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TLA Candidate Pack2011-12 v3 Nov 2011.docx

Team Leading Award Candidate and Assessment Pack

2011/12

Clive Betts

Centre Co-ordinator


Contents

The ILM ...................................................................................................................................................... 3

The University of Exeter ILM Centre .......................................................................................................... 3

Introduction .......................................................................................................................................................... 3

Organisational Structure ....................................................................................................................................... 3

Roles and Responsibilities .......................................................................................................................... 4

Centre Policies ........................................................................................................................................... 4

Mentoring ............................................................................................................................................................. 4

Evaluation and review .......................................................................................................................................... 4

Quality Assurance Policy ....................................................................................................................................... 5

Equal Opportunities Policy ................................................................................................................................... 5

ILM Qualifications ...................................................................................................................................... 5

Structure of ILM qualifications ............................................................................................................................. 5

Achieving an ILM qualification .............................................................................................................................. 6

Administration of Qualifications ........................................................................................................................... 7

Further information ................................................................................................................................... 7

Process Flow Chart for ILM Qualifications ................................................................................................. 8

1 Registration ................................................................................................................................... 9

2 Induction ..................................................................................................................................... 10

3 Learning journey ......................................................................................................................... 11

4 Learner Support & Progress review ............................................................................................ 12

5 Candidate Assessment ................................................................................................................ 13

6 Appeals, Disputes and Referral Procedures ................................................................................ 15

7 All Units assessed ........................................................................................................................ 17

8 Internal Verification .................................................................................................................... 18

9 External Verification .................................................................................................................... 19

10 Award of Certificate .................................................................................................................... 20

11 Accreditation of Prior Learning ................................................................................................... 21

Summary of documents involving Candidates ........................................................................................ 22

Who’s Who Contacts ............................................................................................................................... 23

Introduction to the ILM Award in Team Leading ..................................................................................... 24

Scheme of Work for the Team Leading Award ........................................................................................ 26

Assessment Pack ...................................................................................................................................... 34

Appendix 2 Centre forms ......................................................................................................................... 45


The ILM Your qualification is accredited by the Institute of Leadership and Management (ILM).

The ILM is widely recognised by employers and education throughout the UK. The ILM offers a wide range of qualifications covering all aspects of leadership and management, along with specialist programmes in coaching and mentoring, HR and enterprise.

Last year 90,000 people registered for an ILM qualification, gaining the crucial skills and knowledge to improve their performance at work.

Further information about the ILM can be found at: http://www.i-l-m.org.uk.

The University of Exeter ILM Centre

Introduction

Clive Betts manages the ILM Centre, based in Northcote House and co-ordinating staff as required in other areas of the University.

Organisational Structure

There are a number of staff involved in delivering and supporting ILM programmes. Staff profiles can be found in the Appendix and main staff positions are indicated here:

Centre Co-ordinator Clive Betts

Centre Administrator Kathryn Coombes

External Verifier

Assessors Clive Betts

Tash Khan-Davis Claire Lambert

Internal Verifiers Clive Betts

Tash Khan-Davis Claire Lambert

Tutors Clive Betts

Sandra Keith Lisa Hegan


Roles and Responsibilities

1. The Centre Co-ordinator ensures that:

All Assessors are competent and familiar with the ILM Qualifications.

Administrative processes work smoothly and Centre policy is adhered to at all times.

IV procedures are followed appropriately.

Giving advice and guidance is standard for all Assessors.

There is good liaison with the Centre and other University staff to enable Candidates to make full use of existing courses and to develop opportunities for job-shadowing and similar activities.

Assessment specifications are strictly adhered to and that all procedures for recording achievement meet the appropriate standards.

All procedures are carried out in accordance with this Quality Manual, subject to regular review.

2. Responsibilities of Assessors include:

Judge candidates’ submissions against assessment criteria to identify Candidates’ learning success.

Identify gaps in achievement.

Provide constructive feedback to the Candidate at all times.

Meet regularly with other Assessors and the Internal Verifier to assure consistency of approach

3. Responsibilities of candidates include:

Being prepared to submit work, and respond to questions relating to their work, to test their learning success.

Re-submit work and develop their learning, as required, if they cannot meet the assessment criteria initially.

Submit work for assessment in a timely fashion as designated.

Centre Policies

Mentoring

Mentoring support will be provided for candidates where most appropriate.

In most cases this will be contact with experienced candidates who have already or almost completed their own ILM qualifications and can bring direct experience to bear.

Assessors may suggest suitable mentors to candidates.

The Centre Co-ordinator will keep a record of suitable mentors who volunteer their services.

Evaluation and review

A process of continual review will be undertaken by assessors through scheduled candidate meetings. Records of these meetings will be maintained by the Centre Co-ordinator


The IVs and Centre Co-ordinator will keep Centre activity and policy under regular review through meetings that are recorded and files held by the Centre administrator.

A summative evaluation form covering all aspects of provision, service and delivery will be issued by the Centre administrator at the point of a qualification 'claim' or withdrawal from the Qualification for any reason by candidates.

Quality Assurance Policy

The University of Exeter ILM Centre guarantees to uphold quality standards to, and exceeding, those required by the Awarding Bodies Common Accord, and those specified by the QCA. The rest of the manual gives full details of quality assurance arrangements.

Equal Opportunities Policy

All ILM qualifications promoted by the Centre are accessible to any individual or group of individuals.

We encourage participation on learning Qualifications of individuals in full or part time work at the University of Exeter.

We deliver Qualifications which aim to overcome any inequality in relation to gender, race, religion, age and disability.

We provide access to support and assessment on Qualifications at a venue and time to suit the learner wherever possible.

We aim to promote wider participation on all Qualifications to people with special needs.

Should any customer of the Centre feel that any of the above statements is not upheld we guarantee to investigate the complaint in a fair and transparent way through our appeals procedure.

All Centre staff have also read and understood the ILM requirements contained in Section 6.6 of the Centre Manual.

ILM Qualifications

Structure of ILM qualifications

Each qualification is structured in the same way:

Qualification

Unit

Learning outcomes Assessment criteria

Indicative content


The Qualification The title of the qualification

Unit The Qualification is divided into a number of units. Depending on the qualification there will be some mandatory and some optional units. Units cover one area of the qualification (usually a particular aspect of work). A unit contains a number of learning outcomes.

Learning outcomes A unit is made up of a number of learning outcomes. The learning outcomes relate to the different things the learner needs to understand, know about or do in particular aspect of work (i.e. the Unit).

Assessment criteria Each Learning outcome consists of one or more assessment criteria which states exactly what the Candidate is expected to be able to do to demonstrate successful learning.

Indicative content Each Unit also describes the sort of things that an assessor ill be looking for to demonstrate your successful learning.

Achieving an ILM qualification

Candidates achieve an ILM qualification by demonstrating successful learning in all the required Units for each qualification to the required standard. Successful outcomes are determined by Assessors against the precisely defined set of assessment criteria, guided by the indicative content.

Candidates are assessed against the criteria by assessors who will:

Mark work submitted for qualifications against the assessment criteria

Discuss candidate’s learning with them

Candidates must prove they can meet the assessment criteria beyond reasonable doubt and will be assessed consistently.

There are therefore rules that try to ensure that both these requirements are met. Assessments must be:

Valid The Candidate’s work must meet the actual criteria being assessed. This is done with careful reference to the assessment criteria.

Authentic The assessment must relate to the Candidate’s own work and not anyone else’s, for all the assessment criteria. This is particularly the case for project-type work.

Current The Candidate must prove they can meet the criteria at the time of assessment. In other words previously completed work is not acceptable (unless for APL purposes – see below)

Sufficient The Candidate’s work must cover all the assessment criteria. The exact amount is a matter of judgement and will depend on the complexity of the Unit and the nature of the assessment (eg it might be a project or a substantial piece of work). All assessment criteria for all the required units must be met.


Administration of Qualifications

All administration is co-ordinated by the Centre Co-ordinator, assisted by the Centre Administrator. Several areas of special attention can be identified.

Candidate records

The records of Candidates are maintained by the Centre Administrator. These include:

Application forms

ILM Registration List

Candidate Progress Sheet

Records of correspondence etc

Quality Assurance records

These records are maintained by the Centre Administrator and include:

IV sampling records

EV visit records

Certification and ILM Schedule of Results

Assessor Profile, CV and CPD records

Appeals, disputes and referrals log

Further information Further information can be found on the Learning & Development website at http://www.exeter.ac.uk/staff/development/manage/ilm/ or by contacting the ILM Centre at [email protected].

Details of the standards for each Qualification can be obtained by arrangement through the Centre Administrator at the above email address.

http://www.exeter.ac.uk/staff/development/manage/ilm/

mailto:[email protected]


Process Flow Chart for ILM Qualifications The flow-chart helps visualise the processes involved in achieving an ILM Qualification at the University of Exeter. Each process item has a number which is referred to in the rest of this manual. The process stages are detailed in the following sections.

1 Registration

2 Induction

5 Candidate

Assessment

7 All Units assessed

9 External

Verification

10 Award of

Certificate

4 Learner support &

Progress review

6 Appeals, Disputes

& Referrals

3 Learning journey

11 APL and RPL

8 Internal

Verification


1 Registration

Aims

Ensure Candidates have permission from manager to start ILM Qualification.

Ensure all appropriate documents are completed fully and accurately for internal and external use.

Scope

All ILM candidates; Centre Administrator

Associated Documents

Application form (ILMAPP.doc)

Candidate Progress Sheet (ILMCandprog.xls)

ILM registration (online)

Procedures

Registration processes are managed by the Centre Administrator.

Candidates are issued with the Application Form which must be returned, before the date stated, to the Centre Administrator.

Candidates need agreement from their line manager before they can be registered for the Qualification and the Application Form needs to be signed by this person. Providing the Application Form is complete, accurate and signed appropriately registration can take place.

Candidates are now assigned a unique registration number. Candidate details are then entered into, and stored on, the Candidate Progress Sheet, by the Centre Administrator who also maintains the database. Once registered on the database, Candidates are issued with a memorandum informing them of their registration details and ILM Qualification. Those who have expressed a preference on the Application Form are informed by e-mail using the same format and wording.

Once on the Centre Candidate Progress sheet candidates are then registered with ILM online.

ILM then return a Registration list for each qualification.


2 Induction

Aims

To provide Candidates with sufficient background knowledge and understanding about their ILM Qualification.

To provide all Candidates with sufficient, relevant information to enable their progress through the qualification and to inform them of associated procedures.

To establish the necessary feedback mechanisms to ensure progression through the qualification, principally the Candidate Progress Sheet system.

To signpost learning and support available

Scope

All Candidates who have registered for an ILM qualification.

Centre staff to run the Induction session.


ILM Qualification details (Scheme of work)

Candidate Progress sheet (ILMCandprog.xls)

Candidate Pack (ILMCANDPK.doc)

Programme curriculum (supplied at registration)

Procedures

Each Candidate receives a copy of relevant ILM Qualification details. The Centre Co-ordinator (CC) provides background information on the relevant Qualification, hands out the Candidate pack (or sends electronically beforehand) and provides an opportunity for Candidates to ask questions.

The CC provides Candidates with an overview of the Qualification process using the flowchart in the Candidate Pack.

The CC informs the Centre Administrator of attendance to initiate the Candidates’ first progress point.


3 Learning journey

Aims

To embark on, and successfully complete, learning opportunities to meet the learning outcomes of each intervention and assessment criteria of the ILM Qualification.

To plan assessment of evidence of successful learning.

Scope

All registered Candidates

All Assessors


ILM Qualification details (Scheme of work)

Candidate Development Plan

Procedures

The Candidate enrols on learning opportunities as identified in their PDR and/or in consultation with their tutor and/or SLD staff.

Once the Candidate has completed their learning (either a whole programme of Units or individual or groups of Units), the Candidate can arrange to be assessed by their Assessor against the assessment criteria for the Unit(s) they have completed.

The Candidate can then review their learning with their line manager and/or tutor and/or SLD staff member accordingly.


4 Learner Support & Progress review

Aims

To support candidate learning and progress though their learning journey towards their qualification

To enable problems to be solved

To encourage candidates to get maximum value from their learning, applied directly to the workplace

Scope

All registered Candidates, Assessors, Internal Verifiers, Centre Co-ordinator


Candidate Progress sheet

Support Available

The Centre

Centre staff are available at all times to help and guide candidates. In particular at assessment.

Staff Learning and Development (SLD)

Staff in the University’s SLD unit are available at all times for help and guidance especially with regards the learning interventions offered as part of the Scheme of Work and all other interventions available through SLD.

Line Manager

Candidates should appreciate that their Line Manager is there to support and advise them and will be able to offer invaluable practical insights into their management development.

Online resources and the University Library

All candidates have free access to the PDP online resources which cover a vast range of topics. All candidates also have free access to the University Library with over a million books and journals on all topics.

Guidance will be given at induction regarding the value of these resources.

ILM resources

All ILM registered candidates also have access to specially designed ILM online resources via the “Walled Garden facility”. Candidates are given access to this when they register and this is demonstrated at the candidate’s induction.

Progress review

Candidates will be contacted every month, or more frequently, to check on progress. The candidate’s progress sheet is updated accordingly.


5 Candidate Assessment

Aims

To assess the Candidate against the appropriate assessment criteria

To determine whether the Candidate meets all the criteria or needs further learning.

To inform the Candidate of the outcome of the assessment

To provide constructive feedback about the judgement and the work presented

To establish the next stage for Candidate progression through the qualification

Scope


All Assessors

Internal Verifier


Assessment and Feedback Form (contained in the Assessment Pack)

Assessment Pack (for each qualification)

Programme Curriculum (supplied at registration)

Procedures

The candidate submits work for assessment by the designated date and time.

The Assessor works through the assessment criteria, establishing whether the Candidate meets the criteria or not. The Assessor makes use of the pro forma Assessment and Feedback forms.

The Assessor makes the assessment decision for the Unit(s) and provides appropriate feedback to the Candidate, enabling the Candidate to ask questions.

If the candidate fails on first submission the feedback form is returned with advice on improvements and the candidate ca re-submit upto two other versions in order to develop learning and pass the assessment.

Once the candidate has submitted their final work and this has been marked the Assessor updates the Candidate Progress sheet as required and stores the Assessment and Feedback form on the shared drive. A copy of this form can be provided to the Candidate on request.

The Candidate can get help from assessors, SLD staff, tutors and their line manager should more learning be required.

Late Submission

Candidates should inform the Programme Co-ordinator if submissions are going to be late. Assessors will accept late submission of up to one calendar month providing there is good reason (personal circumstances, welfare, technical problems etc) to be judged by the Internal Verifier.

Quality of work


Candidates are expected to produce work to the standard expected by team leaders and managers in the workplace. Reasonable adjustments will be made (as per the ILM Centre Manual) where necessary.


6 Appeals, Disputes and Referral Procedures

Aims

To provide a mechanism for Candidates to appeal against assessment and certification decisions.

To provide a formal method of processing disputes and referred problems that arise from any part of the Qualification

To provide a mechanism for Candidates to discuss any matter of concern with the most appropriate staff and to ensure that their concern is addressed by someone else if they are not satisfied with the first, or subsequent responses.

Scope

All Registered Candidates

All Centre Staff

External Verifier


Appeal, Dispute and Referral Log (ILMDISPUTE.doc) maintained by Centre Co-ordinator and kept by the Centre Administrator

Procedures

Candidates may formally register a complaint or dispute about any aspect of the learning programme or an appeal against a decision at any time by contacting the Centre Co-ordinator.

Candidates may contact the Centre Co-ordinator formally by email or by memorandum. Appeals, complaints or disputes must be made in writing in this way.

Candidates must register their issue in this manner within the time period of their qualification or no longer than one calendar month after completion or exit from their qualification.

The Centre Co-ordinator will handle all such matters, using the appropriate record form as indicated above and will respond, formally to each matter within one working day. In the absence of the Centre Co-ordinator, an Internal Verifier will be nominated to act on his/her behalf.

Each appeal, complaint or dispute will be considered by the Centre Co-ordinator in the first instance (or his/her nominated deputy). The decision on the matter will be made within five working days, wherever possible, and communicated to the Candidate concerned formally within one working day of the decision.

Where a decision cannot be made by the Centre Co-ordinator or his/her nominated deputy then advice will be sought from ILM External Verifier for ILM QA matters or the Staff Learning and Development Manager for an internal Centre or other matter.

The Centre records all matters of this nature on the form described above which is retained for the duration of the Candidate’s registration (including External


Verification and Certification) or for one Calendar month after the matter has been duly resolved, depending on which is the later.


7 All Units assessed

Aims

To collate and present evidence that the Candidate has met all the requirements for the appropriate qualification

To present ILM required documentation for Internal and External Verification of the Candidate’s progress through, and completion of requirements for the qualification

Scope


Lead Assessor


ILM Qualifications descriptions (Scheme of work)

Candidate Progress Sheet

IV Sampling Record

ILM Schedule of Results (SoR) form

Procedures

The Lead Assessor checks that Candidate has met all the qualifications requirements before passing to the Centre Administrator for a claim to be made.

The Centre Administrator updates the Progress Sheet and the ILM Schedule of results form (one per variation in the claim).

The Centre Administrator then submits the SoR to ILM accordingly.


8 Internal Verification

Aims

To ensure Assessor performance is consistent

To ensure assessment process and Assessor judgements are fair and reliable

To check and ensure Candidate’s progress is complete and ready for a claim to be made

Scope

Centre Staff

All Candidates

Centre Administrator


IV Sampling Record on Candidate Progress Sheet

Standardisation meeting record

Procedures

The Internal Verifier blind marks candidate’s Unit submissions according to the following guidelines:

20% of all completed qualifications, to include:

One whole qualification and

One Unit from each qualification not otherwise sampled, verified once completed (i.e. not necessarily at the completion of the whole award).

Each verification (for each qualification) must include at least one instance of each Assessor involved in each submission.

A record of IV’ed work is kept in the Candidate Progress sheet

Marks from the assessor(s) and IV are compared at a standardisation meeting and areas requiring further attention are noted and appropriate records are kept for internal and EV purposes.


9 External Verification

Aims

To ensure validity and consistency of judgements made of Candidate assessments provided to meet the ILM Standards at the appropriate Level.

To ensure the Centre is run and maintained to ILM QA standards

To provide a third-party assessment in the case of disputes and referrals (see Section 10 above).

Scope

Centre staff

External Verifier

(Candidates)


ILM Schedule of Results

Assessment and Feedback forms

Any other Centre documentation as required

Procedures

The External Verifier will make pre-arranged visits to the Centre to meet with Centre Staff and to verify and submit Candidates to the ILM for certification.

The Centre Co-ordinator will inform the External Verifier of all meetings held and provide records as required.

The Centre Co-ordinator liaises with the External Verifier to arrange meetings with candidates and Assessors as required, and to provide access to candidate submissions and mark sheets.


10 Award of Certificate

Aims

To formally acknowledge the completion of the qualification by the successful Candidate.

To encourage further achievement by the Candidate.

Scope

All Candidates who have successfully completed their required assessments.


Certificates from ILM

ILM Summary of Results

Procedures

ILM prepare the certificates and send to the Centre. The Centre Co-ordinator will arrange an award ceremony for presentation by a Senior Official if possible, or at least the Head of Personnel.

The ILM send out a Results Summary after the SoR claim. Any discrepancy between the SoR and Results Summary needs to be communicated to ILM.


11 Accreditation of Prior Learning

Aims

To offer credit towards a qualification from prior learning

Scope

All Candidates who are registered on a pathway.


Schedule of Work

Procedures

A Candidate may claim to have undertaken formal, informal or workplace learning

that was not assessed. In this situation the Candidate’s Assessor will:

explain the assessment criteria for the Unit(s) to the learner, and ensure they completely understand them

give the learner a copy of the Unit(s) so that they can assess themselves against the Unit(s) learning outcomes and assessment criteria

identify and document what learning the Candidate needs to undergo to satisfy the Unit(s) using the Candidate Development Plan, and if there appears to be none then,

perform an assessment against the assessment criteria and give feedback to the Candidate.


Summary of documents involving Candidates This is a list of documents that appear in the processes discussed above, with a note on when the form is used and by whom.

Document name (& FILENAME)

How is document supplied

When used Who completes it Who keeps a copy

Candidate Assessor I.V. Candidate Assessor Centre

Application Form (ILMAPP.doc)

From Centre Administrator Prior to Induction, to apply for registration for an ILM Qualification.

(and Line Manager)

Candidate Pack

Subset of the main Quality manual plus Schemes of Work

By Centre Administrator at time of confirmation of registration

Upon registration prior to induction. Used during Induction to give Candidates a chance to map their learning journey.

n/a

Assessment Pack

Overview of all assessments relevant to the ILM programme, detailed assessment plans for each Unit


Upon registration prior to induction. Used during Induction to give Candidates a chance to see what assessment consists of.

n/a

Programme Curriculum

Learning, support and assessment schedules for relevant ILM programme


Upon registration prior to induction. Used during Induction to give Candidates a chance to map their learning journey.

n/a

Appeals, Dispute and Referrals Log (ILMDISPUTE.doc)

From Centre Administrator To record any referred or disputed issue

Candidate Progress Sheet (ILMPROG.xls)

From Centre Administrator To monitor progress through qualification

Unit assessment and feedback form

From Centre Administrator To assess and record candidate learning.


Who’s Who Contacts

Title Name

Centre Co-ordinator Clive Betts

Centre Administrator Kathryn Coombes

Internal Verifiers Tash Khan-Davis

Clive Betts

Claire Lambert

Assessors Tash Khan-Davis

Clive Betts

Claire Lambert

For General Enquiries, Registration, Paperwork, Assessments, or Problems please contact the ILM centre by emailing [email protected] or telephone 01392 72 (ext) 5022.

mailto:[email protected]


Introduction to the ILM Award in Team Leading

The ILM Level 2 Award in Team Leading aims to give practising or potential first line managers the foundation for their formal development in this role. The qualification does this by developing basic management skills and assisting participants in gaining the basic knowledge required at this level.

Are you a Team Leader?

The following profile is provided to help you confirm that this is the right qualification for you:

Team leaders are best perceived as being part of a team; first and foremost they are practitioners or operators working alongside other team members. Being leaders of teams augments this role, but does not significantly affect their general responsibility to engage in the same or complementary job tasks as the other team members. Given that teams are likely to contain relatively small numbers of people (probably in the range 6 – 12), the team leader’s span of control is quite small.

The team leader role is distinct from that of the first line manager in its tendency to focus on the shorter term, on the day-to-day performance of the team and its members. This means a responsibility for allocating tasks between team members, for ensuring that individuals are supported in the performance of their job role, and that output conforms to the requirements of the organisation and its customers. Communication between the team and its managers is a significant part of the team leader role.

Team leaders can be expected to be aware of the need to satisfy customer or supplier requirements as agreed by the organisation, and to be alert to these as they are notified to the team. Team leaders are expected to encourage team members to respond appropriately to these requirements within the parameters laid down by the organisation. They will have no power to amend standard practices but may have to decide on more complex decisions within tightly defined boundaries (eg whether a product meets the quality standards or a customer fits into a particular pricing category). This decision-making primarily reflects the team leader’s perceived superior technical competence or experience rather than being a managerial quality.

Overview of the ILM Award programme

The Award in Team Leading consists of five Units, all of which are covered in the course “Leading a Team” and detailed in the Scheme of Work below.

In addition to these five Units candidates will also attend a mandatory induction and will receive tutorial support by email and face-to-face from nominated tutors.

A summary of the whole programme is presented in the table below.


Overview of the Award in Team Leading

Learning component Note

Induction workshop (2 hours) This workshop will give you all the basics you need to know about the programme, the assessment process, record keeping and so forth.

The workshop supplements this handbook.

Introduction to Managing staff at Exeter

This workshop gives new managers an overview of the management scene at the University. It also provides new managers a chance to network and think about their new role and gives you a chance to identify the resources and support available to you.

M2.01 Developing yourself as a team leader

These units are all covered in the 4 day course “Leading a Team”.

In between each day of the course there will be guided reading and there will also be preparatory work prior to the first day and recommended reading after the end of the course.

Some of the course activities will be in the form of diagnostic tests with interpretative work.

M2.03 Planning and monitoring work

M2.19 Leading your work team

Tutorial Support You will receive 1-1 and group Tuition throughout the Team Leading course


Scheme of Work for the Team Leading Award

Level 2 Award in Team Leading (3 credits / 22 guided learning hours)

Method of delivery or activity

ILM Induction Workshop

Learning Outcome

An outline of the qualification and the related learner support available (including the Study Guides which can be downloaded from www.i-l-m.com)

ILM studying membership and benefits

The aims of Team Leading development

Expectations of, and benefits to, the individual and where relevant, their employer

Format of the programme – content, hours, attendance, delivery methods, etc

The assessment requirements, including assessment criteria

Roles and responsibilities of centre staff, learners and ILM

Learning and study skills, including reference to use of library, internet and any open or on-line learning to be used

Information on tutorial support, advice and guidance, equal opportunities, appeals procedures, authenticity and plagiarism

Guided learning hours Total 2 hours

Guided reading Candidate & Assessment Pack

Assessment method Not applicable

http://www.i-l-m.com/



Introduction to Managing staff at Exeter Workshop

Learning Outcome

Introduction and scene setting

What is a manager? Agreeing the essentials

The Exeter way – management structures and priorities

Case studies (group work)

Case solutions (plenary)

Guided learning hours Total 2 hours + (distributed over whole programme) 6 hours

Guided reading University policies

University website

PDP Support Centre resources

Assessment method Not applicable



Team Leading course: Day 1

Best/Worst Leader exercise to start to identify skills and attributes of a good team leader

John Adair – Action Centred Leadership Model to stimulate thought and discussion with regard to the roles, function and responsibilities of the team leader

Identification of own leadership style; Facilitator, Coach or Co-ordinator and the benefits/challenges of their style

Exploration of the differences between authority and accountability

An introduction to feedback and the benefits of feedback, identifying the positive impact it can have on personal development

Action planning and the use of reflective learning skills to identify areas of development

Consideration of the Team Leaders positions in life with regard to their attitude to others and themselves though the use of the Attitude Cube. Challenge on how ready they are to seek feedback, listen to it and respond

Learning Outcome

Unit M2.01 - Developing yourself as a team leader:

Understand the roles, functions and responsibilities of the team leader; and the limits of his/her authority and accountability

Know how to seek, accept and respond positively to feedback on personal performance to improve workplace performance

Guided learning hours

Total 7 hours:

Team Leading course

Introduction to managing staff at Exeter workshop

Guided reading

Guided reading

John Adair Action Centred Leadership

Johari Window

Online ILM resources from the Learning Zone

Online resources on You e-Develop

Assessment method Unit M2.01 - Reflective Review




Provide an overview of Exeter University’s policies on performance management, attendance, conduct etc

Short case studies to help focus on how to identify performance issues and what immediate action to take

Input on the key principles of managing performance on a day to day basis and the importance of identifying the ‘gap’

Interactive scenario to apply learning, to experience what it is like to hold performance related conversations

Reflection on interpersonal behaviours that are helpful whilst meeting team members on a one to one basis

Use DVD ‘Performance Review’ as a case study

Consideration of level of authority and accountability and how to plan work accordingly

An overview of key motivation theories and how these can be applied in practice

Discussion of what motivation techniques are within a team leader’s span of control, followed by generation of practical ideas to try at work

How to give feedback using feedback models – including an interactive exercise to practice and then individual reflection on key learning

Learning Outcome

Unit M2.02 - Motivating the work team to perform:

Understand the organisation’s requirements in relation to individual performance

Understand how to address underperformance

Understand what motivates people


Total 7 hours:

Team Leading course


Mini-project workshop

Guided reading

Guided reading

Maslow

Herzberg

Hackman & Oldham

W3 Feedback Model Online

ILM resources from the Learning Zone.


Assessment method Unit M2.02/3 – Mini Project




Input on how organisational objectives link to faculty and department objectives and ultimately individual objectives

Explain the importance of SMART objectives and how these help in planning and monitoring work performance

Interactive exercises to help learners to develop skills in writing SMART objectives

Exploration of how and why conflicts might conflict and what actions a team leader can take to address these situations

Consider key policies and how these provide procedures to help team leaders to plan and monitor performance, e.g. Performance Development Review

Input on the team theory and how teams evolve, including how a team leader can flex their style to meet the needs of the team

Use of Belbin questionnaire and discussion about how a team leader can use this model to improve team effectiveness

Key communication techniques to help team leaders to have presence when communicating instructions

Interactive exercise to practice communication skills

Monitoring methods including the use of one to ones, team meetings, Gantt charts, RACI

How to address performance which is below standard to prevent problems from escalating

Mini role plays to practice holding potentially ‘difficult conversations’

Learning Outcome

Unit M2.03 – Planning and monitoring work:

Understand how to work within the organisation’s policies, procedures and priorities

Understand how to plan and allocate work

Understand how to monitor a team’s work


Total 7 hours:

Team Leading course


Mini-project workshop

Guided reading

SMART objectives

Tuckman

Belbin



Assessment method Unit M2.02/3 – Mini Project



Team Leading course: 4

Interactive exercise on the difference between leadership and management – sort cards into categories

Input on the difference between leadership and management, supported by profiles of well known leaders/managers.

Individual questionnaire to identify leadership styles using Lewin’s model.

Input on Adair’s three forces that influence leadership.

Exploration of Tannenbaum & Schmidt and relate this to a team leader’s options for use of their authority and level of team participation.

Application of different leadership styles to case studies to discover appropriate use.

Mini role plays to have a go at using leadership styles in work related scenarios.

Input on the difference between a team and a group and how this relates to a team leader’s leadership of both.

Team building techniques such as team identity, team goals, team communication systems, team review

(Link into previous input in session M2.03 about Belbin’s team role theory).

Exploration of what is meant by a self managed team and how to use this approach to encourage empowerment within teams.

Techniques for building self managed teams including techniques such as brainstorming, RACI, Feedback, Motivation, Development.

Use of case studies to consider when self managed teams can be most effective.

Mostly face-to-face (group and individual) and telephone support

Also other workshops offered by SLD


Learning Outcome

Unit M2.19 – Leading your work team:

Understand the difference between leadership and management

Understand a range of leadership styles, their use and potential impact on individuals and outputs

Understand self-managed teams

Guided learning hours Total 7 hours:

Team Leading course

Guided reading

SMART objectives

Tuckman

Belbin



Assessment method Unit M2.19 – Reflective Review


Tutorial support

Tutorial support will be given in 3 X 20 minute slots. These sessions will be held either on site or using skype/telephone. As these tutorial times are a requirement of the programme, people will be asked to book themselves tutorial slots on the dates provided. In addition, Lisa and Sandra will be available to offer tutorial support on delivery days. This will be either individual tutorial time or group tutorial time e.g. spending time at the end of a session discussing the work based assignment.


Assessment Pack

Introduction to assessment used for this qualification

Reflective reviews

You will be required to submit review-style pieces of work for some Units as described in the Scheme of Work for this qualification. Each Unit has clear assessment criteria which you will need to meet in our submitted work. Although there are recommended lengths of essay-type submissions these are not strict – it is up to you to make sure your piece of work meets all the assessment criteria.

Your review should be structured using the headings in the Assessment Guide for each Unit (contained at the end of this document).

Mini-projects

Some Units are covered by a single mini-project. This is more of an essay-type piece of work, structured using the headings provided in the Assessment Guide for each Unit.

Although the term “project” is used you are not expected to employ any project management techniques or terminology. In this sense the term “project” means:

you will need to think carefully about the whole topic covered

work on the areas itemised in the Assessment Guide

and submit a consolidated account of your work covering the whole range of topics (as specified).

Failing to meet the assessment criteria

If a submission fails to meet all the criteria you will be asked to re-submit your work after further learning which will be indicated when you are given feedback by your assessor.

Summary of assessments for this qualification

Learning component Assessment method

Unit M2.01 Developing yourself as a team leader

Reflective review

Unit M2.02 Motivating the work team to perform

M2.02 and M2.03 Mini project together

Unit M2.03 Planning and monitoring work

Unit M2.19 Leading your work team

Reflective review


Assessment Guides

Unit M2.01 Developing yourself as a Team Leader

TASK – REFLECTIVE REVIEW

Effective Team Leaders understand their roles, functions and responsibilities; and the limits of their authority and accountability. They also know how to seek, accept and respond positively to feedback on personal performance to improve their workplace performance.

You do not need to be leading a team in order to complete this Reflective Review.

You should, where possible, use your own workplace as the basis for this Reflective Review; but you may use another team within the organisation or another organisation as your focus if you have experience elsewhere that is relevant.

If you are not currently in employment, then you should try to undertake this Reflective Review in relation to a team in an organisation of which you have some knowledge. In exceptional circumstance, and where this is not possible, the tutor should contact the ILM External Verifier for further advice.

You might expect to complete this task in around 300 words; expected range 250 to 500 words.

Please use the headings below for this Reflective Review Assessment Criteria

Background

Very briefly identify your area of the University, state what it does, and your role within it (or the team leader role you plan to use for the purpose of this Reflective Review)

This aspect is not assessed, but is designed to help the assessor understand the context of the information you provide throughout the remainder of the Reflective Review

Responsibilities of a team leader

Describe four responsibilities of a team leader in your organisation (or the organisation you have selected)

Give two examples of problems you would need, as a team leader, to refer to someone with more authority

(min 15 marks required from 30 available)

Four responsibilities of a team leader are described

Two examples of problems they would need to refer to someone with more authority are given

Feedback on own performance

Collect feedback on your performance in a work-related situation and use it to identify one of your strengths which could help you to be an effective team leader and one area for improvement


Feedback on own performance is used to identify one strength and one area for improvement

Establishing trust

Describe one thing you could do as a team leader to establish and maintain trust within a team


One thing that they can do to establish and maintain trust within the team is described

Improving own performance

Prepare a simple action plan to address areas needing improvement in your own performance as a team leader or potential team leader


A simple action plan is prepared to address areas needing improvement in own performance

By submitting this assessment you confirm that it is your own work


MARK SHEET: M2.01: REFLECTIVE REVIEW

Centre Number: Centre Name :

Candidate Registration No:

Candidate Named below confirms authenticity of submission

NAME:

Criteria Strengths Areas for Improvement Assr

mark

QA mark

Responsibilities of a team leader

Four responsibilities of a team leader are described

Two examples of problems they would need to refer to someone with more authority are given

/30

(min15)

Feedback on own performance

Feedback on own performance is used to identify one strength and one area for improvement

/ 20

(min 10)

Establishing trust

One thing that they can do to establish and maintain trust within the team is described

/ 20

(min 10)

Improving own performance

A simple action plan is prepared to address areas needing improvement in own performance

/ 30

(min15)

Assessor’s Decision Quality Assurance Use

Total Marks Outcome (circle as applicable)


Total 50+ overall, AND minimum in each section

PASS/REFERRAL

Total 50 +overall, AND minimum in each section

PASS/REFERRAL

Section fail if applicable: Date of QA check:

Name of Assessor: Name of QA:

Assessor Signature and date: QA Signature and date:

ILM EV signature: Date externally verified (where applicable):


Unit M2.02 Motivating the work team to perform

Unit M2.03 Planning and Monitoring work

TASK – MINI PROJECT

Your task is to explore specific aspects of the role of team leader. You do not actually need to be leading a team in order to complete this Mini-Project, but you will need to focus on the team leader’s responsibilities for ensuring that tasks or activities are completed.

You should, where possible, use your own workplace as the basis for this Mini-Project; but you may use another organisation as your focus if you have relevant experience elsewhere. In choosing the organisation to use for this Mini-Project, you should be looking for opportunities to apply what you have learnt in the two core Units of your ILM Level 2 Certificate in Team Leading programme. You are advised to discuss your task with your tutor and/or your line manager.

The various stages in your Mini-Project are set out below. The structure given is designed to help you to present your work logically, including all the required steps. To maximise your chances of success, follow this guidance carefully.


Please use the headings below for this Mini-Project Assessment Criteria

Background

Very briefly identify your area of the University, state what it does and your role within it (or the team leader role you plan to use for the purpose of this mini-project)

This aspect is not assessed, but is designed to help the assessor understand the context of the information you provide throughout the remainder of the mini-project

Planning and allocating work

Give an example of one policy that affects the work of your team. Also give one example of an objective, linked to this policy, that your team is working to achieve (an example of a policy could be the Customer Service Policy and an example of an objective may be to halve customer complaints)

In order to achieve this objective, how do you go about planning and allocating work? How do you ensure that your team members understand what is required of them?


One example of a target or objective that the team is working to achieve is given

One organisational policy that is relevant to the work of the team is identified

The way that work is planned or allocated to meet the target or objective selected above is explained

One way of checking that team members understand what work is required of them is described

Monitoring your team’s work

How will the team’s work be checked (name two ways) and what could be done if someone were not doing their job properly?

Mention an example of something your team currently does that seems to conflict with something else they are required to do


Two ways to monitor the team’s work are listed

One action the team leader could take to rectify performance that does not meet the required standard is described

One example of conflict or incompatibility between different targets or objectives in the workplace is given

Motivating your team to perform

Briefly describe one of the theories of motivation that you have learnt about and, putting this theory into practical use, describe two things you could do to motivate your team


One recognised theory of motivation is briefly described

Two things that could be done to motivate own team to improve performance using that theory of motivation is described


(continued)

Please use the headings below for this Mini-Project Assessment Criteria

Dealing with under-performance from individual team members

Explain one thing that your organisation expects in terms of the quality and/or quantity of work required from team members

Describe two things that could indicate to you that the work of one of your team members is not acceptable (for example complaints from customers, poor time-keeping and missing deadlines etc)

What could be causing this unsatisfactory work and what could be done to solve this?


One example of an organisation’s performance requirements in relation to individual employees is explained

Two indicators of underperformance that relate to own team are described

The possible causes of under-performance and action they could take to rectify one of these is described



MARK SHEET: M2.03 AND M2.03: MINI PROJECT

Centre Number: Centre Name:



NAME:

Criteria Strengths Weaknesses Assr

mark

QA mark

Planning and allocating work

One example of a target or objective that the team is working to achieve is given

One organisational policy that is relevant to the work of the team is identified

The way that work is planned or allocated to meet the target or objective selected above is explained

One way of checking that team members understand what work is required of them is described

/ 26

marks

(min 13)

Monitoring your team’s work

Two ways to monitor the team’s work are listed

One action the team leader could take to rectify performance that does not meet the required standard is described

One example of conflict or incompatibility between different targets or objectives in the workplace is given

/ 24

marks

(min 12)

Motivating your team to perform

One recognised theory of motivation is briefly described

Two things they could do to motivate own team to improve performance using that theory of motivation is described

/ 24

marks

(min 12)

Dealing with under-performance from individual team members

One example of an organisation’s performance requirements in relation to individual employees is explained

Two indicators of underperformance that relate to own team are described

The possible causes of under-performance and action they could take to rectify one of these is described

/ 26

marks

(min 13)


Total Marks Outcome

(circle as applicable) Total Marks

Outcome

(circle as applicable)


PASS/REFERRAL


PASS/REFERRAL



Name of Assessor Name of QA

Assessor Signature and date QA Signature and date



Unit M2.19 Leading your work team

TASK – REFLECTIVE REVIEW

Leadership is central to the role of a team leader, and you need to develop the skills and behaviours that will make you an effective leader. Thinking about your own behaviour, as a team leader, and the behaviour of other leaders and managers in the organisation:

How do leaders differ from managers?

What sort of styles can leaders use?

Which style or styles are most commonly used in your organisation?

What effect does this style (or styles) have on people and their performance at work?

What leadership style or styles do you tend to use?

What can you do to empower people in your team and encourage them to play a part in managing it?

How will the organisation benefit from having self-managed teams?


Please use the headings below for this Reflective Review Assessment Criteria

Background

Very briefly identify your area of the University, state what it does, and your role within it (or the team leader role you plan to use for the purpose of this Reflective Review)

This aspect is not assessed, but is designed to help the assessor understand the context of the information you provide throughout the remainder of the Reflective Review

Leadership styles and their impact on the workforce

Explain the principle differences between leadership and management. Use your experience of the course exercises and management theories covered.

Describe three leadership styles in the context of the workplace, identifying which one, or combination, are most commonly used in your area of the University.

Explain the likely effect of this style or styles of leadership on staff in your area of the University and their performance.


The difference between leadership and management is explained

Any three leadership styles are briefly described

The leadership style or combination of styles most commonly used within the organisation are identified

The likely effect of this style or combination of styles on people and their work performance is explained

Your own leadership style

From your self-assessment on the course describe your own leadership style and the likely impact on your team and their work.


Own leadership style and its impact on people and their work performance is briefly reviewed

Self Managed teams

Explain what is a self-managed team.

Explain the benefits to the University of developing self-managed teams.


A self managed team is explained

The benefits to an organisation of developing self managed teams is explained


Empowering your team

Describe two techniques you can use to empower your team.


Two techniques they could use as a team leader to empower others in the team are identified



MARK SHEET: M2.19 REFLECTIVE REVIEW

Centre Number: Centre Name:



NAME:

Criteria Strengths Weaknesses Assr

mark

QA mark

Leadership styles and their impact on the workforce

The difference between leadership and management is explained

Any three leadership styles are briefly described

The leadership style or combination of styles most commonly used within the organisation are identified

The likely effect of this style or combination of styles on people and their work performance is explained

/40

(min 20)

Your own leadership style

Own leadership style and its impact on people and their work performance is briefly reviewed

/ 10

(min 5)

Self-managed teams

A self managed team is explained

The benefits to an organisation of developing self managed teams is explained

/ 30

(min 15)

Empowering your team

Two techniques they could use as a team leader to empower others in the team are identified

/ 20

(min10)





PASS/REFERRAL

Total 50 +overall, AND minimum in each section

PASS/REFERRAL


Name of Assessor: Name of QA:

Assessor Signature and date: QA Signature and date:


Appendix 2 Centre forms These forms are supplied separately to this pack and are also obtainable from the Centre Administrator:

2.1 Application form

2.2 IV Report

2.3 Dispute and referral form

2.4 Assessment and Feedback form

2.5 Candidate Progress Sheet