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

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UNIT CMI 502

Assessment Brief: 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 - UNIT CMI 502 Principles of Developing, Managing and Leading Individuals and Teams to Achieve Success

  • 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 Principles of Developing, Managing and Leading Individuals and Teams to Achieve Success 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 1.1 Evaluate the use of theoretical models for developing, managing and leading teams

»

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:

  1. Evaluate the use of a minimum of TWO (2) theoretical models for developing, managing and leading teams (AC1.1)
  2. Discuss practical approaches for effective team management and leadership (AC1.2)
  3. Analyse strategies for managing team leaders (AC1.3)
  4. 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. 1.1 Evaluate the use of theoretical models for developing, managing and leading teams

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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:

  1. Evaluate techniques that can be used for assessing current and future capabilities and requirements of a team (AC2.1)
  2. Analyse a process for recruiting team members (AC2.2)
  3. Assess the factors which will impact on the learning and development activities selected for individuals and teams (AC2.3)
  4. 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. Evaluate the use of a minimum of TWO (2) theoretical models for developing, managing and leading teams

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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

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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:

  1. Evaluate good practice approaches which can be used for enabling and supporting high performing teams (AC3.2)
  2. Analyse motivational techniques that can be used to create high performing teams (AC3.3) 1.1 Evaluate the use of theoretical models for developing, managing and leading teams

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. Principles of Developing, Managing and Leading Individuals and Teams to Achieve Success

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)

UNIT CMI 502


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