1.1 Evaluate the use of theoretical models for developing, managing and leading teams

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CMI Unit 502 Principles of Developing, Managing and Leading Individuals and Teams to Achieve Success

»	KEY INFORMATION FOR LEARNERS

Each task in this assessment brief has been developed to enable you to evidence achievement of the learning outcomes and assessment criteria for CMI 502: Principles of Developing, Managing and Leading Individuals and Teams to Achieve Success. Each of the assessment criteria must gain a pass outcome for you to successfully achieve the unit.

Preparation for the assessment

Before you begin the assessment brief please read the CMI 502 unit specifications thoroughly as only the content related to the achievement of the assessment criteria will be assessed.
Research the topics being assessed. Suggested reading/web resources are provided on the CMI 502 unit specification. Your tutor may signpost you to relevant resources. Additionally, you may access excellent online resources at ManagementDirect https://members.md.cmi.org.uk.Please note that if you have a customised site the link will differ, please contact your Centre for clarification.
If you are enrolled on the Trailblazer Apprenticeship programme you are encouraged to review the Apprenticeship Standard for Operations/Departmental Manager.

Completing the assessment brief

The assessment brief contains a series of tasks which are clearly referenced to the relevant assessment criteria and indicative content.
Refer to the Assessment Guidance Table at the end of the assessment brief which outlines the requirements for a Pass or Refer.
Evidence must be provided in the evidence booklet. Additional work based evidence such as plans or documentation (which has been referred to within the main text) should be included at the end of the booklet marked ‘Work Based Evidence’. Appendices are not a requirement of this assessment brief. If appendices are included these will not be marked or moderated by the CMI.
Work based evidence must be accompanied by a supporting statement in the learner evidence box, to explain the link to the assessment criteria. Work based evidence (where required by the task) must not exceed SIX (6) pages. Files embedded in the booklet must not exceed 10MB.
The evidence booklet must be completed in a professional manner (e.g. applying business conventions for writing formal reports) and by using Microsoft Word, Rich Text Format or another compatible software programme and not in a PDF format.
An appropriate referencing system (such as Harvard Referencing) must be used to ensure the original source(s) of quotations or models can be verified.
Finally, you must sign the Learner Authenticity statement (an electronic signature is accepted).

Learner support

For information regarding policies and procedures for assessment (e.g. special assessment arrangements, learner support, appeals, complaints, certification, confidentiality, plagiarism) you should contact your tutor or Centre manager and refer to the CMI Level 5 in Management and Leadership syllabus

»	INTRODUCING ASSESSMENT BRIEF CMI 502

Assessment brief CMI 502 has been designed to enable learners to evidence their ability to lead individuals and teams to success. The assessment focuses on the theoretical and practical approaches to developing, leading, and managing teams as well as the knowledge and skills required to evaluate team capabilities, analyse recruitment processes, staff selection and learning and development activities.

On successful completion of the assessment the manager will appreciate how individuals and teams can be supported, motivated and inspired to exceed expectations.

»	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

Guideline word count

The written word, however generated and recorded, is still expected to form the majority of assessable work produced by Learners at Level 5. The amount and volume of work for this unit should be broadly comparable to a word count of 3500-4000 words within a margin of +/-10%. The excessive use of word count is not grounds for referral, however the CMI reserve the right to return work to the Centre for editing and resubmission by the Learner.

The following are excluded from inclusion in word count, if used and not required by the assessment brief: an introduction to a job role, organisation or department; index or contents pages; headings and sub headings; diagrams, charts and graphs; reference list or bibliography; reflective statement drawn from undertaking the assignment and how this has impacted on the learner’s work. Please see the CMI Assessment Guidance Policy for further guidance.

»	APPROACHES TO DEVELOPING, MANAGING AND LEADING TEAMS

Understanding approaches to developing, managing and leading teams is an essential management skill. Managers must have a thorough understanding of theoretical models for developing, managing and leading teams to be effective in their role. This needs to be complimented by the ability to practically apply theoretical approaches in the workplace, specifically when managing team leaders and multiple and remote 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

»	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	180^o/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
1.1 Evaluate the use of theoretical models for developing, managing and leading teams
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)

Example Answer - Plagiarised, Do Not Copy

AC 1.1 Evaluate the use of a minimum of TWO (2) theoretical models for developing, managing and leading teams

When developing, managing, and leading teams, several theoretical models provide frameworks to guide team dynamics and effectiveness. Two such models are Bruce Tuckman’s Stages of Group Development and Belbin’s Team Roles theory. Each offers a distinctive approach to understanding team behaviours, leadership styles, and management strategies.

1. Tuckman’s Stages of Group Development

Bruce Tuckman’s model outlines five stages of team development: Forming, Storming, Norming, Performing, and Adjourning. These stages describe how teams evolve over time and the challenges they encounter as they grow.

Forming: This is the initial stage where team members are introduced. Leadership at this point involves creating clear goals and ensuring that everyone understands their roles. A hands-on management style is often required to give direction and foster trust.
Storming: As members become more comfortable, conflicts may arise due to differing opinions or unclear roles. Here, the leader must manage these conflicts effectively through negotiation and mediation, ensuring that disagreements lead to constructive dialogue rather than disruptions.
Norming: In this phase, the team starts to settle into their roles and a clearer structure emerges. Managers and leaders at this stage focus on encouraging collaboration and reinforcing positive behaviours to solidify team cohesion.
Performing: By this stage, the team is operating efficiently and effectively. The leadership role shifts to facilitating continuous improvement and maintaining morale. The team is capable of making decisions independently with minimal supervision.
Adjourning: Teams that form for a specific project eventually disband after completing their objectives. Managing this phase involves ensuring a smooth transition, acknowledging the team’s success, and reflecting on lessons learned for future development.

Tuckman’s model is valuable for managers and leaders as it provides a clear framework for anticipating challenges and addressing them proactively during different stages of team development.

2. Belbin’s Team Roles Theory

Belbin’s Team Roles theory focuses on the behaviours and contributions of individual members within a team. Belbin identified nine roles that are essential for team success, each contributing to different aspects of team performance. These roles include: Plant, Monitor Evaluator, Co-ordinator, Resource Investigator, Implementer, Completer Finisher, Teamworker, Shaper, and Specialist.

Plant: Creative and innovative individuals who generate new ideas. Leaders should manage these individuals by encouraging creativity while ensuring their ideas are practical and align with the team’s goals.
Shaper: These are dynamic team members who push the team forward and challenge complacency. Managing shapers involves harnessing their energy while preventing them from becoming overly aggressive or dominating team discussions.
Teamworker: Focuses on ensuring harmony and collaboration within the team. A leader managing a teamworker should encourage them to mediate conflicts and foster positive relationships, which are crucial during the Storming and Norming stages of team development.
Completer Finisher: Detail-oriented individuals who ensure that the project is completed to the highest standard. Leaders should assign them tasks where precision is essential, ensuring deadlines are met and quality maintained.

Belbin’s model helps leaders and managers understand the strengths and weaknesses of their team members, allowing them to assign roles that best suit individual characteristics. This approach promotes balanced teams, where different personalities complement one another, leading to enhanced performance and job satisfaction.

Continued....

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