BUS406 Developing Teams | Qualifi Level 4 Business Management Assignment 2026 QUALIFI ASSESSMENT DOCUMENT BUS406 Developing Teams Qualifi Level 4 Diploma in Business Management Qualification Qualifi Level 4
BUS406 Developing Teams | Qualifi Level 4 Business Management Assignment 2026 QUALIFI ASSESSMENT DOCUMENT BUS406 Developing Teams
Qualifi Level 4 Diploma in Business Management Qualification
Qualifi Level 4 Diploma in Business Management Developing Teams
Unit Reference
BUS406 - Developing Teams J/507/1588
Qualification Reference (RQF)
601/6048/2
No of Credits
20 Credits
Introduction Prior to attempting this coursework assignment, Learners must familiarise themselves with the following policies:
Centre Specification Can be found at https://qualifi.net/qualifi-level-4-diploma-in-business-management/
Qualifi Quality Assurance Standards
Qualifi Quality Policy Statement
Plagiarism and Collusion In submitting the assignment Learner’s must complete a statement of authenticity confirming that the work submitted for all tasks is their own. The statement should also include the word count.
Your accredited study centre will direct you to the appropriate software that checks the level of similarity. Qualifi recommends the use of https://www.turnitin.com as a part of the assessment.
Plagiarism and collusion are treated very seriously. Plagiarism involves presenting work, excerpts, ideas or passages of another author without appropriate referencing and attribution.
Collusion occurs when two or more learners submit work which is so alike in ideas, content, wording and/or structure that the similarity goes beyond what might have been mere coincidence
Please familiarise yourself on Qualifi’s Malpractice and Maladministration policy, where you can find further information
Referencing A professional approach to work is expected from all learners. Learners must therefore identify and acknowledge ALL sources/methodologies/applications used.
The learner must use an appropriate referencing system to achieve this. Marks are not awarded for the use of English; however, the learner must express ideas clearly and ensure that appropriate terminology is used to convey accuracy in meaning.
Qualifi recommends using Harvard Style of Referencing throughout your work.
Appendices You may include appendices to support your work, however appendices must only contain additional supporting information, and must be clearly referenced in your assignment.
You may also include tables, graphs, diagrams, Gantt chart and flowcharts that support the main report should be incorporated into the back of the assignment report that is submitted.
Any published secondary information such as annual reports and company literature, should be referenced in the main text of the assignment, in accordance of Harvard Style Referencing, and referenced at the end of the assignment.
Confidentiality Where a Learner is using organisational information that deals with sensitive material or issues, they must seek the advice and permission from that organisation about its inclusion.
Where confidentiality is an issue, Learners are advised to anonymise their assignment report so that it cannot be attributed to that particular organisation.
Word Count Policy Learners must comply with the required word count, within a margin of +10%. These rules exclude the index, headings, tables, images, footnotes, appendices and information contained within references and bibliographies.
When an assessment task requires learners to produce presentation slides with supporting notes, the word count applies to the supporting notes only.
Submission of Assignments All work to be submitted on the due date as per Centre’s advice.
All work must be submitted in a single electronic document (.doc file), or via Turnitin, where applicable.
This should go to the tutor and Centre Manager/Programme Director, plus one hard copy posted to the Centre Manager (if required)
Marking and grades Unit Title
Bus1.6: Developing Teams
Unit Reference (RQF)
J/507/1588
No of Credits
20 Credits
Learning Outcomes When awarded credit for this unit, a learner will:
Assessment Criteria Assessment of this learning outcome will require a learner to demonstrate that they can:
- Analyse the characteristics of teams
1.1 Identify the attributes of a successful team. 1.2 Review theoretical models and approaches used to evaluate teams.
- Evaluate methods for team development.
2.1 Assess motivational factors affecting different teams. 2.2 Evaluate relevant theory.
- Evaluate methods of setting team objectives, and monitoring and evaluating team performance.
3.1 Identify different approaches to setting team objectives and evaluating team performance. 3.2. Produce recommendations on how to improve team performance.
Assignment Questions and Scenario Scenario Learners may use their own employment context to write an assignment based on assessment tasks. Assessment tasks are learning outcomes of the unit associated with Assessment Criteria. You are required to generate sufficient evidence on assessment criteria to meet learning outcomes of the unit within the rules, regulations and standards to achieve credits of the unit. If you are not in employment, please use the following scenario.
Consider you are working as a Retail Manager for Adidas, which is global leader to sell sports and fitness equipment to its individual and corporate clients. Your job roles and responsibilities are:
Recruiting Training, supervising and appraising staff managing budget Overseeing products Pricing and stock Preparing promotional materials Attracting new customers and liaising with the head office. You manage and lead various teams within the company to achieve specific tasks such as sales, promotional, and staff development. Your role is to provide efficient and effective leadership to ensure that tasks are achieved within the company. In this course, you have studied various topics relating to team development, methods of setting an effective team, and monitoring team performance and you are asked by the Directors to write a report to evaluate self and team performance by focusing on following three tasks to meet the learning objectives the unit. Your report and its recommendations will serve as basis of the overall development and improvement of team development within the company.
Task 1(Formative) – 650 words Produce a short report for your new colleague about the characteristics of teams within your organisation. Your answer must include the following:
An outline of the major teams in your selected organisation, and a discussion of what makes them successful as a team (AC 1.1) A discussion of the usefulness of different theoretical models that can be used to evaluate the effectiveness of teams. (AC 1.2) Learning Outcomes When awarded credit for this unit, a learner will:
Assessment Criteria Assessment of this learning outcome will require a learner to demonstrate that they can:
- Analyse the characteristics of teams
1.1 Identify the attributes of a successful team. 1.2 Review theoretical models and approaches used to evaluate teams.
Formatting:
600-700 words Justified alignment Single-spaced 12pt Times New Roman font Use an appropriate referencing system for footnotes and citations Task 2 (Summative) – 650 words Write a proposal for your manager about the different methods used for team development within your organisation. Your answer must include:
An outline of the factors that motivate different teams within your selected organisation. (AC 2.1) An evaluation of the most effective theory for team development as it applies to your organisation (AC 2.2) Learning Outcomes When awarded credit for this unit, a learner will:
Assessment Criteria Assessment of this learning outcome will require a learner to demonstrate that they can:
- Evaluate methods for team development.
2.1 Assess motivational factors affecting different teams. 2.2 Evaluate relevant theory.
Formatting:
600-700 words Justified alignment Single-spaced 12pt Times New Roman font Use an appropriate referencing system for footnotes and citations Task 3 (Summative) – 700 words Write an essay in which you discuss different methods of setting, monitoring and evaluating team performance within your organisation. Your answer must include:
An outline of different approaches to setting and evaluating team performance for selected teams in the organisation. (AC 3.1) A set of recommendations about on the ways in which team performance can be improved within the organisation (AC 3.2) Learning Outcomes When awarded credit for this unit, a learner will:
Assessment Criteria Assessment of this learning outcome will require a learner to demonstrate that they can:
- Evaluate methods of setting team objectives, and monitoring and evaluating team performance.
3.1 Identify different approaches to setting team objectives and evaluating team performance. 3.2. Produce recommendations on how to improve team performance.
Formatting:
600-800 words Justified alignment Single-spaced 12pt Times New Roman font Use an appropriate referencing system for footnotes and citations Awarding Classification/Grading All unit grading is shown on the qualification transcript.
Fail - 0-39% Pass - 40%-59% Merit - 60% - 69% Distinction 70%+ All units will be internally assessed through written assignment, internally marked by the QUALIFI approved centre and subject to external quality assurance by QUALIFI.
Distinction
Merit
Pass
FAIL
Criteria
80-100
70-80
60-69
50-59
40-49
30-39
0
Content (alignment with assessment criteria)
Extensive evaluation and synthesis of ideas; includes substantial original thinking
Comprehensive critical evaluation and synthesis of ideas; includes coherent original thinking
Adequate evaluation and synthesis of key ideas beyond basic descriptions; includes original thinking
Describes main ideas with evidence of evaluation; includes some original thinking
Describes some of the main ideas but omits some concepts; limited evidence of evaluation; confused original thinking
Largely incomplete description of main issues; misses key concepts; no original thinking
Inadequate information or containing information not relevant to the topic
Application of Theory and Literature
In-depth, detailed and relevant application of theory; expertly integrates literature to support ideas and concept
Clear and relevant application of theory; fully integrates literature to support ideas and concepts
Appropriate application of theory; integrates literature to support ideas and concepts
Adequate application of theory; uses literature to support ideas and concepts
Limited application of theory; refers to literature but may not use it consistently
Confused application of theory; does not use literature for support
Little or no evidence of application of theory and relevant literature
Knowledge and Understanding
Extensive depth of understanding and exploration beyond key principles and concepts
Comprehensive knowledge and depth of understanding key principles and concepts
Sound understanding of principles and concepts
Basic Knowledge and understanding of key concepts and principles
Limited and superficial knowledge and understanding of key concepts and principles
Confused or inadequate knowledge and understanding of key concepts and principles
Little or no evidence of knowledge or understanding of key concepts and principles
Presentation and Writing Skills
Logical, coherent and polished presentation exceeding expectations at this level; free from errors in mechanics and syntax
Logical, coherent presentation demonstrating mastery; free from errors in mechanics and syntax
Logical structure to presentation; makes few errors in mechanics and syntax which do not prohibit meaning
Orderly presentation; minor errors in mechanics and syntax
Somewhat weak presentation; errors in mechanics and syntax may interfere with meaning
Confused presentation; errors in mechanics and syntax often interfere with meaning
Illogical presentation lacking cohesion; contains significant errors that interfere with meaning
Referencing
Advanced use of in-text citation and references
Mastery of in-text citation and referencing
Appropriate use of in-text citation and referencing
Adequate use of in-text citation and referencing
Limited use of in-text citation and referencing
Inadequate use of citation and referencing
Little or no evidence of appropriate referencing or use of sources
Directions: For each of the criteria listed in the first column, circle one box in the corresponding column to the right which best reflects the student’s work on this particular assessment activity (e.g., project, presentation, essay).
Provide specific feedback to a student about each of the criteria scores he/she earned by writing comments and suggestions for improvement in the last row titled “Instructor’s comments:
Criteria
Score
Content
50
Application of Theory and Literature
40
Knowledge and Understanding
50
Presentation/Writing Skills
40
Referencing
40
Total Score
220/5 = 44, Basic
