Each task in this assessment brief has been developed to enable you to evidence achievement of the learning outcomes and assessment criteria for CMI 503: Principles of Managing
Overview of assessment tasks
Each task in this assessment brief has been developed to enable you to evidence achievement of the learning outcomes and assessment criteria for CMI 503: Principles of Managing and Leading Individuals and Teams to Achieve Success. Each of the assessment criteria must gain a pass outcome for you to successfully achieve the unit.
Preparation for the assessment
● Before you begin the assessment brief please read the CMI 503 unit specification thoroughly as only the content related to the achievement of the assessment criteria will be assessed.● Research the topics being assessed. Suggested reading/web resources are provided on the CMI 503 unitspecification. Your tutor may signpost you to relevant resources. Additionally, you may access excellent online resources at ManagementDirect https://members.md.cmi.org.uk. Please note that if you have a customised site the link will differ, please contact your Centre for clarification. ● If you are enrolled on the Trailblazer Apprenticeship programme you are encouraged to review the Apprenticeship Standard for Operations/Departmental Manager.
Completing the assessment brief
● The assessment brief contains a series of tasks which are clearly referenced to the relevant assessment criteria and indicative content.● Refer to the Assessment Guidance Table at the end of the assessment brief which outlines the requirements for a Pass or Refer. ● Evidence must be provided in the evidence booklet. Additional work based evidence such as plans or documentation (which has been referred to within the main text) should be included at the end of the booklet marked ‘Work Based Evidence’. Appendices are not a requirement of this assessment brief. If appendices are included these will not be marked or moderated by the CMI.● Work based evidence must be accompanied by a supporting statement in the learner evidence box, to explain the link to the assessment criteria. Work based evidence (where required by the task) must not exceed SIX (6) pages. Files embedded in the booklet must not exceed 10MB.● The evidence booklet must be completed in a professional manner (e.g. applying business conventions for writing formal reports) and by using Microsoft Word, Rich Text Format or another compatible software programme and not in a PDF format.● An appropriate referencing system (such as Harvard Referencing) must be used to ensure the original source(s) of quotations or models can be verified. ● Finally, you must sign the Learner Authenticity statement (an electronic signature is accepted).
Learner support
For information regarding policies and procedures for assessment (e.g. special assessment arrangements, learner support, appeals, complaints, certification, confidentiality, plagiarism) you should contact your tutor or Centre manager and refer to the CMI Level 5 in Management and Leadership syllabus.
» | INTRODUCING ASSESSMENT BRIEF CMI 503 |
When individuals and teams are managed well, organisations thrive and staff satisfaction increases.
Assessment brief CMI 503 has been designed to equip managers with an in-depth understanding of the theoretical and practical approaches to leading and managing teams effectively. Managers will identify the techniques used to monitor and manage individual and team performance, assess current and future capabilities and adopt approaches to respond to these. On successful completion of the unit, managers will not only understand how to meet the challenge of leading individuals and teams, they will know how to support, motivate and inspire them to exceed expectations.
» | ASSESSMENT TASKS AND WORD COUNT |
Assessment brief CMI 503 features the following assessment tasks. Further detail is provided against each assessment task within the brief.
| Assessment Task | Learning outcomes covered by assessment method | Assessment criteria | Guideline word count |
1 | Write a good practice guide entitled: Approaches to managing and leading teams | LO1 Understand approaches to managing and leading teams | 1.1 Evaluate theoretical models used for managing and leading teams | Approx. 1500 words |
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| 1.2 Discuss practical approaches for effective team management and leadership |
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| 1.3 Analyse strategies for managing team leaders |
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2 | Write an account on techniques for managing and leading individuals and teams to achieve success | LO3 Know techniques for managing and leading individuals and teams to achieve success | 3.1 Examine methods used to monitor and manage individual and team performance | Approx. 1500 words
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| 3.2 Develop approaches to respond to the challenges of managing and leading multi-disciplinary and remote teams |
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| 3.3 Examine good practice for enabling and supporting individuals and teams to achieve success |
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3a | Write an account on techniques used for assessing current and future team capabilities and requirements | LO2 Know how to achieve a balance of skills and experience in teams | 2.1 Discuss techniques for assessing current and future team capabilities and requirements | Approx. 500 words |
3b | Write a report entitled: Factors which impact on the selection of learning and development activities |
| 2.2 Assess the factors which impact on the selection of learning anddevelopment activities for individuals and teams | Approx. 500 words |
Guideline word count
The written word, however generated and recorded, is still expected to form the majority of assessable work produced by Learners at Level 5. The amount and volume of work for this unit should be broadly comparable to a word count of 3500-4000 words within a margin of +/-10%. The excessive use of word count is not grounds for referral, however the CMI reserve the right to return work to the Centre for editing and resubmission by the Learner.
The following are excluded from inclusion in word count, if used and not required by the assessment brief an introduction to a job role, organisation or department, index or contents pages, headings and sub headings, diagrams, charts and graphs, reference list or bibliography, reflective statement drawn from undertaking the assignment and how this has impacted on the learner’s work.
Please see the CMI Assessment Guidance Policy for further guidance.
» | APPROACHES TO MANAGING AND LEADING TEAMS |
An understanding of the theoretical and practical approaches to managing teams and individuals is a critical skill for any manager.
» | SCENARIO A |
You manage a department in a large organisation, which has clients in the UK, Canada, USA, and Ireland. It is your first experience of managing multiple teams within a department and you are highly committed to making this new role a success. The department comprises of 4 teams and provides a range of services and support to its customers.
Within each region, the team leader is responsible for managing day to day activities such as work allocation and administration activities such as staff holidays, absence etc. Because of the difference in time zones across the four countries, there are a number of additional challenges involved in managing each team effectively. The teams are under pressure to meet demanding deadlines and mistakes have been made. It is unclear whether these have arisen from work pressures or the capability of some team members. |
» | TASK 1 |
Write a good practice guide entitled ‘Approaches to managing and leading teams’. The good practice guide will be used by other managers in the organisation and must:
i. Evaluate TWO (2) theoretical models used for managing and leading teams (AC1.1)ii. Discuss practical approaches for effective team management and leadership (AC1.2)iii. Analyse TWO (2) strategies for managing team leaders (AC1.3)
Guidance for completion of Task 1 |
● Base your response on Scenario A, your own experience of managing and leading teams or use well chosenexamples from an organisation you know well or have researched. ● The good practice guide should include sub headings. You may choose to include tables and diagrams (as appropriate) to support your discussion. ● Your discussion should be underpinned with relevant theoretical principles and models. ● Please refer to the indicative content for each of the assessment criteria (AC) outlined in the unit specification. |
» | TECHNIQUES FOR MANAGING AND LEADING INDIVIDUALS AND TEAMS TO ACHIEVE SUCCESS |
An important responsibility of any manager is to be able to monitor and manage individual and team performance, develop approaches to respond to the challenges of managing and leading multi-disciplinary and remote teams and recognise good practice in leading individuals and teams to success.
» | TASK 2 |
Write an account on techniques for managing and leading individuals and teams to achieve success. The account must:
i. Examine TWO (2) methods that may be used to monitor and manage individual and team performance (AC3.1)ii. Develop approaches to respond to THREE (3) challenges of managing and leading multi-disciplinary and remote teams (AC3.2)iii. Examine good practice for enabling and supporting individuals and teams to achieve success (AC3.3)
Guidance for completion of Task 3 |
● Base your response on Scenario A, your own experience of managing and leading individuals and teams to achieve success or use well chosen examples from an organisation you know well or have researched. ● The account should include sub headings. You may choose to include tables and diagrams (as appropriate) to support your discussion. ● Your discussion should be underpinned with relevant theoretical principles and models. ● Please refer to the indicative content for each of the assessment criteria (AC) outlined in the unit specification. |
» | ACHIEVING A BALANCE OF SKILLS AND EXPERIENCE IN TEAMS |
The success of a team is optimised when the individuals within it have a balance of skills and experience. A manager can support this by knowing how to use techniques to assess current and future team capabilities and requirements and understanding the role of learning and development to achieve individual and team aims.
» | TASK 3a |
Write an account and discuss TWO (2) techniques used for assessing current and future team capabilities and requirements (AC2.1)
Guidance for completion of Task 3a |
● Base your response on Scenario A, your own experience of developing individuals and teams or use well chosen examples from an organisation you know well or have researched. ● The report should include sub headings. You may choose to include tables and diagrams (as appropriate) to support your discussion. ● Your discussion should be underpinned with relevant theoretical principles and models. ● Please refer to the indicative content for each of the assessment criteria (AC) outlined in the unit specification. |
» | SCENARIO B |
Following a review of the capabilities and requirements of the individuals and teams you manage in a large organisation in the UK, Canada, USA and Ireland, the following training needs have been identified:
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» | TASK 3b |
Write a report entitled ‘Factors which impact on the selection of learning and development activities’.
The report must assess the factors which impact on the selection of learning and development activities for individuals and teams (AC2.2).
Guidance for completion of Task 3b |
● Base your response on Scenario B, your own experience of selecting learning and development activities for individuals and teams or use well chosen examples from an organisation you know well or have researched. ● The report should include sub headings. You may choose to include tables and diagrams (as appropriate) to support your discussion. ● Your discussion should be underpinned with relevant theoretical principles and models. ● Your discussion must consider learning and development activities for both individuals and teams. ● Please refer to the indicative content for each of the assessment criteria (AC) outlined in the unit specification. |
» | ASSESSMENT GUIDANCE |
Refer | Pass |
● The submission is incomplete ● Tasks are incomplete ● Not all assessment criteria have been met ● No examples are used or the examples given do not match the requirements of the assessment criteria ● Evidence is ● Unclear ● Technically incorrect or inaccurate ● Biased ● Unprofessional language ● Poorly structured and presented ● Ideas are under-developed ● Lacks sufficient detail to show understanding of the topic ● The application of different perspectives, approaches or schools of thought is unclear or inappropriate ● Little or no evaluation of evidence has taken place ● The ability to make judgments and solve complex problems has not been evidenced ● Evidence is not directly attributable to the learner ● External sources of information are not acknowledged ● Work based evidence or artefacts (e.g. planning documents or presentation slides) do not meet the requirements of the assessment criteria and are not current (within 5 years) |