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| » | ASSESSMENT TASKS AND WORD COUNT |
Assessment brief 502 features the following assessment tasks. Further detail is provided against each assessment task within the brief.
| Assessment Task | Learning outcomes covered by assessment method | Assessment criteria | Guideline word count | |
| 1 | Write a report entitled: Approaches to developing, managing and leading teams | LO1 Understand approaches to developing, managing and leading teams | 1.1 Evaluate the use of theoretical models for developing, managing and leading teams | Approx. 1750 words |
| 1.2 Discuss practical approaches for effective team management and leadership | ||||
| 1.3 Analyse strategies for managing team leaders | ||||
| 1.4 Develop approaches to respond to the challenges of managing and leading multiple and remote teams | ||||
| 2 | Write a report entitled: Approaches to achieving a balance of skills and experience in a team | LO2 Understand approaches to achieving a balance of skills and experience in teams | 2.1 Evaluate techniques for assessing current and future team capabilities and requirements | Approx. 1250 words |
| 2.2 Analyse a process for recruiting team members | ||||
| 2.3 Assess the factors which impact on the selection of learning and development activities for individuals and teams | ||||
| 2.4 Examine the use of coaching and mentoring models to support team development | ||||
| 3a | Write an account which discusses methods that can be used to monitor and manage individual and team performance. | LO3 Know techniques for leading individuals and teams to achieve success | 3.1 Discuss methods used to monitor and manage individual and team performance
| Approx. 350 words |
| 3b | Write an account which outlines the approaches and techniques that can be used to lead individuals and teams to success. | 3.2 Evaluate good practice for enabling and supporting high performing teams | Approx. 650 words | |
| 3.3 Analyse motivational techniques used to create high performing teams | ||||
| » | TASK 1 |
You are required to write a report entitled ‘The approaches to developing, managing and leading teams’.
To complete the report you are required to:
- Evaluate the use of a minimum of TWO (2) theoretical models for developing, managing and leading teams (AC1.1)
- Discuss practical approaches for effective team management and leadership (AC1.2)
- Analyse strategies for managing team leaders (AC1.3)
- Develop approaches to respond to the challenges of managing and leading multiple and remote teams (AC1.4)
| Guidance for completion of Task 1 |
| ● The report should include sub headings. You may choose to include tables and diagrams (as appropriate) to support your discussion. ● Your discussion should be underpinned with relevant theoretical principles. ● You may use well-chosen examples from an organisation you know well or have researched. ● Please refer to the indicative content for each assessment criteria (AC) outlined in the unit specification. |
| » | APPROACHES TO ACHIEVING A BALANCE OF SKILLS AND EXPERIENCE IN TEAMS |
Organisational success is realised when teams achieve their objectives. This assessment task has been written to enable managers to evidence their understanding of how to evaluate team capabilities, the recruitment processes for achieving a balanced team, and the learning and development activities (including coaching and mentoring) which support team success.
| » | SCENARIO |
| You have been asked to manage a new department responsible for human resources and payroll. This function had previously been outsourced to another organisation. A number of team members have been recruited from within the organisation to fulfil administrative and team leader roles, however, the team is not yet at full capacity. One of your first tasks is to assess the current and future capabilities of the team to identify vacancies for qualified staff. You then need to ensure team members are equipped with the knowledge and skills to work effectively in the department. You have been given approval from the senior management team to recruit team members, as well as a budget for targeted learning and development activities (including coaching and mentoring) to support the team to achieve its goals. |
| » | TASK 2 |
Basing your response on the scenario given above or an organisation you know well or have researched, write a report entitled ‘Approaches to achieving a balance of skills and experience in a team’.
To complete the report you are required to:
- Evaluate techniques that can be used for assessing current and future capabilities and requirements of a team (AC2.1)
- Analyse a process for recruiting team members (AC2.2)
- Assess the factors which will impact on the learning and development activities selected for individuals and teams (AC2.3)
- Examine the use of coaching and mentoring models to support team development (AC2.4)
| Guidance for completion of Task 2 |
| ● The report should include sub headings. You may choose to include tables and diagrams (as appropriate) to support your discussion. ● Your discussion should be underpinned with relevant theoretical principles. ● You are encouraged to consider the use of well-chosen examples from an organisation you know well or have researched. ● Please refer to the indicative content for each assessment criteria (AC) outlined in the unit specification. |
| » | TECHNIQUES FOR LEADING INDIVIDUALS AND TEAMS TO ACHIEVE SUCCESS |
The ability to develop a high performing team is an aspiration that can be achieved if the foundation for monitoring and managing individual and team performance is in place.
This assessment task will enable managers to discuss methods for monitoring and managing team performance and evidence how good practice approaches and motivational techniques can be used to optimise team performance.
| » | TASK 3a |
From the list shown below, write an account discussing THREE (3) methods that can be used for monitoring and managing individual and team performance (AC3.1).
| HR systems and processes | Internal and external quality standards | Audit |
| Customer feedback, opinions and reviews | SMART objectives | Key performance indicators (KPIs) |
| Scorecards (e.g. Balanced Scorecard, Kaplan and Norton, 1992) | Error rates | Output |
| Benchmarks and targets | Service level agreements (SLAs) | Speed of response |
| Structured performance reviews | 180o/360 o feedback | Disciplinary procedures |
| » | TASK 3b |
Using examples, write an account on the approaches and techniques that can be used to lead individuals and teams to success. To complete the account:
- Evaluate good practice approaches which can be used for enabling and supporting high performing teams (AC3.2)
- Analyse motivational techniques that can be used to create high performing teams (AC3.3)
| Guidance for completion of Tasks 3a and b |
| ● The account should include sub headings. You may choose to include tables and diagrams (as appropriate). ● You are encouraged to undertake independent research on theoretical principles/models and organisational frameworks and approaches for leading individuals and teams to success. ● You are encouraged to consider the use of well chosen examples from an organisation you know well or have researched. ● Refer to the indicative content for each assessment criteria (AC) outlined in the unit specification. |
| » | ASSESSMENT GUIDANCE |
| Refer | Pass |
| ● The submission is incomplete ● Tasks are incomplete ● Not all assessment criteria have been met ● No examples are used or the examples given do not match the requirements of the assessment criteria ● Evidence is ● Unclear ● Technically incorrect or inaccurate ● Biased ● Unprofessional language ● Poorly structured and presented ● Ideas are under-developed ● Lacks sufficient detail to show understanding of the topic ● The application of different perspectives, approaches or schools of thought is unclear or inappropriate ● Little or no evaluation of evidence has taken place ● The ability to make judgments and solve complex problems has not been evidenced ● Evidence is not directly attributable to the learner ● External sources of information are not acknowledged ● Work based evidence or artefacts (e.g. planning documents or presentation slides) do not meet the requirements of the assessment criteria and are not current (within 5 years) | ● All tasks have been completed ● All assessment criteria have been met ● Examples given are well chosen and match the requirements of the assessment criteria ● Evidence is ● Well written and presented ● Contains a breadth of examples ● Accurate ● Current (e.g. use of up to date legislation) ● Authentic ● Inclusive ● Coherent ● Credible ● Technically correct ● Evidence shows understanding and application of different perspectives, approaches or schools of thought and the reasoning behind them. ● Evidence shows the learners ability to evaluate evidence and solve problems to achieve set outcomes. ● Evidence used from external sources has been correctly referenced ● Evidence is directly attributable to the learner ● Work based evidence or artefacts (e.g. planning documents or presentation slides) match the requirements of the assessment criteria and are current (within 5 years) |
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