Compare programme vs project management.
AC 2.1: Apply project frameworks to real situations.
AC 3.1: Evaluate project success factors.

Solved Example – AC 3.1:
Project success depends on clear objectives, stakeholder support, and risk planning. In one project, lack of stakeholder buy-in delayed delivery. When stakeholders were engaged early in the next project, deadlines were met.

🔹 Unit 605: Leading Quality Management

Learning Outcomes:

Understand quality systems.
Apply quality management to improve performance.
Evaluate impact of quality initiatives.

Key ACs:

AC 1.1: Analyse principles of quality management.
AC 2.1: Apply methods for quality improvement.
AC 3.1: Evaluate outcomes of quality initiatives.

Solved Example – AC 2.1:
Using Total Quality Management (TQM), my team introduced daily quality checks. Customer complaints fell by 20% within six months, showing how small process changes improved service.

🔹 Unit 606: Developing and Leading Innovation

Learning Outcomes:

Understand innovation in organisations.
Know how to lead innovation.
Evaluate innovation outcomes.

Key ACs:

AC 1.1: Analyse factors that drive innovation.
AC 2.1: Assess leadership approaches that encourage innovation.
AC 3.1: Evaluate the impact of innovation on performance.

Solved Example – AC 2.1:
Leaders who use a coaching style often create safer spaces for staff to share new ideas. In my office, a coaching approach led to staff suggesting an online booking system, which cut admin time by 40%.

🔹 Unit 607: Strategic Risk Management

Learning Outcomes:

Understand risk in strategic contexts.
Know how to manage and monitor risk.
Evaluate risk responses.

Key ACs:

AC 1.1: Analyse different types of risk (financial, reputational, operational).
AC 2.1: Evaluate frameworks for managing risk.
AC 3.1: Assess effectiveness of risk strategies.

Solved Example – AC 2.1:
Using a risk matrix helped us rank risks by likelihood and impact. By addressing high-likelihood, high-impact risks first, the business avoided costly downtime during a system outage.

🔹 Unit 608: Strategic Corporate Responsibility and Sustainability

Learning Outcomes:

Understand corporate responsibility (CR) and sustainability.
Know how to lead responsible and sustainable strategies.
Evaluate impact of CR and sustainability initiatives.

Key ACs:

AC 1.1: Explain the importance of CR and sustainability.
AC 2.1: Evaluate methods to embed CR into strategy.
AC 3.1: Assess long-term outcomes of CR initiatives.

Solved Example – AC 3.1:
A sustainability drive that cut paper use by 70% didn’t just save costs — it improved brand reputation. Customers valued the green approach, boosting retention rates.

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Tips for Writing High-Scoring CMI Level 6 Answers

By the time students reach Level 6, the most common complaint I see online is: “My tutor says I’m still being too descriptive.” Another one is: “I used theories, but my feedback said I didn’t justify my choices.” These are not small issues — they’re the exact things that make or break a Level 6 assignment. Below are practical, simple tips to help you avoid these mistakes and aim for high marks.

1. Pay close attention to command words

Level 6 uses heavier words than earlier levels: critically evaluate, synthesise, justify with evidence. Each one needs a different style.

Critically evaluate → weigh strengths, weaknesses, and impact.
Justify → explain why you chose one option over another, with proof.
Synthesise → connect ideas from different sources into one bigger point.

👉 Example: Instead of just saying “Transformational leadership improves performance,” you should add: “Although transformational leadership builds long-term engagement, it may be too slow during crisis. This is why I recommend a blended approach.”

2. Balance theory with evidence

Don’t fill pages with theory. Mention the model, then show what happened in real life.

Weak: “Porter’s Five Forces explains competition in a market.”

Strong: “Using Porter’s Five Forces, we realised supplier power was too high. By diversifying suppliers, we reduced costs by 12%.”

Assessors love to see this kind of impact-focused example.

3. Use data where possible

At Level 6, evidence matters. Bring in KPIs, survey results, financial reports, or even small workplace numbers.

Example: “After shifting to flexible working, employee turnover dropped from 18% to 11% in six months.”

Even simple stats give your work credibility.

4. Write in a natural tone

Assignments that sound stiff or AI-written are easy to spot. Use plain, natural UK English. Short and long sentences mixed together sound real.

Textbook: “It is vital to implement effective leadership in all organisational contexts.”

Real: “Without good leadership, even the best plan fails — I’ve seen this first-hand.”

The second feels human, and that’s what assessors connect with.

5. Structure each answer clearly

Don’t hand in one long essay. For every AC:

Start with the main point.
Add theory or framework.
Link to your workplace.
End with outcome or judgement.

This simple rhythm works every time.

6. Show judgement, not just description

Describing a model is Level 4 or 5. Level 6 expects you to say which approach is better in context and why. Always end your answer with a conclusion or recommendation.

7. Learn from feedback

If you’re asked to resubmit, don’t panic. Feedback often points to the exact missing part. If it says “more evaluation”, go back and add pros/cons and a clear conclusion.

✅ Final word: At Level 6, quality is about clarity, evidence, and judgement. Keep your writing human, mix in real examples, and always show why your answer matters. That’s how you turn a pass into a distinction.

Why Human-Written, AI-Free Assignments Are Critical at Level 6

By the time you reach CMI Level 6, assignments are no longer just about ticking boxes. They test if you can think and act like a senior manager. That’s why relying on AI for your work is risky. I’ve seen real learners post on Reddit: “I used AI to draft my answers, and my tutor said it felt generic and lacked depth.” Others share that their work was flagged by detection tools. At this level, those mistakes can cost you your grade — and your credibility.

🚫 Problems with AI-written answers at Level 6

Too generic – AI often repeats common phrases. Assessors can spot it straight away.
Shallow analysis – Instead of critically evaluating, AI tends to describe. That’s not enough for Level 6.
No workplace voice – You need examples from your own context. AI can’t know your challenges, your team, or your data.
Risk of detection – Colleges are now stricter. If your work looks AI-generated, it may be flagged, even if you edited it.
Missed criteria – AI doesn’t always follow the latest 2025 CMI assessment outcomes. You risk leaving parts unanswered.

✅ Why human-written answers matter more

Real experience shows – Assessors want to see how you apply theory to practice. Only a human can link PESTLE or Porter’s Five Forces to your workplace.
Natural flow – Humans write with a mix of short and long sentences, sometimes informal, sometimes reflective. That feels authentic.
Critical voice – A human writer can say, “In my department, this worked well short-term but failed in the long run.” That’s judgement. AI avoids this.
Tailored to CMI – Expert writers know the latest learning outcomes, command verbs, and how tutors mark.
Safe and plagiarism-free – Every piece is written fresh, with zero chance of Turnitin or AI flags.

🌍 The bigger picture

CMI Level 6 isn’t about copying theory. It’s about showing you can lead strategically, justify decisions, and prove impact. AI can’t replicate your lived experience or the credibility that comes with it. Human-written, original answers are the only way to build trust with assessors and achieve strong results.

Think of it like this: AI can give you a map, but only a human can drive the car. At Level 6, you need to be the driver.

How We Support Students at Level 6

Many students at Level 6 say the same thing: “I know what I want to write, but I don’t know how to frame it for CMI.” Others admit: “I keep getting told to add more evaluation and evidence, and I’m stuck.” That’s exactly where our support makes the difference. We don’t just provide notes — we give you tailored, human-written guidance that helps you meet every part of the criteria with confidence.

🎯 What We Provide

Unit-specific examples and solved answers – clear, simple explanations for every AC.
Custom-written model solutions – plagiarism-free, Turnitin-safe, and written in natural UK English.
Help for Award, Certificate, and Diploma routes – whether you’re doing one unit or the full course.
Updated for 2025 – aligned with the latest CMI outcomes and command verbs.
Practice-focused writing – every answer blends theory with workplace context, the way assessors expect.

🤝 How We Help You Step by Step

Clarity in structure – showing you exactly how to break long ACs into short, easy-to-read answers.
Adding workplace detail – so your writing never sounds generic or copied.
Drafts and resubmission support – if your tutor asks for changes, we help refine answers quickly.
Stress-free guidance – instead of second-guessing, you get examples that mirror what CMI markers want.
Boosting confidence – with examples, you stop feeling stuck and start writing with direction.

🌟 Why Students Trust Us

All work is 100% human-written – no AI shortcuts, no plagiarism risks.
Writers are CMI-qualified experts with years of management experience.
Content is created in clear, simple UK English – easy for you and your tutor to follow.
Every example is tailored to real CMI assessment criteria, not generic notes.
Students across the UK trust us to support them through Level 6 without stress.

In short, we don’t just write answers — we guide, support, and simplify the process, so you can focus on learning and achieving the results you want.

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Frequently Asked Questions – CMI Level 6

Whenever I check forums like Reddit or Quora, I see the same questions popping up from students struggling with Level 6. Many say things like “I don’t know if I’m writing too much theory or too little” or “My tutor keeps telling me to critically evaluate — what does that even mean?” To save you that confusion, here’s a set of clear answers to 15+ FAQs written in simple UK English.

Q1. What is CMI Level 6 equivalent to?

It’s equal to the final year of an undergraduate degree in the UK. That’s why assignments are longer, deeper, and more critical than Level 5.

Q2. Who should study CMI Level 6?

It’s aimed at senior managers, department heads, and experienced middle managers who want to prove they can think strategically and lead at a higher level.

Q3. Is CMI Level 6 hard?

Yes, it’s challenging — but not impossible. The main difficulty is moving from description to critical evaluation and justification. With examples and workplace evidence, most learners pass.

Q4. How many units are in Level 6?

It depends on your route:

Award – 1 unit.
Certificate – usually 3–4 units.
Diploma – 6 or more units.

Q5. How long does it take to complete?

Award: a few weeks.

Certificate: around 3–4 months.

Diploma: 6–12 months, depending on your pace and work commitments.

Q6. What skills will I gain from Level 6?

You’ll learn how to:

Lead organisational strategy.
Manage change and risk.
Apply leadership theory at a strategic level.
Handle finance, sustainability, and innovation.
Evaluate decisions with evidence.

Q7. Do I need to use management models?

Yes, but briefly. Models like PESTLE, Porter’s Five Forces, Balanced Scorecard, and Stakeholder Analysis are expected. The key is to apply them to your workplace, not copy them from a textbook.

Q8. Do I need workplace examples?

Absolutely. Without examples, your work sounds generic. Even small details like “After adjusting our rota system, absence fell by 9%” can make your answer stronger.

Q9. How should I structure my answers?

Follow a simple pattern:

State your point.
Add a theory or model.
Link to a workplace example.
End with an outcome or judgement.

Q10. Do I need to reference sources?

Yes. Even a few references to laws (like the Equality Act 2010), management books, or company reports can add credibility. Most providers ask for Harvard referencing.

Q11. Are the assignments essays?

Not really. They are structured answers broken down by assessment criteria (ACs). Each AC is marked separately, so keep your writing clear and direct.

Q12. What happens if I fail an assignment?

You’ll usually be asked to resubmit after tutor feedback. Most referrals happen because answers are too descriptive, or parts of the AC were missed.

Q13. Can I progress after Level 6?

Yes. Many students go on to CMI Level 7 Strategic Management and Leadership or even MBA-level study. Employers also see Level 6 as proof you can handle senior responsibilities.

Q14. Do employers value CMI Level 6?

Yes. Employers across the UK recognise it as a high-level management qualification. Many learners say it helped them secure promotions or bigger roles.