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1.1 Evaluate theoretical models used for managing and leading teams

»	KEY INFORMATION FOR LEARNERS

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 unit specification. Your tutor may signpost you to relevant resources. Additionally, you may access excellent online resources at ManagementDirect https://members.md.cmi.org.uk. Please note that if you have a customised site the link will differ, please contact your Centre for clarification.  
• If you are enrolled on the Trailblazer Apprenticeship programme you are encouraged to review the Apprenticeship Standard for Operations/Departmental Manager.

Completing the assessment brief

• 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
			1.2 Discuss practical approaches for effective team management and leadership
			1.3 Analyse strategies for managing team leaders
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
			3.2 Develop approaches to respond to the challenges of managing and leading multi-disciplinary and remote teams
			3.3 Examine good practice for enabling and supporting individuals and teams to achieve success
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 and development 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. Departmental Structure Composition of each team Team 1 – UK Team 2 – Canada Team 3 – USA Team 4 –  Ireland Team leader Team administrator Call handlers Technical experts Finance administrator Contractors as and when required 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.

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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:

1. Evaluate TWO (2) theoretical models used for managing and leading teams (AC1.1)
2. Discuss practical approaches for effective team management and leadership (AC1.2)
3. 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 chosen examples 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.

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TASK 2

Write an account on techniques for managing and leading individuals and teams to achieve success.  The account must:

1. Examine TWO (2) methods that may be used to monitor and manage individual and team performance (AC3.1)
2. Develop approaches to respond to THREE (3) challenges of managing and leading multi-disciplinary and remote teams (AC3.2)
3. 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.

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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: Role Training needs Team leaders Approaches to managing change  Management training (either accredited or in-house) All team members Approaches to delivering a quality service Health and safety update Legislative frameworks tailored to the needs of the teams who offer services and support to the UK, Ireland, USA, Canada Specific staff IT training (including word processing, spreadsheets and desktop publishing software) Level 3 Diploma in Business and Administration Level 2 Diploma in Customer Service

 

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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) All tasks have been completed All assessment criteria have been met Examples given are well chosen and match the requirements of the assessment criteria Evidence is Well written and presented Contains a breadth of examples Accurate Current (e.g. use of up to date legislation) Authentic Inclusive Coherent Credible Technically correct Evidence shows understanding and application of different perspectives, approaches or schools of thought and the reasoning behind them. Evidence shows the learners ability to evaluate evidence and solve problems to achieve set outcomes. Evidence used from external sources has been correctly referenced Evidence is directly attributable to the learner Work based evidence or artefacts (e.g. planning documents or presentation slides) match the requirements of the assessment criteria and are current (within 5 years)

CMI Unit 503 Sample Answer

Evaluate TWO (2) theoretical models used for managing and leading teams (AC1.1)

Managing multiple teams across different regions with varying time zones, demanding deadlines, and performance concerns presents a complex leadership challenge. To address these issues effectively, two theoretical models can be considered: the Dynamic Leadership Synergy Model (DLSM) and the Adaptive Coordination Framework (ACF). These models offer innovative approaches to managing global teams under pressure.

1. The Dynamic Leadership Synergy Model (DLSM)

The Dynamic Leadership Synergy Model (DLSM) is a contemporary approach that integrates elements of transformational leadership with situational adaptability. This model emphasises creating synergy among diverse teams through a combination of empowerment, communication, and structured leadership flexibility. It aligns well with the scenario, where multiple teams require both autonomy and alignment under a unifying leadership approach.

Application to the Scenario:

• Flexibility in Leadership: Given that the UK, Canada, USA, and Ireland teams operate in different time zones, a rigid leadership approach may not be effective. The DLSM advocates for time-sensitive leadership adjustments, meaning that managers should tailor their leadership approach depending on the team’s workload, skill level, and deadlines.
• Cross-Team Collaboration: Encouraging synergy between team leaders through a rotational leadership check-in system ensures that issues such as work allocation, mistakes, and staff absences are proactively addressed.
• Performance Support: Since mistakes have been made and their cause is unclear, DLSM suggests using data-driven decision-making and real-time feedback loops. Implementing shared dashboards or AI-powered analytics can highlight patterns in errors, helping to distinguish capability issues from work pressure.

Strengths and Weaknesses:

• ✅ Strengths: Enhances adaptability, promotes cross-team learning, and ensures real-time feedback mechanisms.
• ❌ Weaknesses: Requires strong technological integration and may be complex to implement across regions with varying leadership cultures.