Pearson BTEC Level 2 Certificate in Team Leading ... · The Pearson BTEC Level 2 Certificate in Team Leading Principles (QCF) is for learners who work in, or want to work in, a team-leading

Pearson BTEC Level 2 Certificate in Team Leading Principles (QCF)

Specification

Pearson BTEC Specialist qualification First teaching August 2014

Pearson Education Limited is one of the UK’s largest awarding organisations, offering academic and vocational qualifications and testing to schools, colleges, employers and other places of learning, both in the UK and internationally. Qualifications offered include GCSE, AS and A Level, NVQ and our BTEC suite of vocational qualifications, ranging from Entry Level to BTEC Higher National Diplomas. Pearson Education Limited administers BTEC qualifications.

Through initiatives such as onscreen marking and administration, Pearson is leading the way in using technology to modernise educational assessment, and to support teachers and learners.

References to third party material made in this specification are made in good faith. Pearson does not endorse, approve or accept responsibility for the content of materials, which may be subject to change, or any opinions expressed therein. (Material may include textbooks, journals, magazines and other publications and websites.)

All information in this specification is correct at time of publication.

Authorised by Martin Stretton Prepared by Shakti Tiwary

ISBN 978 1 446 91102 0

All the material in this publication is copyright © Pearson Education Limited 2014

Contents

Purpose of this specification 1

1 Introducing Pearson BTEC Specialist qualifications 3

What are Pearson BTEC Specialist qualifications? 3

2 Qualification summary and key information 4

QCF qualification number and qualification title 5

Objective of the qualification 5

Apprenticeships 5

Relationship with previous qualifications 5

Progression opportunities 5

Industry support and recognition 5

Relationship with National Occupational Standards 6

3 Qualification structure 7

Pearson BTEC Level 2 Certificate in Team Leading Principles (QCF) 7

4 Assessment 8

5 Recognising prior learning and achievement 9

Recognition of Prior Learning 9

Credit transfer 9

6 Centre resource requirements 10

7 Centre recognition and approval centre recognition 11

Approvals agreement 11

8 Quality assurance of centres 12

9 Programme delivery 13

10 Access and recruitment 14

11 Access to qualifications for learners with disabilities or specific needs 15

12 Units 16

Unit title 16

Unit reference number 16

QCF level 16

Credit value 16

Guided learning hours 16

Unit aim 16

Essential resources 16

Learning outcomes 16

Assessment criteria 17

Unit amplification 17

Information for tutors 17

Unit 1: Team Leading Responsibilities 18

Unit 2: Communicating Information and Knowledge in the Workplace 28

Unit 3: Managing yourself and providing direction to your team 37

13 Further information and useful publications 47

14 Professional development and training 48

Annexe A 49

Mapping with National Occupational Standards 49

Pearson BTEC Level 2 Certificate qualification in Team Leading Principles (QCF) – Specification –Issue 1 – January 2014 © Pearson Education Limited 2014

1

Purpose of this specification

The purpose of a specification as defined by Ofqual is to set out:

the qualification’s objective

any other qualification that a learner must have completed before taking the qualification

any prior knowledge, skills or understanding that the learner is required to have before taking the qualification

units that a learner must have completed before the qualification will be awarded and any optional routes

any other requirements that a learner must have satisfied before they will be assessed or before the qualification will be awarded

the knowledge, skills and understanding that will be assessed as part of the qualification (giving a clear indication of their coverage and depth)

the method of any assessment and any associated requirements relating to it

the criteria against which the learner’s level of attainment will be measured (such as assessment criteria)

any specimen materials

any specified levels of attainment.


2


3

1 Introducing Pearson BTEC Specialist qualifications

For more than 25 years, Pearson BTECs have earned their reputation as well-established, enduringly effective qualifications. They have a proven track record of improving motivation and achievement. Pearson BTECs also provide progression routes to the next stage of education or to employment.

What are Pearson BTEC Specialist qualifications?

Pearson BTEC Specialist qualifications are qualifications from Entry to Level 3 on the Qualifications and Credit Framework (QCF). They are work-related qualifications and are available in a range of sectors. They give learners the knowledge, understanding and skills they need to prepare for employment. They also provide career development opportunities for those already in work. These qualifications may be full-time or part-time courses in schools or colleges. Training centres and employers may also offer these qualifications.

Some Pearson BTEC Specialist qualifications are knowledge components in Apprenticeship Frameworks, i.e. Technical Certificates.

There are three sizes of Pearson BTEC Specialist qualification in the QCF:

Award (1 to 12 credits)

Certificate (13 to 36 credits)

Diploma (37 credits and above).

Every unit and qualification in the QCF has a credit value.

The credit value of a unit specifies the number of credits that will be awarded to a learner who has achieved the learning outcomes of the unit.

The credit value of a unit is based on:

one credit for every 10 hours of learning time

learning time – defined as the time taken by learners at the level of the unit, on average, to complete the learning outcomes to the standard determined by the assessment criteria.


4

2 Qualification summary and key information

Qualification title Pearson BTEC Level 2 Certificate in Team Leading Principles (QCF)

QCF Qualification Number (QN) 600/9600/7

Qualification framework Qualifications and Credit Framework (QCF)

Regulation start date 06/06/2013

Operational start date 01/08/2014

Approved age ranges 16-18

19+

Credit value 13

Assessment Pearson-devised assessment (onscreen multiple-choice testing)

Guided learning hours 55

Grading information The qualification and units are at pass grade.

Entry requirements No prior knowledge, understanding, skills or qualifications are required before learners register for this qualification. However, centres must follow the Pearson Access and Recruitment Policy (see Section 10 Access and recruitment).


5

QCF qualification number and qualification title

Centres will need to use the QCF Qualification Number (QN) when they seek public funding for their learners. As well as a QN, each unit within a qualification has a QCF unit reference number (URN).

The qualification title, unit titles and QN will appear on each learner’s final certificate. You should tell your learners this when your centre recruits them and registers them with us. There is more information about certification in the Edexcel Information Manual, available on our website: www.edexcel.com

Objective of the qualification

The Pearson BTEC Level 2 Certificate in Team Leading Principles (QCF) is for learners who work in, or want to work in, a team-leading role. It covers the responsibilities associated with leading a team, self-management and providing direction and communicating information and knowledge in the workplace.

It gives learners the opportunity to:

develop essential general knowledge and understanding

develop the personal and interpersonal skills required to be an effective team leader

achieve a nationally recognised Level 2 qualification

develop their personal growth and engagement in learning.

Apprenticeships

Skills CFA approve the Pearson BTEC Level 2 Certificate in Team Leading Principles (QCF) as a knowledge component for the Intermediate Apprenticeship in Management (England).

Relationship with previous qualifications

This qualification is a replacement for the EDI Level 2 Certificate in Team Leading Principles (QCF).

Progression opportunities

Learners who have achieved the Level 2 Certificate in Team Leading Principles can progress to a Level 3 qualification in a related area of study, such as the BTEC Level 3 Certificate in Management (QCF) or the competence based Level 3 NVQ Certificate or Diploma in Management.

Industry support and recognition

This qualification is supported by Skills CFA, the Sector Skills Council for business skills.


6

Relationship with National Occupational Standards

This qualification relates to the National Occupational Standards in Management and Leadership. The mapping document in Annexe A shows the links between the units in this qualification and the National Occupational Standards.


7

3 Qualification structure

Pearson BTEC Level 2 Certificate in Team Leading Principles (QCF)

The learner will need to meet the requirements outlined in the table below before Pearson can award the qualification.

Minimum number of credits that must be achieved 13

Unit Unit reference number

Mandatory units Level Credit Guided learning hours

1 A/602/1295 Team Leading Responsibilities 2 5 20

2 T/602/1294 Communicating Information and Knowledge in the Workplace

2 3 15

3 R/505/0937 Managing yourself and providing direction to your team

2 5 20


8

4 Assessment

The table below gives a summary of the assessment methods used in the qualification.

Units Assessment method

All units Pearson-devised assessment: onscreen multiple-choice testing

Pearson-devised assessment (external assessment)

To pass an externally assessed unit, learners must pass an onscreen multiple-choice test. Pearson sets and marks the test. The test writer will use the Unit amplification section as a guide when writing questions for the external assessments.

Further information, including details of test duration and question types is available on the webpage for this qualification.


9

5 Recognising prior learning and achievement

Recognition of Prior Learning

Recognition of Prior Learning (RPL) is a method of assessment (leading to the award of credit) that considers whether a learner can demonstrate that they can meet the assessment requirements for a unit through knowledge, understanding or skills they already possess and so do not need to develop through a course of learning.

Pearson encourages centres to recognise learners’ previous achievements and experiences in and outside the workplace, as well as in the classroom. RPL provides a route for the recognition of the achievements resulting from continuous learning.

RPL enables recognition of achievement from a range of activities using any valid assessment methodology. If the assessment requirements of a given unit or qualification have been met, the use of RPL is acceptable for accrediting a unit, units or a whole qualification. Evidence of learning must be sufficient, reliable and valid.

Further guidance is available in the policy document Recognition of Prior Learning Policy and Process, which is on our website, www.edexcel.com.

Credit transfer

Credit transfer describes the process of using a credit or credits awarded in the context of a different qualification or awarded by a different awarding organisation towards the achievement requirements of another qualification. All awarding organisations recognise the credits awarded by all other awarding organisations that operate within the QCF.

If learners achieve credits with other awarding organisations, they do not need to retake any assessment for the same units. The centre must keep evidence of credit achievement.


10

6 Centre resource requirements

As part of the approval process, centres must make sure that the resources requirements below are in place before offering the qualification.

Centres must have appropriate physical resources (for example, equipment, IT, learning materials, teaching rooms) to support the delivery and assessment of the qualification.

Staff involved in the assessment process must have relevant expertise and occupational experience.

There must be systems in place to ensure continuing professional development for staff delivering the qualification.

Centres must have appropriate health and safety policies in place relating to the use of equipment by learners.

Centres must deliver the qualifications in accordance with current equality legislation. For further details on Pearson’s commitment to the Equality Act 2010, please see Section 10 Access and recruitment and Section 11 Access to qualifications for learners with disabilities or specific needs. For full details on the Equality Act 2010, please go to the Home Office website, www.gov.uk/government/organisations/home-office


11

7 Centre recognition and approval centre recognition

Centres that have not previously offered Pearson qualifications need to apply for, and be granted, centre recognition as part of the process for approval to offer individual qualifications.

Existing centres will be given ‘automatic approval’ for a new qualification if they are already approved for a qualification that is being replaced by a new qualification and the conditions for automatic approval are met.

Guidance on seeking approval to deliver Pearson BTEC qualifications is available at www.edexcel.com.

Approvals agreement

All centres are required to enter into an approval agreement that is a formal commitment by the head or principal of a centre to meet all the requirements of the specification and any associated codes, conditions or regulations. Pearson will act to protect the integrity of the awarding of qualifications. If centres do not comply with the agreement, this could result in the suspension of certification or withdrawal of approval.


12

8 Quality assurance of centres

Quality assurance is at the heart of vocational qualifications. The centre assesses Pearson BTEC qualifications. The centre will use quality assurance to make sure that their managers, internal verifiers and assessors are standardised and supported. Pearson use quality assurance to check that all centres are working to national standards. It gives us the opportunity to identify and provide support, if needed, to safeguard certification. It also allows us to recognise and support good practice.

For the qualifications in this specification, the Pearson quality assurance model will follow one of the processes listed below.

1 Delivery of the qualification as part of a BTEC apprenticeship (‘single click’ registration):

an annual visit by a Standards Verifier to review centre-wide quality assurance systems and sampling of internal verification and assessor decisions

2 Delivery of the qualification outside the apprenticeship:

an annual visit to the centre by a Centre Quality Reviewer to review centre-wide quality assurance systems

Lead Internal Verifier accreditation. This involves online training and standardisation of Lead Internal Verifiers using our OSCA platform, accessed via Edexcel Online. Please note that not all qualifications will include Lead Internal Verifier accreditation. Where this is the case, we will annually allocate annually a Standards Verifier to conduct postal sampling of internal verification and assessor decisions for the Principal Subject Area.

For further details, go to the UK BTEC Quality Assurance Handbook on our website.


13

9 Programme delivery

Centres are free to offer the qualifications using any mode of delivery (for example full time, part time, evening only, distances learning) that meets their learners’ needs.

Whichever mode of delivery is used, centres must make sure that learners have access to the resources identified in the specification and to the subject specialists delivering the units.

Those planning the programme should aim to enhance the vocational nature of the qualification by:

liaising with employers to make sure a course is relevant to learners’ specific needs

accessing and using non-confidential data and documents from learners’ workplaces

developing up-to-date and relevant teaching materials that make use of scenarios that are relevant to the sector

giving learners the opportunity to apply their learning in practical activities

including sponsoring employers in the delivery of the programme and, where appropriate, in the assessment

making full use of the variety of experience of work and life that learners bring to the programme.

Where a unit is externally assessed, it is essential that learners have covered all of the Unit amplification before they are tested.

Centres must make sure that any legislation taught is up to date.


14

10 Access and recruitment

Pearson’s policy regarding access to our qualifications is that:

they should be available to everyone who is capable of reaching the required standards

they should be free from any barriers that restrict access and progression

there should be equal opportunities for all those wishing to access the qualifications.

Centres are required to recruit learners to Pearson BTEC Specialist qualifications with integrity.

Applicants will need relevant information and advice about the qualification to make sure it meets their needs.

Centres should review the applicant’s prior qualifications and/or experience, considering whether this profile shows that they have the potential to achieve the qualification.

For learners with disabilities and specific needs, this review will need to take account of the support available to the learner during teaching and assessment of the qualification. The review must take account of the information and guidance in Section 11 Access to qualifications for learners with disabilities or specific needs.

Learners may be aged between 14 and 16 and therefore potentially vulnerable. Where learners are required to spend time and be assessed in work settings, it is the centre’s responsibility to ensure that the work environment they go into is safe.


15

11 Access to qualifications for learners with disabilities or specific needs

Equality and fairness are central to our work. Pearson’s Equality Policy requires all learners to have equal opportunity to access our qualifications and assessments. It also requires our qualifications to be awarded in a way that is fair to every learner.

We are committed to making sure that:

learners with a protected characteristic (as defined by the Equality Act 2010) are not, when they are undertaking one of our qualifications, disadvantaged in comparison to learners who do not share that characteristic

all learners achieve the recognition they deserve from undertaking a qualification and that this achievement can be compared fairly to the achievement of their peers.

Learners taking a qualification may be assessed in British sign language or Irish sign language where it is permitted for the purpose of reasonable adjustments.

Further information regarding Access Arrangements can be found in the Joint Council for Qualifications (JCQ) document Access Arrangements, Reasonable adjustment and special consideration for General and Vocational qualifications.

Further details on how to make adjustments for learners with protected characteristics are given in the Supplementary Guidance for Reasonable Adjustment and Special Consideration in Vocational Internally Assessed Units.

The documents are on our website at www.edexcel.com/policies


16

12 Units

Units have the following sections.

Unit title

The unit title is on the QCF and this form of words will appear on the learner’s Notification of Performance (NOP).

Unit reference number

Each unit is assigned a unit reference number that appears with the unit title on the Register of Regulated Qualifications.

QCF level

All units and qualifications within the QCF have a level assigned to them. There are nine levels of achievement, from Entry to Level 8. The QCF Level Descriptors inform the allocation of the level.

Credit value

When a learner achieves a unit, they gain the specified number of credits.

Guided learning hours

Guided learning hours are the times when a tutor, trainer or facilitator is present to give specific guidance towards the learning aim for a programme. This definition covers lectures, tutorials and supervised study in, for example, open learning centres and learning workshops. It also includes assessment by staff where learners are present. It does not include time spent by staff marking assignments or homework where the learner is not present.

Unit aim

This gives a summary of what the unit aims to do.

Essential resources

This section lists any specialist resources needed to deliver the unit. The centre will be asked to make sure that these resources are in place when it seeks approval from Pearson to offer the qualification.

Learning outcomes

The learning outcomes of a unit set out what a learner knows, understands or is able to do as the result of a process of learning.


17

Assessment criteria

Assessment criteria specify the standard required by the learner to achieve each learning outcome.

Unit amplification

This section clarifies what a learner needs to know to achieve a learning outcome.

Information for tutors

This section gives tutors information on delivery and assessment. It contains the following subsections.

Delivery – explains the content’s relationship to the learning outcomes and offers guidance on possible approaches to delivery.

Assessment – gives information about the evidence that learners must produce, together with any additional guidance if appropriate. This section should be read in conjunction with the assessment criteria.

Indicative resource materials – lists resource materials that can be used to support the teaching of the unit, for example books, journals and websites.


18

Unit 1: Team Leading Responsibilities

Unit reference number: A/602/1295

QCF level: 2

Credit value: 5

Guided learning hours: 20

Unit aim

This unit develops learners’ knowledge and understanding of the responsibilities involved in team leading. Learners will develop knowledge of the appropriate behaviour required to lead a team such as building working relationships, communicating and leading effectively, while ensuring that conflicts are identified and resolved.

Essential resources

There are no special resources needed for this unit.

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edia

tion w

ith a

third p

erso

n;

be

obje

ctiv

e an

d

appre

ciat

ing t

he

ben

efits

of

oth

er v

iew

poin

ts;

apolo

gis

ing if

at f

ault a

nd

def

er t

o m

anag

ers

if a

ppro

priat

e.

4

Under

stan

d h

ow

to

man

age

div

ersi

ty

in w

ork

ing

rela

tionsh

ips

4.1

Id

entify

how

to t

ake

acco

unt

of

div

ersi

ty iss

ues

when

dev

elopin

g p

roduct

ive

work

ing r

elat

ionsh

ips

How

to t

ake

acco

unt

of

div

ersi

ty iss

ues

when

dev

elopin

g p

roduct

ive

work

ing

rela

tionsh

ips.

Iden

tify

ing t

eam

div

ersi

ty (

gen

der

, et

hnic

ity,

culture

, la

nguag

e),

dev

elop

pro

duct

ive

work

ing r

elat

ionsh

ips

thro

ugh:

□

shar

ed w

ork

exp

erie

nce

s

□

gre

ater

cre

ativ

ity

and innova

tion.

Pea

rson B

TEC L

evel

2 C

ertifica

te q

ual

ific

atio

n in T

eam

Lea

din

g P

rinci

ple

s (Q

CF)

–

Spec

ific

atio

n –

Issu

e 1 –

Jan

uar

y 2014 ©

Pea

rson E

duca

tion L

imited

2014

22

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

5.1

Id

entify

the

import

ance

of

exch

angin

g info

rmat

ion a

nd

reso

urc

es w

ith c

olle

agues

The

import

ance

of

exch

angin

g info

rmat

ion a

nd r

esourc

es w

ith c

olle

agues

:

□

ensu

res

consi

sten

t ap

pro

ach t

o w

ork

; ke

eps

colle

agues

up t

o d

ate

with

chan

ges

or

dev

elopm

ents

; im

pro

ves

work

ing r

elat

ionsh

ips;

im

pro

ve

pro

duct

ivity/

effici

ency

.

5.2

Id

entify

how

to u

se

feed

bac

k on y

our

ow

n

per

form

ance

fro

m

colle

agues

How

to u

se f

eedbac

k on y

our

ow

n p

erfo

rman

ce:

□

set

asid

e tim

e fo

r co

nst

ruct

ive

feed

bac

k; lis

ten,

ask

for

furt

her

in

form

atio

n w

her

e re

leva

nt

and b

e open

to f

eedbac

k; a

sk m

ore

than

one

per

son f

or

impar

tial

vie

wpoin

ts;

keep

a r

ecord

; ac

t on a

dvi

ce;

enco

ura

ge

team

fee

dbac

k in

for

mal

and info

rmal

set

tings.

5

Under

stan

d t

he

import

ance

of

info

rmat

ion

exch

ange

and

feed

bac

k

5.3

D

escr

ibe

how

to p

rovi

de

use

ful fe

edbac

k to

co

lleag

ues

How

to p

rovi

de

use

ful fe

edbac

k to

colle

agues

:

□

suitab

le e

nvi

ronm

ent

(tim

e, loca

tion,

no d

istr

actions)

□

calm

, pro

fess

ional

, obje

ctiv

e, e

nco

ura

ge

dis

cuss

ion b

ut

reta

in c

ontr

ol

□

feed

bac

k sa

ndw

ich (

star

t an

d e

nd o

n a

posi

tive

note

); r

elat

e to

per

sonal

an

d o

rgan

isat

ional

obje

ctiv

es;

chec

king t

hat

colle

agues

under

stan

d t

he

feed

bac

k

□

offer

advi

ce a

nd s

upport

for

impro

vem

ents

.

Pea

rson B

TEC L

evel

2 C

ertifica

te q

ual

ific

atio

n in T

eam

Lea

din

g P

rinci

ple

s (Q

CF)

–

Spec

ific

atio

n –

Issu

e 1 –

Jan

uar

y 2014 ©

Pea

rson E

duca

tion L

imited

2014

23

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

6.1

Id

entify

diffe

rent

styl

es o

f le

ader

ship

D

iffe

rent

styl

es o

f le

ader

ship

:

□

auto

crat

ic –

dec

isio

n m

akin

g is

the

sole

pre

rogat

ive

of

the

lead

er

□

lais

sez-

faire

– s

ubord

inat

es a

re g

iven

abso

lute

fre

edom

by

the

lead

er t

o

det

erm

ine

thei

r ow

n g

oal

s an

d w

ays

of

reac

hin

g t

hem

□

par

tici

pat

ive

– lea

der

utilis

es s

ubord

inat

e’s

skill

s, k

now

ledge

and

input,

bef

ore

mak

ing a

dec

isio

n

□

tran

sact

ional

– lea

der

pro

vides

rew

ards

or

punis

hm

ent

to t

eam

m

ember

s bas

ed o

n p

erfo

rman

ce r

esults

□

tran

sform

atio

nal

– lea

der

motiva

tes

emplo

yees

and e

nhan

ces

pro

duct

ivity

and e

ffic

iency

thro

ugh c

om

munic

atio

n a

nd h

igh v

isib

ility

.

6.2

Id

entify

way

s to

motiva

te,

support

and e

nco

ura

ge

team

m

ember

s

Way

s to

motiva

te,

support

and e

nco

ura

ge

team

mem

ber

s:

□

motiva

te –

public

pra

ise

and r

ecognitio

n;

trai

nin

g;

team

‘aw

ayday

s’;

cele

bra

te t

eam

succ

ess

□

support

– m

anag

e per

form

ance

, cl

ear

goal

s an

d lea

der

ship

□

enco

ura

ge

– p

osi

tive

fee

dbac

k, e

nco

ura

ge

team

fee

dbac

k, s

har

e kn

ow

ledge

and info

rmat

ion

6.3

D

escr

ibe

how

to r

ecognis

e te

am a

chie

vem

ent

How

to r

ecognis

e te

am a

chie

vem

ent:

□

be

spec

ific

when

giv

ing p

rais

e; c

omm

unic

ate

pra

ise

in a

n a

ppro

priat

e m

anner

(w

riting,

verb

ally

, em

ail)

; pra

ise

the

team

and info

rm o

ther

s of

thei

r su

cces

s (c

ust

om

ers,

oth

er t

eam

lea

der

s, s

enio

r m

anag

emen

t, a

nd

rele

vant

colle

agues

); r

ewar

d s

ucc

ess

(pro

motion,

finan

cial

, ce

lebra

tory

ev

ent,

men

tion t

eam

mem

ber

s in

rep

ort

s).

6

Under

stan

d

lead

ersh

ip s

tyle

s an

d w

ays

of

motiva

ting,

support

ing a

nd

enco

ura

gin

g t

eam

s

6.4

Exp

lain

why

it is

import

ant

to e

nco

ura

ge

oth

ers

to t

ake

the

lead

Why

it is

import

ant

to e

nco

ura

ge

oth

ers

to t

ake

the

lead

:

□

impro

ves

self-e

stee

m o

f oth

ers;

enco

ura

ges

colle

agues

to g

row

and

dev

elop p

rofe

ssio

nal

ly;

reduce

s m

icro

man

agem

ent;

im

pro

ves

tech

niq

ues

as

you lea

rn f

rom

oth

ers.

Pea

rson B

TEC L

evel

2 C

ertifica

te q

ual

ific

atio

n in T

eam

Lea

din

g P

rinci

ple

s (Q

CF)

–

Spec

ific

atio

n –

Issu

e 1 –

Jan

uar

y 2014 ©

Pea

rson E

duca

tion L

imited

2014

24

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

6.5

Exp

lain

what

the

ben

efits

are

of

reco

gnis

ing c

reat

ivity

and innova

tion w

ithin

a

team

Ben

efits

of

reco

gnis

ing c

reat

ivity

and innova

tion w

ithin

a t

eam

:

□

impro

ve m

otiva

tion;

pro

duct

ivity;

enco

ura

ge

dyn

amic

thin

king;

can

gen

erat

e new

eff

icie

nt

model

s of

work

ing.

7.1

Id

entify

the

types

of

conflic

t th

at m

ay a

rise

within

a t

eam

Typ

es o

f co

nflic

t th

at m

ay a

rise

within

a t

eam

:

□

rela

tionsh

ips

(mis

com

munic

atio

n)

□

conflic

t of

inte

rest

s or

dis

agre

emen

ts (

tim

e or

money

, diffe

rent

view

of

priorities

)

□

conflic

ting v

alues

of

what

is

right

or

wro

ng (

culture

, re

ligio

n,

polit

ics,

w

ork

eth

ics)

□

lead

ersh

ip a

nd m

anag

eria

l st

yles

(fa

irnes

s of

allo

cating w

ork

to s

taff

, re

sourc

es,

budget

s, d

eadlin

es)

□

per

sonal

ity

clas

h

□

styl

e of

com

ple

ting t

asks

or

goal

s m

ay lea

d t

o c

onflic

t (t

ask

orien

ted o

r cr

eative

, la

id b

ack

or

focu

sed)

□

ethic

al c

onflic

t w

ith c

olle

ague.

7

Under

stan

d h

ow

to

man

age

conflic

t w

hen

lea

din

g a

te

am

7.2

Exp

lain

how

to m

anag

e poss

ible

conflic

t w

ithin

a

team

How

to m

anag

e poss

ible

conflic

t w

ithin

a t

eam

:

□

pre

venta

tive

str

ateg

ies

(cle

ar lin

es o

f co

mm

unic

atio

n,

work

allo

cate

d

fairly

, re

-allo

cate

d a

s re

quired

)

□

stro

ng lea

der

ship

to d

eter

conflic

t (i

nte

rper

sonal

, co

mm

unic

atio

n a

nd

neg

otiat

ion s

kills

to m

anag

e th

e te

am a

nd d

eal w

ith c

onflic

t)

□

neg

otiat

e to

rea

ch a

com

pro

mis

e; follo

w inte

rnal

pro

cedure

s fo

r griev

ance

s or

dis

ciplin

ary.

Pea

rson B

TEC L

evel

2 C

ertifica

te q

ual

ific

atio

n in T

eam

Lea

din

g P

rinci

ple

s (Q

CF)

–

Spec

ific

atio

n –

Issu

e 1 –

Jan

uar

y 2014 ©

Pea

rson E

duca

tion L

imited

2014

25

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

8.1

Id

entify

typ

es o

f w

ork

-re

late

d d

ifficu

ltie

s an

d

conflic

ts o

f in

tere

st

Typ

es o

f w

ork

-rel

ated

difficu

ltie

s an

d c

onflic

ts o

f in

tere

st:

□

work

-rel

ated

difficu

ltie

s – w

ork

pla

ce b

ully

ing;

work

-rel

ated

str

ess

□

conflic

ts o

f in

tere

st –

work

-fam

ily c

onflic

ts (

ove

rwork

ed);

work

-em

plo

yee

conflic

ts (

per

form

ance

, beh

avio

ur,

conduct

); e

mplo

yee-

emplo

yee

conflic

ts (

per

sonal

diffe

rence

s hav

ing a

n e

ffec

t on o

ther

s in

th

e w

ork

pla

ce).

8

Under

stan

d h

ow

to

iden

tify

work

-re

late

d d

ifficu

ltie

s an

d h

ow

to f

ind

pote

ntial

solu

tions

8.2

Exp

lain

how

to r

esolv

e id

entified

and p

ote

ntial

w

ork

-rel

ated

difficu

ltie

s

How

to r

esolv

e id

entified

and p

ote

ntial

work

-rel

ated

difficu

ltie

s:

□

work

pla

ce b

ully

ing –

ref

er t

o e

mplo

yee

code

of

conduct

polic

y or

emplo

yee

han

dbook;

consu

lt w

ith s

enio

r st

aff

or

HR;

consu

lt w

ith

exte

rnal

pro

fess

ional

body,

med

iation,

iden

tify

solu

tions,

tak

e ac

tion

early

□

work

-rel

ated

str

ess

– r

e-as

sign w

ork

; flex

ible

work

ing;

def

ine

obje

ctiv

es

clea

rly;

med

iation;

iden

tify

solu

tions;

tak

e ac

tion e

arly

; co

nsu

lt w

ith

senio

r st

aff.


26


Delivery

This unit should be delivered so that it supports the vocational nature of the qualification. It should give a balance of practical skill development and knowledge requirements, some of which can be theoretical in nature. Learners should develop their knowledge and understanding of working relationships, communicating effectively and sharing of information and feedback with colleagues. Learners will understand how to manage conflict and diversity in working relationships, overcoming work related difficulties, and how leadership styles can motivate, support and encourage teams.

Appropriate links should be made between theory and practical application. Learners should be encouraged to engage with employers, and, where possible, with other employees, to gain knowledge and understanding from their experiences. Perspectives on team leading gained through engaging with employers and employees, rather than through a purely theoretical context, are key. Engagement can be made through visits, through other time spent with employers and, where possible, through guest speakers.

Assessment

This unit is assessed through onscreen multiple-choice testing. The test uses the individual assessment criteria and the associated Unit amplification.

Suggested resource

Textbooks

Acland A – Perfect People Skills (Random House Business Books, 2003) ISBN 9781844131518

Adair J – The Inspirational Leader (Kogan Page 2003) ISBN 9780749440466

Boynton A and Fischer B – Virtuoso Teams (Financial Times/Prentice Hall 2008) ISBN 9780273721833

Clutterbuck D – Coaching the Team at Work (Nicholas Brealey Publishing 2007) ISBN 9781904838081

HR Service Centre – IDS Studies Personnel Policy and Practice (Incomes Data Services Ltd 2003) ISBN 9781903829431

Kehoe D – Management in Action: Developing High Performance Teams (McGraw-Hill 2008) ISBN 9780070137905

Leigh A and Maynard M – Leading Your Team (Nicholas Brealey Publishing 2002) ISBN 9781857883046


27

Websites

http://en.wikibooks.org/wiki/ Managing groups and teams – useful Managing_Groups_and_Teams articles and links on leading teams

www.acas.org.uk Government-funded agency that provides advice on industrial relations and employment issues, a health and employment advisory booklet is available

www.belbin.com Belbin’s team roles theory

www.businesslink.gov.uk A useful guide to managing teams aimed at owners and directors

www.cipd.uk Chartered Institute of Personnel and Development

www.managers.org.uk Chartered Management Institute – has a searchable database which members can use to access journal articles and other publications

www.peterhoney.com Offers a range of questionnaires and trainer packs

www.reviewing.co.uk/toolkit/ Gives reviews and links with teamwork teamsand-teamwork.htm websites

www.teamtechnology.co.uk/tt/ Articles on team building h-articl/tb-basic.htm


28

Unit 2: Communicating Information and Knowledge in the Workplace

Unit reference number: T/602/1294

QCF level: 2

Credit value: 3


Unit aim

This unit develops knowledge and understanding of communicating information and knowledge in the workplace. Learners will learn how to identify relevant information and apply the appropriate technique to communicate with colleagues, as well as ensuring that goals and team performance towards them are measured.

Essential resources


Pea

rson B

TEC L

evel

2 C

ertifica

te q

ual

ific

atio

n in T

eam

Lea

din

g P

rinci

ple

s (Q

CF)

–

Spec

ific

atio

n –

Issu

e 1 –

Jan

uar

y 2014 ©

Pea

rson E

duca

tion L

imited

2014

29

Learn

ing

ou

tco

mes,

ass

ess

men

t cr

iteri

a a

nd

un

it a

mp

lifi

cati

on

To p

ass

this

unit,

the

lear

ner

nee

ds

to d

emonst

rate

that

they

can

mee

t al

l th

e le

arnin

g o

utc

om

es f

or

the

unit.

The

asse

ssm

ent

criter

ia

det

erm

ine

the

stan

dar

d r

equired

to a

chie

ve t

he

unit.

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

1.1

Id

entify

the

types

of

info

rmat

ion a

nd k

now

ledge

that

nee

d t

o b

e co

mm

unic

ated

Typ

es o

f in

form

atio

n a

nd k

now

ledge

that

nee

d t

o b

e co

mm

unic

ated

:

□

new

/am

ended

work

obje

ctiv

es,

new

/am

ended

tea

m o

bje

ctiv

es;

re-

assi

gnin

g w

ork

; ch

anges

to p

olic

ies

and p

roce

dure

s; c

han

ges

to lin

es o

f co

mm

unic

atio

n;

chan

ges

to a

uth

ority

/appro

val pro

cedure

s; c

han

ges

in

oth

er a

reas

of

the

busi

nes

s th

at im

pac

t upon t

he

team

; updat

es f

or

stak

ehold

ers;

chan

ges

to o

rgan

isat

ion s

truct

ure

, m

issi

on s

tate

men

t,

core

busi

nes

s.

1

Under

stan

d h

ow

to

iden

tify

in

form

atio

n

required

and its

re

liabili

ty f

or

com

munic

atio

n

1.2

Id

entify

the

targ

et a

udie

nce

s th

at r

equire

info

rmat

ion a

nd

know

ledge

The

targ

et a

udie

nce

s th

at r

equire

info

rmat

ion a

nd k

now

ledge:

□

inte

rnal

– (

man

ager

s, p

eers

, m

ember

s of

ow

n a

nd o

ther

tea

ms,

tea

m

lead

ers)

□

exte

rnal

– (

clie

nts

, cu

stom

ers

and r

egula

tory

bodie

s).

2

Under

stan

d

com

munic

atio

n

tech

niq

ues

and

how

to

com

munic

ate

effe

ctiv

ely

with

colle

agues

2.1

Id

entify

diffe

rent

types

of

com

munic

atio

n t

echniq

ues

D

iffe

rent

types

of

com

munic

atio

n t

echniq

ues

:

□

Form

al (

set

form

at);

info

rmal

(fr

ee)

□

Vis

ual

– u

se o

f im

ages

, vi

deo

s, s

igns,

sym

bols

, ic

ons

□

Writt

en –

use

of

lett

ers,

em

ails

, re

port

s, m

emos

□

Ver

bal

– u

se o

f w

ord

s, lan

guag

e an

d s

pee

ch

□

Non-v

erbal

– u

se o

f body

post

ure

, sy

mbols

, si

gns,

fac

ial ex

pre

ssio

ns

and g

estu

res

Pea

rson B

TEC L

evel

2 C

ertifica

te q

ual

ific

atio

n in T

eam

Lea

din

g P

rinci

ple

s (Q

CF)

–

Spec

ific

atio

n –

Issu

e 1 –

Jan

uar

y 2014 ©

Pea

rson E

duca

tion L

imited

2014

30

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

2.2

Id

entify

the

princi

ple

s of

effe

ctiv

e co

mm

unic

atio

n

Prin

ciple

s of

effe

ctiv

e co

mm

unic

atio

n:

□

AID

A:

Att

ention-I

nte

rest

-Des

ire-

Act

ion

□

Prep

are

for

what

nee

ds

to b

e co

mm

unic

ated

and t

he

met

hod o

f del

iver

y

□

List

en t

o f

eedbac

k or

ques

tions

of

oth

ers

□

Under

stan

d t

he

info

rmat

ion t

hat

nee

ds

com

munic

atin

g

□

Spea

k cl

early,

ack

now

ledge

the

input

of

oth

ers

□

Ask

ques

tions

to c

hec

k under

stan

din

g

□

Dev

elop t

he

com

munic

atio

n,

set

and f

ollo

w t

hro

ugh o

n a

gre

ed a

ctio

ns

2.3

Id

entify

how

to

com

munic

ate

effe

ctiv

ely

with c

olle

agues

How

to c

om

munic

ate

effe

ctiv

ely

with c

olle

agues

:

□

appro

priat

e co

mm

unic

atio

n m

ethod (

phone,

em

ail, let

ter,

tex

t, m

eeting)

□

appro

priat

e co

mple

xity

of

languag

e – c

lear

and c

onci

se;

polit

e but

asse

rtiv

e; a

sk q

ues

tions;

volu

nte

er info

rmat

ion a

nd n

egotiat

e as

re

quired

□

appro

priat

e body

languag

e th

at c

orre

late

s w

ith v

erbal

com

munic

atio

n;

obse

rvin

g r

esponse

s of

colle

agues

; av

oid

ing inte

rruptions;

em

phas

isin

g

key

poin

ts;

chec

king t

o e

nsu

re t

hat

com

munic

ated

mes

sage

has

bee

n

under

stood.

2.4

D

escr

ibe

how

to m

ake

sure

th

at t

he

team

has

rec

eive

d

and u

nder

stood t

he

info

rmat

ion b

eing

com

munic

ated

How

to e

nsu

re t

hat

the

team

has

rec

eive

d a

nd u

nder

stood t

he

info

rmat

ion

bei

ng c

om

munic

ated

:

□

seek

confirm

atio

n o

r fe

edbac

k fr

om

tea

m m

ember

s; h

old

reg

ula

r te

am

appra

isal

mee

tings;

ask

follo

w-u

p q

ues

tions;

sum

mar

ise

action p

oin

ts

afte

r dis

cuss

ions.

Pea

rson B

TEC L

evel

2 C

ertifica

te q

ual

ific

atio

n in T

eam

Lea

din

g P

rinci

ple

s (Q

CF)

–

Spec

ific

atio

n –

Issu

e 1 –

Jan

uar

y 2014 ©

Pea

rson E

duca

tion L

imited

2014

31

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

3.1

Id

entify

how

to a

dap

t co

mm

unic

atio

n t

echniq

ues

w

ith t

eam

mem

ber

s

How

to a

dap

t co

mm

unic

atio

n t

echniq

ues

with t

eam

mem

ber

s:

□

consi

der

tea

m m

ember

s’ n

eeds

– p

hys

ical

(im

pai

red h

earing o

r si

ght

and m

oto

r sk

ills)

; per

sonal

(en

tering p

erso

nal

spac

e, intr

ove

rt a

nd

extr

ove

rt p

erso

nal

itie

s);

cultura

l diffe

rence

s (b

ody

languag

e, g

reet

ing,

use

of

word

s)

□

rela

x, s

mile

and s

pea

k cl

early

with a

ppro

priat

e use

of

hum

our,

ges

turing

to e

mphas

ise

whic

h p

oin

ts a

re im

port

ant.

3.2

Id

entify

diffe

rent

types

of

verb

al a

nd n

on-v

erbal

co

mm

unic

atio

n

Typ

es o

f ve

rbal

and n

on-v

erbal

com

munic

atio

n:

□

verb

al –

one-

to-o

ne;

mee

tings;

gro

up d

iscu

ssio

ns;

tel

ephone;

vi

deo

confe

renci

ng;

info

rmal

dis

cuss

ions

at w

ork

stat

ions

□

non-v

erbal

– e

mai

l; w

ritt

en r

eport

s; let

ters

; post

ers;

inst

ruct

ions

or

polic

ies

and p

roce

dure

s; b

ody

languag

e.

3

Under

stan

d h

ow

to

adap

t co

mm

unic

atio

n

tech

niq

ues

and

met

hods

with

team

s

3.3

D

escr

ibe

how

to m

odify

com

munic

atio

n m

ethods

in

resp

onse

to v

erbal

and n

on-

verb

al f

eedbac

k

How

to m

odify

com

munic

atio

n m

ethods

in r

esponse

to f

eedbac

k:

□

verb

al –

tone

of

voic

e (c

onve

ys a

ttitude,

aggre

ssiv

e, c

ritica

l, n

ervo

us,

fr

iendly

, en

thusi

astic,

per

suas

ive)

; vo

cally

pro

duce

d n

ois

es (

laughte

r,

cough);

into

nat

ion/p

itch

(ca

n d

istinguis

h b

etw

een q

ues

tion o

r st

atem

ent)

.

□

non-v

erbal

– b

ody

post

ure

(as

sert

ive

or

rela

xed a

nd o

pen

or

close

d

body

posi

tion);

body

ges

ture

(m

ove

men

ts t

hat

can

em

phas

ise

or

bac

k up t

he

spea

kers

att

itude

or

inte

ntion);

fac

ial ex

pre

ssio

ns

and e

ye

move

men

t (c

om

munic

ates

spea

kers

att

itude,

em

otions

and inte

ntions)

.

Pea

rson B

TEC L

evel

2 C

ertifica

te q

ual

ific

atio

n in T

eam

Lea

din

g P

rinci

ple

s (Q

CF)

–

Spec

ific

atio

n –

Issu

e 1 –

Jan

uar

y 2014 ©

Pea

rson E

duca

tion L

imited

2014

32

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

4.1

Exp

lain

how

to d

evel

op a

pla

n o

f w

ork

for

a te

am

How

to d

evel

op a

pla

n o

f w

ork

for

a te

am:

□

iden

tify

the

purp

ose

of

the

pla

n;

det

erm

ine

spec

ific

goal

s; d

eleg

ate

task

s to

tea

m m

ember

s in

acc

ord

ance

with indiv

idual

str

ength

s an

d

wea

knes

ses;

iden

tify

pote

ntial

const

rain

ts o

r ch

alle

nges

.

4.2

Id

entify

how

pla

ns

of

work

nee

d t

o b

e ag

reed

with a

te

am

To a

gre

e pla

ns

of

work

with a

tea

m:

□

iden

tify

the

purp

ose

for

a w

ork

pla

n

□

det

erm

ine

goal

s an

d o

bje

ctiv

es

□

list

reso

urc

es a

nd iden

tify

const

rain

ts

□

iden

tify

act

ions,

del

egat

e ac

counta

bili

ty/o

wner

ship

.

4.3

Exp

lain

why

it is

import

ant

to a

lloca

te w

ork

to t

eam

m

ember

s giv

ing S

MART

targ

ets

Why

it is

import

ant

to a

lloca

te w

ork

to t

eam

mem

ber

s giv

ing S

MART

targ

ets:

□

spec

ific

tar

get

s giv

es c

larity

and d

irec

tion

□

mea

suring a

chie

vem

ent

monitors

pro

gre

ss

□

achie

vable

tar

get

s pro

mote

motiva

tion

□

show

ing r

elev

ance

tow

ards

org

anis

atio

n’s

obje

ctiv

es g

ives

vis

ion

□

tim

esca

les

giv

e se

nse

of

focu

s an

d d

eter

min

e priority

.

4

Under

stan

d h

ow

to

pla

n a

nd a

lloca

te

work

for

a te

am

4.4

D

escr

ibe

why

it is

import

ant

to a

gre

e st

andar

ds

of

work

W

hy

it is

import

ant

to a

gre

e st

andar

ds

of

work

:

□

consi

sten

cy a

cross

the

team

and o

utp

ut

of

sam

e qual

ity;

tea

m is

not

wea

kened

due

to t

eam

or

indiv

idual

mem

ber

s/co

nfu

sion o

ver

requirem

ents

.

Pea

rson B

TEC L

evel

2 C

ertifica

te q

ual

ific

atio

n in T

eam

Lea

din

g P

rinci

ple

s (Q

CF)

–

Spec

ific

atio

n –

Issu

e 1 –

Jan

uar

y 2014 ©

Pea

rson E

duca

tion L

imited

2014

33

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

5

Under

stan

d h

ow

to

lead

tea

m

mem

ber

s to

ac

hie

ve t

eam

obje

ctiv

es

5.1

Exp

lain

why

it is

import

ant

to s

upport

tea

m m

ember

s in

ord

er t

o a

chie

ve t

eam

obje

ctiv

es

Why

it is

import

ant

to s

upport

tea

m m

ember

s to

ach

ieve

tea

m o

bje

ctiv

es:

□

team

mora

le,

cohes

iven

ess

and p

roduct

ivity;

iden

tify

and im

ple

men

t in

div

idual

tra

inin

g r

equirem

ents

; re

-del

egat

e ta

sks

acco

rdin

g t

o

per

form

ance

; co

ver

team

mem

ber

s w

hen

res

ourc

es a

re lac

king (

abse

nt

team

mem

ber

s, u

nex

pec

ted w

ork

load

).

6.1

D

escr

ibe

why

it is

import

ant

to m

onitor

and e

valu

ate

team

mem

ber

s’ p

erfo

rman

ce

Why

it is

import

ant

to m

onitor

and e

valu

ate

team

mem

ber

per

form

ance

:

□

monitor

– iden

tifies

if

obje

ctiv

es a

re m

et,

pro

active

ris

k aw

aren

ess

(ear

ly w

arnin

g o

f under

/ove

r per

form

ance

and iden

tify

ing a

ny

trai

nin

g

nee

ds)

□

eval

uat

e – r

edef

ine

goal

s an

d t

rain

ing n

eeds,

appro

priat

ely.

6.2

Exp

lain

how

to a

sses

s te

am

mem

ber

s’ w

ork

agai

nst

ag

reed

sta

ndar

ds

and

obje

ctiv

es

How

to a

sses

s te

am m

ember

s w

ork

agai

nst

agre

ed s

tandar

ds:

□

asse

ss t

he

pro

duct

ivity/

per

form

ance

of

each

tea

m m

ember

; m

easu

re

aspec

ts (

qual

ity,

budget

, tim

elin

e) a

gai

nst

indiv

idual

work

pla

ns;

obse

rve

indiv

idual

s co

ntr

ibution w

ithin

the

team

; m

onitor

how

in

div

idual

s re

late

to t

he

rest

of

the

team

and h

ow

thei

r w

ork

influen

ces

oth

ers.

6

Under

stan

d h

ow

to

monitor

and

eval

uat

e th

e per

form

ance

of

team

mem

ber

s

6.3

D

escr

ibe

how

to r

ecognis

e th

e ac

hie

vem

ents

of

team

m

ember

s

How

to r

ecognis

e te

am m

ember

ach

ieve

men

t:

□

pra

ise

spec

ific

are

as r

ather

than

gen

eral

com

men

ts (

writing,

verb

ally

, em

ail)

; pas

sing o

n t

eam

succ

esse

s to

cust

om

ers/

rele

vant

colle

agues

; is

suin

g b

onuse

s/pro

motions;

org

anis

ing c

eleb

rato

ry e

vents

; m

ention

team

mem

ber

s in

rep

ort

s to

sen

ior

man

ager

s.

Pea

rson B

TEC L

evel

2 C

ertifica

te q

ual

ific

atio

n in T

eam

Lea

din

g P

rinci

ple

s (Q

CF)

–

Spec

ific

atio

n –

Issu

e 1 –

Jan

uar

y 2014 ©

Pea

rson E

duca

tion L

imited

2014

34

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

7.1

Id

entify

the

types

of

conflic

t th

at m

ay a

rise

within

a t

eam

Typ

es o

f co

nflic

t th

at m

ay a

rise

within

a t

eam

:

□

rela

tionsh

ips

(mis

com

munic

atio

n)

□

conflic

t of

inte

rest

or

dis

agre

emen

ts (

tim

e or

money

, diffe

rent

view

of

priorities

)

□

conflic

ting v

alues

of

what

is

right

or

wro

ng (

culture

, re

ligio

n,

polit

ics,

w

ork

eth

ics)

□

lead

ersh

ip a

nd m

anag

eria

l st

yles

(fa

irnes

s of

allo

cating w

ork

to s

taff

, re

sourc

es,

budget

s, d

eadlin

es)

□

per

sonal

ity

clas

h/d

iffe

rence

s

□

styl

e of

com

ple

ting t

asks

or

goal

s m

ay lea

d t

o c

onflic

t (t

ask

orien

ted o

r cr

eative

, la

id b

ack

or

focu

sed)

□

ethic

al c

onflic

t w

ith c

olle

ague.

7

Under

stan

d h

ow

to

man

age

conflic

t w

hen

lea

din

g a

te

am

7.2

Exp

lain

how

to m

anag

e poss

ible

conflic

t w

ithin

a

team

How

to m

anag

e poss

ible

conflic

t w

ithin

a t

eam

:

□

pre

venta

tive

str

ateg

ies

(cle

ar lin

es o

f co

mm

unic

atio

n,

work

allo

cate

d

fairly

, re

-allo

cate

d a

s re

quired

)

□

stro

ng lea

der

ship

to d

eter

conflic

t (i

nte

rper

sonal

, co

mm

unic

atio

n a

nd

neg

otiat

ion s

kills

to m

anag

e th

e te

am a

nd d

eal w

ith c

onflic

t)

□

neg

otiat

e to

rea

ch a

com

pro

mis

e; follo

w inte

rnal

pro

cedure

s fo

r griev

ance

s or

dis

ciplin

ary.


35


Delivery

This unit should be delivered so that it supports the vocational nature of the qualification. It should give a balance of practical skill development and knowledge requirements, some of which can be theoretical in nature. Learners are to develop their knowledge and understanding of how to identify the reliable and relevant information that requires communicating. Learners will need to know about the different methods of communicating effectively and how these methods can be adapted to meet the needs of colleagues. Learners should understand how to plan, allocate, manage and lead the team to achieve objectives. They will also learn how to monitor and evaluate team member performance and how to manage conflict when leading a team.

Appropriate links should be made between theory and practical application. Learners should be encouraged to engage with employers and, where possible, with other employees, to gain knowledge and understanding from their experiences. Perspectives on team leading gained through engaging with employers and employees, rather than through a purely theoretical context, are key. Engagement can be made through visits and other time spent with employers and, where possible, through guest speakers.

Assessment

This unit is assessed through onscreen multiple choice testing. The test uses the individual assessment criteria and the associated Unit amplification.

Suggested resource

Textbooks

John Adair – Effective Communication (Revised Edition): The most important management skill of all (Pan 2009) ISBN-13: 978-0330504263

John Adair – Effective Leadership (new revised edition): How to be a successful leader (Pan 2009) ISBN-13: 978-0330504195

Robert Bolton – People Skills: How to Assert Yourself, Listen to Others and Resolve Conflicts (Simon & Schuster 1986) ISBN-13: 978-0671622480

Collison C and Parcell G – Learning to Fly: Practical Knowledge Management from Leading and Learning Organizations (Capstone 2004) ISBN-13: 9781841125091


36

Websites

http://en.wikibooks.org/wiki/ Managing groups and teams – useful Managing_Groups_and_Teams articles and links on leading teams

http://www.acas.org.uk/index.aspx? Includes a handbook on managing articleid=1218 conflict

www.belbin.com Belbin’s team roles theory

www.managers.org.uk Chartered Management Institute – has a searchable database that members can use to access journal articles and other publications

http://www.tutor2u.net/business/gcse/ Academic resource, providing notes people_communication_barriers.html on communication


37

Unit 3: Managing yourself and providing direction to your team

Unit reference number: R/505/0937

QCF level: 2

Credit value: 5


Unit aim

This unit aims to develop knowledge and understanding of the role of self-managing and providing direction to a team. Learners will learn about appropriate behaviour, the leadership styles for self-management and how to motivate and support others effectively. They will also learn how to plan and monitor team objectives and activities.

Essential resources


Pea

rson B

TEC L

evel

2 C

ertifica

te q

ual

ific

atio

n in T

eam

Lea

din

g P

rinci

ple

s (Q

CF)

–

Spec

ific

atio

n –

Issu

e 1 –

Jan

uar

y 2014 ©

Pea

rson E

duca

tion L

imited

2014

38

Learn

ing

ou

tco

mes,

ass

ess

men

t cr

iteri

a a

nd

un

it a

mp

lifi

cati

on

To p

ass

this

unit,

the

lear

ner

nee

ds

to d

emonst

rate

that

they

can

mee

t al

l th

e le

arnin

g o

utc

om

es f

or

the

unit.

The

asse

ssm

ent

criter

ia

det

erm

ine

the

stan

dar

d r

equired

to a

chie

ve t

he

unit.

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

1.1

Id

entify

why

man

agin

g

know

ledge

and

under

stan

din

g is

import

ant

when

mee

ting t

he

requirem

ents

of

a w

ork

role

Why

man

agin

g k

now

ledge

and u

nder

stan

din

g is

import

ant

when

mee

ting

the

requirem

ents

of

the

work

role

:

□

to k

eep u

p t

o d

ate

with c

urr

ent

tren

ds,

to f

ollo

w o

rgan

isat

ional

polic

ies

and p

roce

dure

s; t

o info

rm t

eam

mem

ber

s as

req

uired

; to

be

info

rmed

so

as

to b

e ab

le t

o a

nsw

er q

uer

ies;

to m

ake

use

of

opport

unitie

s fo

r pro

gre

ssio

n.

1.2

Id

entify

why

man

agin

g s

kills

is

im

port

ant

when

mee

ting

the

requirem

ents

of

a w

ork

ro

le

Why

man

agin

g s

kills

is

import

ant

when

mee

ting t

he

requirem

ents

of

a w

ork

ro

le:

□

continuous

pro

fess

ional

dev

elopm

ent;

job s

atis

fact

ion,

mee

ting w

ork

ro

le r

equirem

ents

as

det

erm

ined

by

job s

pec

ific

atio

n,

term

s of

contr

act,

pro

ject

s an

d w

ork

pla

ns,

and w

ork

del

egat

ed b

y m

anag

emen

t

□

bei

ng a

ble

to a

dap

t to

circu

mst

ance

s; p

rioritisi

ng a

nd r

e-prioritisi

ng

task

s; m

appin

g s

kills

, co

mpet

ency

, kn

ow

ledge,

res

ourc

es a

nd

pro

cedure

s to

role

req

uirem

ents

and im

pro

ving o

n t

hem

.

1.3

Sta

te h

ow

to s

et S

MART

work

obje

ctiv

es

How

to s

et S

MART w

ork

obje

ctiv

es:

□

obje

ctiv

es m

ust

be:

spec

ific

, m

easu

rable

, ac

hie

vable

, re

alis

tic,

tim

e bound

SM

ART o

bje

ctiv

es m

ust

be

writt

en,

reco

rded

and a

gre

ed b

y al

l in

volv

ed.

1

Know

how

to

man

age

yours

elf

effe

ctiv

ely

1.4

Id

entify

a r

ange

of

dev

elopm

ent

activi

ties

that

co

ntr

ibute

tow

ards

per

form

ance

Dev

elopm

ent

activi

ties

that

con

trib

ute

tow

ards

per

form

ance

:

□

inte

rnal

and e

xter

nal

tra

inin

g;

men

toring;

on-t

he-

job t

rain

ing;

job

shad

ow

ing;

job e

nla

rgem

ent/

enrich

men

t; s

elf-

direc

ted lea

rnin

g p

roje

ct.

Pea

rson B

TEC L

evel

2 C

ertifica

te q

ual

ific

atio

n in T

eam

Lea

din

g P

rinci

ple

s (Q

CF)

–

Spec

ific

atio

n –

Issu

e 1 –

Jan

uar

y 2014 ©

Pea

rson E

duca

tion L

imited

2014

39

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

2.1

Id

entify

the

elem

ents

of

an

effe

ctiv

e dev

elopm

ent

pla

n

Ele

men

ts o

f an

effec

tive

dev

elopm

ent

pla

n:

□

asse

ssm

ent

– e

mplo

yee

curr

ent

skill

s, q

ual

ific

atio

ns

and c

apab

ilities

; em

plo

yee

per

form

ance

eva

luat

ions;

man

agem

ent

appra

isal

s

□

goal

s – S

MART (

spec

ific

, m

easu

rable

, at

tain

able

, re

alis

tic

and t

ime-

sensi

tive

); long-t

erm

and s

hort

-ter

m o

bje

ctiv

es;

priorities

; ac

tions

required

; dea

dlin

es

□

pro

gre

ss –

spec

ific

mile

stones

to d

eter

min

e th

e le

vel of

pro

gre

ss

□

reas

sess

men

t – r

eass

ess

goal

s an

d s

tren

gth

s; r

evie

w m

ethods

use

d t

o

acco

mplis

h g

oal

s; c

onsi

der

bes

t pra

ctic

es.

2.2

Id

entify

typ

es o

f dev

elopm

ent

activi

ty t

o

addre

ss g

aps

in k

now

ledge

and u

nder

stan

din

g

Typ

es o

f dev

elopm

ent

activi

ty t

o ad

dre

ss g

aps

in k

now

ledge

and

under

stan

din

g:

□

work

shops;

tra

inin

g (

inte

rnal

or

exte

rnal

); s

emin

ar;

men

toring,

cham

pio

ns

or

advo

cate

s in

work

pla

ce;

read

ing (

journ

als,

bro

chure

s,

polic

ies,

org

anis

atio

n p

roce

dure

s).

2

Know

how

to p

lan

and u

nder

take

dev

elopm

ent

effe

ctiv

ely

2.3

Id

entify

how

dev

elopm

ent

activi

ties

contr

ibute

tow

ards

per

form

ance

How

dev

elopm

ent

activi

ties

contr

ibute

tow

ards

per

form

ance

:

□

impro

ve c

onfiden

ce;

stre

ngth

en w

orki

ng r

elat

ionsh

ips;

enco

ura

ge

initia

tive

; im

pro

ve c

om

munic

atio

n;

dev

elop t

echnic

al s

kills

; hel

p t

ime

man

agem

ent;

incr

ease

pro

duct

ivity.

Pea

rson B

TEC L

evel

2 C

ertifica

te q

ual

ific

atio

n in T

eam

Lea

din

g P

rinci

ple

s (Q

CF)

–

Spec

ific

atio

n –

Issu

e 1 –

Jan

uar

y 2014 ©

Pea

rson E

duca

tion L

imited

2014

40

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

3.1

Id

entify

how

to u

pdat

e dev

elopm

ent

pla

ns

and w

ork

obje

ctiv

es b

ased

on

per

form

ance

How

to u

pdat

e dev

elopm

ent

pla

ns

and w

ork

obje

ctiv

es b

ased

on

per

form

ance

:

□

dis

tinguis

hin

g o

wn p

erfo

rman

ce f

rom

oth

er f

acto

rs (

unfo

rese

eable

difficu

ltie

s, m

anag

eria

l is

sues

, ac

ciden

ts,

colle

agues

lea

ving

emplo

ymen

t) m

easu

red b

y pro

duct

ivity,

turn

ove

r, f

eedbac

k an

d s

elf-

eval

uat

ion)

□

carr

y out

a per

sonal

SW

OT (

stre

ngth

, w

eakn

ess,

opport

unity,

thre

at)

anal

ysis

in r

elat

ion t

o o

wn o

bje

ctiv

es,

updat

e dev

elopm

ent

pla

ns

in

acco

rdan

ce w

ith a

nal

ysis

□

agre

e re

alis

tic

goal

s an

d d

eadlin

es,

re-p

rioritise

as

nec

essa

ry,

seek

al

tern

ativ

e ap

pro

aches

and lea

rn f

rom

mis

take

s.

3.2

Id

entify

how

to u

pdat

e dev

elopm

ent

pla

ns

and w

ork

obje

ctiv

es b

ased

on inte

rnal

fe

edbac

k

How

to u

pdat

e dev

elopm

ent

pla

ns

and w

ork

obje

ctiv

es b

ased

on inte

rnal

fe

edbac

k:

□

iden

tify

are

as o

f w

eakn

ess

□

com

par

e cu

rren

t goal

s ag

ainst

dev

elop

men

t pla

n t

o c

hec

k if o

n t

rack

□

com

par

e cu

rren

t sk

ills

agai

nst

req

uired

ski

lls a

nd iden

tify

tra

inin

g n

eeds.

3

Know

how

to

monitor

per

sonal

dev

elopm

ent

3.3

Id

entify

how

to r

ecord

dai

ly

work

act

ivitie

s H

ow

to r

ecord

dai

ly w

ork

act

ivitie

s:

□

log (

tim

e sh

eet,

quer

ies)

□

dia

ry (

team

mee

tings,

one-

to-o

ne

mee

tings,

sen

ior

man

agem

ent

mee

ting,

exte

rnal

appoin

tmen

ts)

□

spre

adsh

eet

(conta

ct info

rmat

ion,

allo

cation o

f w

ork

within

tea

m,

holid

ays,

sic

k/unau

thorise

d a

bse

nce

)

□

per

sonal

dev

elopm

ent

pla

n (

trai

nin

g n

eeds

of

skill

s, k

now

ledge,

co

mpet

ence

).

Pea

rson B

TEC L

evel

2 C

ertifica

te q

ual

ific

atio

n in T

eam

Lea

din

g P

rinci

ple

s (Q

CF)

–

Spec

ific

atio

n –

Issu

e 1 –

Jan

uar

y 2014 ©

Pea

rson E

duca

tion L

imited

2014

41

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

3.4

Id

entify

how

monitoring

dai

ly a

ctiv

itie

s co

uld

im

pro

ve

work

outp

ut

How

monitoring d

aily

act

ivitie

s co

uld

im

pro

ve w

ork

outp

ut:

□

exam

ine

activi

ties

(ta

sks

that

hav

e bee

n d

elay

ed,

acci

den

t ra

tes,

em

plo

yee

turn

ove

r ra

tes,

com

pla

ints

) ag

ainst

the

impac

t on w

ork

outp

ut

(qual

ity

and q

uan

tity

)

□

elim

inat

e/re

duce

err

ors

(dev

elop/r

evie

w p

roce

dure

s, t

rain

ing).

4.1

Id

entify

how

to p

lan f

or

the

achie

vem

ent

of

team

obje

ctiv

es

How

to p

lan f

or

the

achie

vem

ent

of

team

obje

ctiv

es:

□

link

per

sonal

obje

ctiv

es t

o t

eam

res

ults

□

focu

s on o

utc

om

es/d

eliv

erab

les,

not

only

act

ions

□

chec

k te

am m

ember

s under

stan

din

g o

f te

am o

bje

ctiv

es

□

set

SM

ART o

bje

ctiv

es (

spec

ific

, m

easu

rable

, ac

hie

vable

, re

alis

tic,

tim

e-bound).

□

bite-

size

d g

oal

s w

ith c

lear

pro

gre

ssio

n t

o t

he

nex

t st

age.

4.2

D

escr

ibe

why

it is

import

ant

to invo

lve

team

mem

ber

s in

th

e pla

nnin

g p

roce

ss

Why

it is

import

ant

to invo

lve

team

mem

ber

s in

the

pla

nnin

g p

roce

ss:

□

impro

ved m

otiva

tion

□

incr

ease

d p

roduct

ivity

□

ben

efit f

rom

tea

m e

xper

ience

□

acco

unta

bili

ty (

tim

ely

del

iver

y, c

onse

nsu

s).

4

Under

stan

d t

he

import

ance

of

pla

nnin

g t

eam

obje

ctiv

es

4.3

D

escr

ibe

how

indiv

idual

w

ork

obje

ctiv

es c

ontr

ibute

to

the

ove

rall

achie

vem

ent

of

team

obje

ctiv

es

How

indiv

idual

work

obje

ctiv

es c

ontr

ibute

to t

he

ove

rall

achie

vem

ent

of

team

obje

ctiv

es:

□

under

stan

din

g o

f in

div

idual

role

in a

chie

ving t

eam

obje

ctiv

es

□

mat

chin

g indiv

idual

work

obje

ctiv

es t

o t

eam

obje

ctiv

es

□

indiv

idual

work

obje

ctiv

es s

et o

ut

bite-

size

d g

oal

s to

ach

ievi

ng t

eam

obje

ctiv

es.

Pea

rson B

TEC L

evel

2 C

ertifica

te q

ual

ific

atio

n in T

eam

Lea

din

g P

rinci

ple

s (Q

CF)

–

Spec

ific

atio

n –

Issu

e 1 –

Jan

uar

y 2014 ©

Pea

rson E

duca

tion L

imited

2014

42

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

5.1

D

escr

ibe

way

s in

whic

h t

o

com

munic

ate

effe

ctiv

ely

with a

tea

m

Way

s in

whic

h t

o c

om

munic

ate

effe

ctiv

ely

with a

tea

m:

□

avoid

jar

gon a

nd b

e sp

ecific

to r

educe

any

mis

under

stan

din

g o

r m

isre

pre

senta

tion

□

open

mee

ting,

engag

e w

ith t

eam

mem

ber

s an

d e

nco

ura

ge

feed

bac

k to

m

easu

re t

he

effe

ctiv

enes

s of th

e st

yle

of

com

munic

atio

n

□

use

vis

ual

s to

allo

w f

or

bet

ter

under

stan

din

g

□

appro

priat

e to

ne

to c

onve

y th

e th

eme

of

the

mes

sage

(frien

dly

, as

sert

ive,

apolo

get

ic)

□

use

appro

priat

e body

languag

e to

under

pin

the

them

e of

the

mes

sage

(sm

ile,

han

dsh

ake,

eye

conta

ct).

5

Under

stan

d

lead

ersh

ip s

tyle

s an

d w

ays

of

motiva

ting,

support

ing a

nd

enco

ura

gin

g t

eam

s

5.2

Id

entify

diffe

rent

styl

es o

f le

ader

ship

D

iffe

rent

styl

es o

f le

ader

ship

:

□

auto

crat

ic –

dec

isio

n m

akin

g is

the

sole

pre

rogat

ive

of

the

lead

er

□

lais

sez-

faire

– s

ubord

inat

es a

re g

iven

abso

lute

fre

edom

by

the

lead

er t

o

det

erm

ine

thei

r ow

n g

oal

s an

d w

ays

of

reac

hin

g t

hem

□

par

tici

pat

ive

– lea

der

utilis

es s

ubord

inat

es’ sk

ills,

know

ledge

and input,

bef

ore

mak

ing a

dec

isio

n

□

tran

sact

ional

– lea

der

rew

ards

or

punis

hes

tea

m m

ember

s bas

ed o

n

per

form

ance

res

ults

□

tran

sform

atio

nal

– lea

der

motiva

tes

emplo

yees

and e

nhan

ces

pro

duct

ivity

and e

ffic

iency

thro

ugh c

om

munic

atio

n a

nd h

igh v

isib

ility

.

Pea

rson B

TEC L

evel

2 C

ertifica

te q

ual

ific

atio

n in T

eam

Lea

din

g P

rinci

ple

s (Q

CF)

–

Spec

ific

atio

n –

Issu

e 1 –

Jan

uar

y 2014 ©

Pea

rson E

duca

tion L

imited

2014

43

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

5.3

Id

entify

way

s to

motiva

te,

support

and e

nco

ura

ge

team

m

ember

s to

ach

ieve

work

obje

ctiv

es

Way

s to

motiva

te,

support

and e

nco

ura

ge

team

mem

ber

s to

ach

ieve

work

obje

ctiv

es:

□

motiva

te –

public

pra

ise

and r

ecognitio

n;

trai

nin

g;

team

‘aw

ayday

s’;

cele

bra

te t

eam

succ

ess

□

support

– m

anag

e per

form

ance

, cl

ear

goal

s an

d lea

der

ship

□

enco

ura

ge

– p

osi

tive

fee

dbac

k, e

nco

ura

ge

team

fee

dbac

k, s

har

e kn

ow

ledge

and info

rmat

ion.

5.4

D

escr

ibe

how

to r

ecognis

e te

am a

chie

vem

ent

How

to r

ecognis

e te

am a

chie

vem

ent:

□

be

spec

ific

when

giv

ing p

rais

e; c

omm

unic

ate

pra

ise

in a

n a

ppro

priat

e m

anner

(w

riting,

verb

ally

, em

ail)

; pra

ise

the

team

and info

rm o

ther

s of

thei

r su

cces

s (c

ust

om

ers,

oth

er t

eam

lea

der

s, s

enio

r m

anag

emen

t, a

nd

rele

vant

colle

agues

); r

ewar

d s

ucc

ess

(pro

motion,

finan

cial

, ce

lebra

tory

ev

ent,

men

tion t

eam

mem

ber

s in

rep

ort

s).

5.5

Exp

lain

why

it im

port

ant

to

enco

ura

ge

oth

ers

to t

ake

the

lead

Why

it is

import

ant

to e

nco

ura

ge

oth

ers

to t

ake

the

lead

:

□

impro

ves

self-e

stee

m o

f oth

ers;

enco

ura

ges

colle

agues

to g

row

and

dev

elop p

rofe

ssio

nal

ly;

reduce

s m

icro

man

agem

ent;

colle

agues

lea

rn

new

tec

hniq

ues

, to

shar

e good p

ract

ice.

5.6

Exp

lain

the

ben

efits

of

reco

gnis

ing c

reat

ivity

and

innova

tion w

ithin

a t

eam

Ben

efits

of

reco

gnis

ing c

reat

ivity

and innova

tion w

ithin

a t

eam

:

□

impro

ve m

otiva

tion;

pro

duct

ivity;

enco

ura

ge

dyn

amic

thin

king;

can

gen

erat

e new

eff

icie

nt

model

s of

work

ing.

Pea

rson B

TEC L

evel

2 C

ertifica

te q

ual

ific

atio

n in T

eam

Lea

din

g P

rinci

ple

s (Q

CF)

–

Spec

ific

atio

n –

Issu

e 1 –

Jan

uar

y 2014 ©

Pea

rson E

duca

tion L

imited

2014

44

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

6.1

Id

entify

typ

es o

f co

nflic

t an

d

difficu

ltie

s th

at m

ay a

rise

w

ithin

a t

eam

Typ

es o

f co

nflic

t th

at m

ay a

rise

within

a t

eam

:

□

rela

tionsh

ips

(mis

com

munic

atio

n)

□

conflic

t of

inte

rest

or

dis

agre

emen

ts (

tim

e or

money

, diffe

rent

view

of

priorities

)

□

conflic

ting v

alues

of

what

is

right

or

wro

ng (

culture

, re

ligio

n,

polit

ics,

w

ork

eth

ics)

□

lead

ersh

ip a

nd m

anag

eria

l st

yles

(fa

irnes

s of

allo

cating w

ork

to s

taff

, re

sourc

es,

budget

s, d

eadlin

es)

□

per

sonal

ity

clas

h

□

styl

e of

com

ple

ting t

asks

or

goal

s m

ay lea

d t

o c

onflic

t (t

ask

orien

ted o

r cr

eative

, la

id b

ack

or

focu

sed)

□

ethic

al c

onflic

t w

ith c

olle

ague.

6.2

Exp

lain

how

to m

anag

e pote

ntial

are

as o

f co

nflic

t an

d d

ifficu

ltie

s w

ithin

a t

eam

How

to m

anag

e poss

ible

conflic

t w

ithin

a t

eam

:

□

pre

venta

tive

str

ateg

ies

(cle

ar lin

es o

f co

mm

unic

atio

n,

work

allo

cate

d

fairly

, re

-allo

cate

d a

s re

quired

)

□

stro

ng lea

der

ship

to d

eter

conflic

t (i

nte

rper

sonal

, co

mm

unic

atio

n a

nd

neg

otiat

ion s

kills

to m

anag

e th

e te

am a

nd d

eal w

ith c

onflic

t)

□

neg

otiat

e to

rea

ch a

com

pro

mis

e; follo

w inte

rnal

pro

cedure

s fo

r griev

ance

s or

dis

ciplin

ary.

6

Under

stan

d h

ow

to

man

age

conflic

t an

d d

ifficu

ltie

s w

hen

lea

din

g a

te

am

6.3

Exp

lain

how

support

can

en

coura

ge

colle

agues

to

ove

rcom

e difficu

ltie

s an

d

conflic

t

How

support

can

enco

ura

ge

colle

agues

to

ove

rcom

e difficu

ltie

s an

d c

onflic

t:

□

stro

ng lea

der

ship

to inte

rven

e, m

edia

te a

nd n

egotiat

e bet

wee

n

conflic

ting c

olle

agues

; is

sue

war

nin

g o

r dis

ciplin

ary

action if

required

□

act

as a

men

tor

to f

acili

tate

a c

om

pro

mis

e le

adin

g t

o r

esolu

tion

□

appro

priat

e co

nflic

t m

anag

emen

t tr

ainin

g c

ours

e to

enco

ura

ge

team

m

ember

s to

res

olv

e co

nflic

t.


45


Delivery

This unit should be delivered so that it supports the vocational nature of the qualification. It should give a balance of practical skill development and knowledge requirements, some of which can be theoretical in nature. This unit should be delivered to enable learners to develop their knowledge and understanding of effective management of self and others, creating and monitoring effective development plans, and managing conflict when leading a team.

Appropriate links should be made between theory and practical application. Learners should be encouraged to engage with employers and, where possible, with other employees to gain knowledge and understanding from their experiences. Perspectives on team leading gained through engaging with employers and employees, rather than through a purely theoretical context, are key. Engagement can be made through visits, and other time spent with employers and, where possible, through guest speakers.

Assessment

This unit is assessed through an onscreen multiple-choice test. The test uses each individual assessment criterion and its associated Unit amplification.

Suggested resource

Textbooks

John Adair – Effective Leadership (new revised edition): How to be a successful leader (Pan 2009) ISBN-13: 978-0330504195

Robert Bolton – People Skills: How to Assert Yourself, Listen to Others and Resolve Conflicts (Simon & Schuster 1986) ISBN-13: 978-0671622480

Johnson C and Keddy J – Managing Conflict at Work: Understanding and Resolving

Conflict for Productive Working Relationships (Kogan Page 2010)

ISBN 9780749459529

Leigh A and Maynard M – Leading Your Team: How to Involve and Inspire Teams,

2nd Edition (Nicholas Brealey Publishing 2002) ISBN 9781857883046

Leigh A and Maynard M – Perfect Leader (Random House Business 2003)

ISBN 9781844131471

Owen J – How to Lead, 2nd Edition (Prentice Hall 2009) ISBN 9780273721505

Journals and/or magazines

Management Today (Chartered Institute of Management)

People Management (Chartered Institute of Personnel and Development)

Professional Manager (Chartered Institute of Management)


46

Websites

www.cipd.co.uk The Chartered Institute of Personnel and Development

www.managers.org.uk Chartered Management Institute – the site contains a searchable database which members can use to access journals and other publications


47

13 Further information and useful publications

To get in touch with us visit our ‘Contact us’ pages:

Pearson Edexcel: www.edexcel.com/contactus

Pearson BTEC: www.btec.co.uk/contactus

Pearson Work Based Learning: www.pearsonwbl.com/contactus

Books, software and online resources for UK schools and colleges: www.pearsonschools.co.uk/contactus

Other sources of information and publications available include:

Pearson Equality Policy

Edexcel Information Manual (updated annually)

Access Arrangements, Reasonable Adjustment and Special Considerations for General and Vocational Qualifications

Supplementary Guidance for Reasonable Adjustment and Special Consideration in Vocational Internally Assessed Units

Recognition of Prior Learning Policy and Process

Quality Assurance Handbook (updated annually)

BTEC Centre Guide to Assessment

Publications on the quality assurance of Pearson BTEC qualifications are available on our website at www.edexcel.com/quals/BTEC/quality/Pages/documents.aspx

Our publications catalogue lists all the material available to support our qualifications. To access the catalogue and order publications, please go to www.edexcel.com/resources/Pages/home.aspx

Additional resources

If you need further learning and teaching materials to support planning and delivery for your learners, there is a wide range of BTEC resources available.

Any publisher can seek endorsement for their resources, and, if they are successful, we will list their BTEC resources on our website at: www.edexcel.com/resources


48

14 Professional development and training

Pearson supports UK and international customers with training related to Pearson BTEC qualifications. This support is available through a choice of training options offered in our published training directory, or through customised training at your centre.

The support we offer focuses on a range of issues, including:

planning for the delivery of a new programme

planning for assessment and grading

developing effective assignments

building your team and teamwork skills

developing learner-centred learning and teaching approaches

building functional skills into your programme

building in effective and efficient quality assurance systems.

The national programme of training we offer is on our website at: www.edexcel.com/training. You can request customised training through the website or you can contact one of our advisors in the Training from Edexcel team via Customer Services to discuss your training needs.

BTEC training and support for the lifetime of the qualifications

Training and networks: our training programme ranges from free introductory events through sector-specific opportunities to detailed training on all aspects of delivery, assignments and assessment. We have designed our new network events programme to allow you to share your experiences, ideas and best practice with other BTEC colleagues in your region. Sign up to the training you need at: www.btec.co.uk/training

Regional support: our team of Curriculum Development Managers and Curriculum Support Consultants, based around the country, are responsible for providing advice and support in centres. They can help you with planning and curriculum developments. If you would like your Curriculum Development Manager to contact you, please get in touch with your regional office on: 0844 463 2535.

Your Pearson BTEC support team

Whether you want to talk to a sector specialist, browse online or submit your query for an individual response, there’s someone in our Pearson BTEC support team to help you whenever – and however – you need:

Subject Advisors: find out more about our subject advisor team – immediate, reliable support from a fellow subject expert – at: www.edexcel.com/subjectadvisors

Ask Edexcel: submit your question online to our Ask Edexcel online service www.edexcel.com/ask and we will make sure your query is handled by a subject specialist.

Pea

rson B

TEC L

evel

2 C

ertifica

te q

ual

ific

atio

n in T

eam

Lea

din

g P

rinci

ple

s (Q

CF)

–

Spec

ific

atio

n –

Issu

e 1 –

Jan

uar

y 2014 ©

Pea

rson E

duca

tion L

imited

2014

49

An

nexe A

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in T

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ional

Occ

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tres

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use

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January 2014 For more information on Edexcel and BTEC qualifications please visit our websites: www.edexcel.com and www.btec.co.uk BTEC is a registered trademark of Pearson Education Limited Pearson Education Limited. Registered in England and Wales No. 872828 Registered Office: Edinburgh Gate, Harlow, Essex CM20 2JE. VAT Reg No GB 278 537121

Documents

Pearson BTEC Level 2 Certificate in Team Leading ... · The Pearson BTEC Level 2 Certificate in Team Leading Principles (QCF) is for learners who work in, or want to work in, a team-leading