Top-Up Textbook for the Highfield Top-up module · 2020. 9. 14. · Top-up module Top up - TLS...

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V1: September 2020 Top up - TLS (AP03)

Top-Up Textbook for the Highfield Level 3 Team Leader/Supervisor Apprenticeship Standard (AP03)

This top-up textbook has been developed to support you to meet the requirements for the distinction criteria now included in the latest assessment plan (AP03) for the Team Leader/Supervisor

Apprenticeship Standard. It should be used alongside the textbook modules in your apprenti-kit which were written to the

previous assessment plan (AP02). To achieve a distinction, you will need to meet all of the distinction criteria covered in this module.

2 V1: September 2020 Top up - TLS (AP03)

Total learning time guidanceThe recommended guidance to complete the knowledge part of this module, including the textbook and workbook, is estimated to be between 12 and 24 hours, however, your training provider will discuss this with you.

Signs and noticesThroughout the module you may find the following signs and notices, which are important to read and understand:

KnowledgeThese are points you will be expected to know when undertaking your work activities.

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SkillsThese are the skills you are expected to use in your work activities.Sk

BehavioursThese are key ways in which you are expected to act towards others when you are undertaking your work activities.Be

Merit/DistinctionThese are additional knowledge, skills or behaviours that could enable you to gain a higher grade.

There is a ‘notes’ section at the end of the workbook where you have the option to make comments on your thoughts and discussions.

Think aboutTake a moment to reflect on your experience.

Key pointAn important piece of information for you to remember.

DefinitionsAn explanation of a term used in the textbook.

British valuesAn opportunity for training providers to discuss fundamental British values with the learner, such as democracy, the rule of law, individual liberty, and mutual respect for and tolerance of those with different faiths and beliefs and for those without faith.


Module 1: Team building and development

TB5 Analyses the effectiveness of appropriate academic theories and models and incorporates them appropriately in their approach to leadership and team building

Leadership styles

In module 1 of this kit, you learnt about different leadership styles and the academic theories and models associated with them. Revisit this module now, to remind yourself of these.

The module encouraged you to look at leadership styles and consider whether any of them match your style. To expand on this, you will need to analyse how effective the models and theories are and show that you can use them in your approach to leadership and team building. For example, you may have examined the three leadership styles identified by Kurt Lewin and his colleagues.

• Democratic• Autocratic • Laissez Faire

You may consider yourself to be democratic in your approach, valuing the contributions and experiences of team members and encouraging them to collaborate.

Maybe your approach is more autocratic. This may be appropriate for your job role, for example, if you are a team leader or supervisor in the police or fire service it is often necessary to give orders based on strict rules to maintain control in high-risk situations. This style of leadership may also be appropriate when you are leading an inexperienced staff team, who need to be instructed in their work activities until they become more confident.

Another leadership style, not mentioned in module 1, is laissez-faire. This means that team members are encouraged to make their own decisions with very little input from you as a team leader or supervisor. This style of leadership does have its risks, as you may still be held accountable for the decisions made by team members and it only works if they are highly-motivated and are competent in making sound judgements and decisions.

Key pointMost team leaders and supervisors will use a mix of different styles and approaches depending on the situation.

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People and team management models

Module 2 of this kit detailed people and team management models and theories and encouraged you to look at team dynamics, team role theory and motivation techniques. All of these areas present different theories and models that can be used effectively in your approach to leadership and team building.

Think aboutConsider the theories covered in the first section in module 2 and how you use them successfully in your approach to leadership and team building.

Module 2: Building a high-performance team

BH6 Evaluate motivational practices and their benefits and drawbacks (e.g. recognition, reward, enrichment, consultation) and deploy them in their approach to team building

In module 2 of your kit, you explored theories relating to motivation and team building. You need to refer to that module and complete further research so you can evaluate the benefits motivational practices and use them effectively in your approach

to team building. A good starting point is to look at other theories on motivation.

Frederick Winslow Taylor - Scientific Management Theory - links how work is performed to how this affects motivation and productivity. He proposed that the following would increase productivity:

• simplifying work activities to make them more efficient

• managers and worker communicating and working together

• standardising work practices• providing incentives to work more

productively • selecting the right people for the job

The four principles, known as Taylorism, are:

1. Replace working by ‘rule of thumb,’ or simple habit and common sense, and instead, use the scientific method to study work and determine the most efficient way to perform specific tasks.

2. Rather than simply assign workers to just any job, match workers to their jobs based on capability and motivation, and train them to work at maximum efficiency.

3. Monitor worker performance, and provide instructions and supervision to ensure that they’re using the most efficient ways of working.

4. Allocate the work between managers and workers so that the managers spend their time planning and training, allowing the workers to perform their tasks efficiently.

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Victor Vroom’s Expectancy Theory. This theory suggests that motivation is based on 3 factors that equate to motivational force.

• Expectancy – that employees believe that increased efforts lead to increased performance and therefore to greater productivity and output.

• Instrumentality – the employee is an ‘instrument’ and performance that achieves the desired results are appreciated and rewarded.

• Valence – the value attached to the outcome, for example, monetary bonuses or additional days off.

Therefore, Vroom proposes that:

Motivational force = Expectancy x Instrumentality x Valence

For this theory to work in practice, employers and employees must believe that:

1. The increased efforts of workers improve performance

2. The increased performance leads to greater rewards

3. The reward given is appreciated by the worker

Key pointIf other employers or employees do not believe in any one of these factors, it is difficult to motivate the worker.

Think aboutResearch motivational theories and practices and consider how you use them in your approach to team building.

BH7 Evaluate the principles of active listening and their benefits and deploy them appropriately in their approach to team management

Active listening is an integral part of effective communication and crucial to your effectiveness as a team leader or supervisor. You will use active listening skills in various situations when managing your team, for example:

• during supervisions and appraisals• in team meetings• when holding challenging

conversations, such as delivering bad news or dealing with performance issues

• when dealing with customer complaints

The principles of active listening have been covered in module 4, and you will need to revisit that section so you can evaluate these principles and explore the benefits of using active listening to your work practice. You will also need to demonstrate how you use the principles in your approach to managing your team.

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The following table shows the skills that you need as a team leader or supervisor to enable you to become an effective active listener.

ParaphrasingRepeating back what the person has said in a way that is easily understandable and clarifies information.

Summarising Bringing together the facts and checking understanding.

Encouraging Positive prompts are used to demonstrate active listening.

Reflecting Reflecting the speaker’s words in terms of feelings.

Providing feedback Providing your thoughts on the situation.

Probing Asking questions to draw out further information.

Validating Acknowledgement of the problems, issues and feelings of the individual speaking.

Using pauses effectively Deliberate pauses at key points to emphasise that point.

Using silence Allowing comfortable silences, giving people the time to think as well as talk.

RedirectingMoving the conversation in another direction if the speaker is becoming aggressive or angry.


Think aboutResearch the principles of active listening and how they benefit you and your team. Consider how you demonstrate active listening in your approach to managing your team.

The flowing web pages will give you a good starting point:

www.skillsyouneed.com/ips/active-listening.html

www.indeed.com/career-advice/career-development/active-listening-skills

Module 3: Communication

C6 Evaluate how they build rapport with their audience, including customers, and how this can be negatively and positively impacted on by the different communication approaches and styles (e.g. verbal, non-verbal, written, visual and digital/electronic)

To build rapport you need to use your interpersonal skills. Therefore, you must demonstrate that you build rapport using your ability to communicate and listen effectively, and be aware of your body language when talking to colleagues and customers.

DEFINITIONS Rapport is a close and harmonious relationship in which the people or groups concerned understand each other’s feelings or ideas and communicate well.

Interpersonal skills are the combination of self-awareness, excellent communication skills and the ability to relate to others in a way that creates trust and understanding.

You have read about communication approaches and styles in module 4 of your kit. Whether verbal, non-verbal, written or digital and electronic, these methods must be used effectively to build rapport.

People are always sending and receiving wordless clues about what they think and feel without saying a word. Working to become aware of these clues helps you measure how near or far you are from building rapport.

When you see people who have developed a rapport, you may notice they copy each other in using:

• body language • posture • gestures • eye contact • facial expressions • tone of voice

Let’s look at how building a rapport is affected by body language.

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When it comes to building relationships with customers, you will need to show an awareness of these clues and the impact of your body language is as important as the words you speak.

More than half of communication is via body language, and a person’s tone of voice plays an important part too. Body language can:

• help you read people’s emotions and understand their feelings

• communicate confidence and assertiveness

• help to maintain a rapport with customers

• convey sensitivity and concern

However, it can also:

• create a barrier to effective communication and the rapport building process

• cause confusion and lead to misunderstandings

Key pointPositive body language will help you to build a customer’s trust and confidence in you, your organisation and its services and/or products.

If you identify that a team member is struggling to effectively build rapport with colleagues or customers, you may take the following action:

• observe their interactions• record the key issues

• raise the issues with them in a one-to-one session

• encourage them to identify the issues themselves

• encourage them to come up with solutions themselves

• agree on an action plan with clear goals and timescales

• agree on support mechanisms such as further training, shadowing an experienced colleague, having a mentor and regular one-to-one sessions

Think aboutReflect on an occasion when you needed to build rapport. Consider the methods and styles of communication you used and how these contributed to effective rapport building.


C7 Regulate the flow of conversations in the meetings they lead and compensate for both dominant and quiet voices to be heard equally

In module 4 in the knowledge section, you learnt about chairing meetings and the importance of planning the meeting using an agenda. The agenda can be used to effectively guide the meeting to keep the flow of conversation moving in the right direction. By asking everyone to contribute to the agenda, you are enabling participation even before the meeting begins. As you already know, your verbal and non-verbal communication skills play an important role in keeping the meeting on track and enabling all individuals to have their say. You need to ensure that you:

• actively listen• value team members’ ideas

and opinions• encourage quiet team members

to have their say• remind dominant team members to

respect the contributions of others • keep to the agenda and regulate the

flow of conversation

As a team leader or supervisor, you will find ways to ensure all voices are heard, below are some examples of how you could demonstrate that you do this.

• Encourage team members who add agenda items to introduce that item. It is important that you offer your support to those team members who find this difficult.

• Ask each team member in turn, whether they have anything to say. Remember they do not have to contribute and never put someone on the spot.

• Plan by allocating timeslots for team members to have their say, for example, each person can only speak for 5-10 minutes. This works well in situations where team members are making proposals for solutions to a problem.

• Ask team members who are going off track to talk to you after the meeting.

• Support quiet team members by telling the whole group that they can come to you later if they have something further to contribute.

• Have the team decide on ground rules for the meeting. This encourages them to take ownership and responsibility.

• Give dominant members a specific task, for example, taking the meeting minutes will give them a focus.

• Always thank all team members for their contributions.

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Key pointIf you have a team member who stands out as regularly dominating conversations, you may need to handle the situation outside of the meeting. This means taking them to one side and expressing your concerns using valid examples.

For further information on managing dominant team members visit:

http://johnpoelstra.com/dominant-people-at-meetings-017/

It is also important that you understand that while some quieter members of the team may need your support to speak out, others will often be listening and reflecting on what is said. The introverts in your team will benefit from you learning more about them and ensuring they get their say. Take a look at the article on the following link.

www.trainingzone.co.uk/develop/talent/introverts-at-work-seven-tips-to-make-sure-everyone-gets-a-say-in-meetings

Think aboutConsider ways you can demonstrate that you manage conversations in meetings to allow all voices to be heard.

Module 4: Organisational culture and strategy

OC6 Analyse how culture can affect individuals in different ways and how different cultures can impact on team working and strategy

Module 4 examined different theories of organisational culture that can be applied in the workplace. You will need to be able to analyse how the culture of the organisation you work for impacts on its employees and the working practices and strategy of your team. You will also need to be able to extend this to include other organisations.

DEFINITIONS Organisational culture can be defined as ‘the

way you do things; the values, beliefs and codes of practice or policies that determine the culture of an organisation’.

The types of culture you learnt about in module 1 include:

• Charles Handy’s 4 types of organisational culture:• power culture• role culture• task culture• person culture

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www.trainingzone.co.uk/develop/talent/introverts-at-work-seven-tips-to-make-sure-everyone-gets-a-say-in-meetings


• Edgar Schein’s 3 levels of organisational culture• artefacts• values• assumed values

• Robert E Quinn’s and Kim S Cameron’s culture typography theory• clan culture• hierarchy culture • market culture• adhocracy culture

Key pointTo be able to analyse the impact of culture, you need to ensure you are familiar with the different theories and types, therefore you should revisit module 1 to support you with this.

Several other management specialists have written about organisational culture, including Tom Peters, who focused on culture as being a differentiator of successful organisations. Together with Robert Waterman, he developed the McKinsey 7-S framework and identified the key values that need to be in place for a successful culture.

Strategy: the overall organisational plan. Structure: the reporting structure of the organisation.

Systems: the procedures and processes to be followed to complete everyday tasks.

Shared values: the core values of the company that come across in the organisational culture work ethic.

Style: the leadership style used.

Staff: the employees of the organisation and their capabilities.

Skills: the skills and competencies of the employees.

www.mindtools.com/pages/article/newSTR_91.htm

Think aboutConduct some research on Peters and Waterman’s McKinsey 7-S framework and consider how the business you work for meets these key values.

The most effective teams are built on a strong culture, which impacts on the following elements.

• Organisational policies• Procedures • Values • Expectations• Brand• Ethics

DEFINITIONS Ethics can be defined as being morally correct principles of behaviour, the differences between right and wrong, society’s accepted rules of conduct and behaviour.

www.mindtools.com/pages/article/newSTR_91.htm


Having the right culture and ethics can differentiate a business from its competitors, and branding that reflects this will not only attract customers but also high-quality employees.

The organisation also needs to incorporate laws and regulations into its culture along with ethical norms of society which often become underpinned by law. For example, environmental issues or protecting the rights of different social groups.

You may also need to consider whether the organisation you work for operates outside of the UK. If so, it is likely to be faced with a culture or value system that may, at times, be at odds with those values advocated by the organisation. It should be recognised, therefore, that an organisation’s culture, ethical stance and values will have an impact on the way the business operates.

Think aboutResearch cultural values and consider the impact that these have on the business you work for and its employees, and team working and strategy.

OC7 Explain the impact their communication of operational plans has had on the deliverable actions for their team, and the steps they then took to mitigate any adverse effects arising from this communication

How you communicate operational plans has an impact on the team and their acceptance and ownership of them. In module 5 of your kit, you explored how operational plans can be communicated and implemented effectively and you should refer to this module alongside the information in this section.

As a team leader or supervisor, you should be able to explain the organisation’s plans and goals to your team members and others, including how these apply to them. Your leadership and skills in communication have a significant impact on performance at a team level and therefore on the organisation. Your team members will rely on you to keep them informed, answer their questions and support them in achieving the objectives that come from the organisation’s plans, which informs the purpose of the team.

Key pointPoor leadership and communication can impair a team’s performance.

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When communicating the organisation’s plans and the team’s deliverable actions, the information should include individuals’, and the team’s, objectives, responsibilities and priorities. Team members need to know of any specific objectives and the rationale behind them as well as how they can be achieved and how they fit into the strategy. Everyone will also need to be made aware of who has responsibility for completing an objective, for reviewing it and the timeframe in which it must be achieved. The purpose of the team should align with specific job roles and specifications. Any plans should be structured, defined and provide documentation that can be referred to regularly. It should be flexible and reviewed on an ongoing basis to ensure additional support can be provided as required or objectives amended appropriately in line with the service, or the company’s, requirements. For example, if a new contract was acquired by the business, a person’s objectives may need to be realigned to meet that specific need.

Effective communication should be maintained throughout the process of sharing the plans, strategy and the team’s purpose, and when setting, working towards and achieving objectives. You have read about the ways that information can be communicated in module 4 of your kit.

Operational plans must be presented in ways that:

• are open and honest • relay all of the facts• enable discussion with everyone

involved and affected by them• outline the benefits• outline the risks and the plans

to mitigate them• enable understanding of team

and individual objectives

You will need to evaluate the impact of your communication of operational plans on your team, including the actions team members need to take to implement the plans and any adverse effects or barriers that have arisen from your communication.

Adverse effects and barriers have also been covered in module 5, in the skills section, and you will need to demonstrate that you can mitigate against these.

Think aboutConsider the effects of your communication of operational plans, how they were received, and what you did to mitigate adverse effects.


Module 5: Data Analysis

DA2 Evaluate how their analysis and management of either qualitative or quantitative data or different technologies has led, or will lead, to improved quality, efficiency or productivity within their organisation

The principles of analysing data have been covered in module 5, including:

• the information management cycle• using qualitative and quantitative data • data protection• effective use of technology

Module 10 then expanded on the requirements regarding data analysis and validating data for decision-making.

When selecting data and information that is going to be considered in any decision-making and improvement process, an effective team leader or supervisor must be able to do this in a non-judgemental and unbiased manner. To ensure that this is achieved, you should be consistent in your approach and therefore use the following process when gathering and analysing data:

1. Define the exact purpose of the data/information

2. Gather the data/information3. Analyse the information

4. Draw conclusions from the information analysis

5. Make recommendations6. Present recommendations7. Store the information8. Update the information

This process will ensure an appropriate structure can be implemented, for example, when seeking to improve quality, efficiency or productivity. The scope or objectives should be identified, and the people involved need to have the same understanding and interpretation of the scope/objectives. The data collected should be relevant and accurate and analysed to come up with conclusions from which recommendations can be put forward.

Think aboutConsider how you have analysed and managed data and how it has led to an improvement you have made or would like to make in the organisation you work for.

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Module 6: Project management

PM4 Evaluate how they have adapted known project management tools and approaches to suit the needs of their organisation

You will be aware of the tools and processes available that are detailed in module 6 in your kit, which focuses purely on project management. To summarise, the processes tools covered in module 6 include:

• Joseph Weiss and Robert Wysocki - project lifecycle

• PRINCE2 (Projects in controlled environments) – process model

• Association for Project Management – 5 stage process

• Gannt charts• Logic networks• Critical path analysis (CPA)• Programme evaluation review

techniques (PERT)

You may have a preference for one of these methods for planning your projects or you may be instructed to use one that is specific to the organisation you work for. For example, you may need to use the following.

Process flow charts

Processes are often represented in flow charts or diagrams showing the steps in a specific order. They give a visual representation of the process enabling

you to work through each stage in a logical sequence, generally flowing from top to bottom or left to right. They will normally follow the universal International Organisation for Standardisation (ISO) standards for flow charts as adopted and revised from the American National Symbols Institute (ANSI). Some of the commonly used symbols are:

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Indicates a process, operation or action

Refers to a document or record

Indicates the input and output of data from a process

Indicates a start or end in the process

Indicates the flow of the process

Indicates a question or decision in the process

Indicates a transfer to another location


You can find a more detailed list at:

www.adb.org/sites/default/files/project-documents/39500/39500-033-tacr-en.pdf

An example of a simple flowchart is shown here.

Leave Home

Reach work on time

Check time

After 8am?

Take a taxi Take the bus

NoYes


Product breakdown structure (PBS) and work breakdown structure (WBS) are both hierarchical charts that can be used to break down the deliverables of the project into manageable chunks or components.

The PBS starts with the product and then breaks it down into the components that make up that product as in the following example.

DessertMain course

Evening meal

Starter

Similarly, a WBS can be used to break down work tasks as in the next example.

Prepare each dishShop for ingredients

Preparation of a meal

Decide on the menu


Both charts allow you, as a project manager, to allocate the time and money that it will take to complete the project and allocate members of the project team to each component.

Whichever project management tools or processes you use, you need to evaluate their effectiveness and demonstrate how you have adapted them and used approaches that meet the needs of the organisation.

Think aboutConsider how you can adapt project management tools and processes to suit the needs of the organisation you work for.

Module 7: Organisational governance

OG3 Evaluate the importance of organisational governance and compliance from a corporate, legal and budgetary standpoint, and describe how appropriate governance and HR practices can positively impact their team and the wider organisation

Organisational governance has been covered in module 7 concerning the legislation and regulations that organisations must adhere to.

You will need to evaluate these from a legal, business and budgetary point of view, detailing their importance and describing how they can have a positive impact on your team and the organisation. For example, implementing procedures that reflect governance and legislation will:

• ensure the organisation in complying with its legal responsibilities

• protect the health, safety and welfare of employees, customers and others

• enhance the reputation of the organisation

• support the financial viability of the organisation

• improve job security• protect the rights of consumers/

customers

Think aboutThink of other ways that governance and legislation can positively impact on your team and the organisation.

You will also need to consider the impact of human resources (HR) practices relevant to the organisation you work for. Some of these are covered in module 2 and include aspects such as employment law, HR systems, equality, diversity and inclusion, data protection, equality and diversity and performance management. In addition, as part of your role, you will need to be aware of the requirements for other areas such as interviewing and hiring, staff benefits, national minimum or living wage, pensions, statutory sick pay, maternity leave etc.

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Think aboutResearch HR systems and processes and consider how they positively impact your team and organisation.

A good starting point is the Advisory, Conciliation and Arbitration Service (ACAS) website at:

www.acas.org.uk

Module 8: Managing self

MS4 Describe how they have used known management tools and theories to improve their performance based upon feedback received

In your kit, module 8, assessment of self and module 9, management of self explore the theories and tools you can use to support and manage your performance. You will have learnt about:

• preferred learning styles to support learning

• feedback modules such as 360-degree feedback

• SWOT analysis for feedback and reflection

• Graham Gibb’s reflective cycle • Donald Schon’s reflection in action/

reflection on action

• time management and planning techniques

• personal development planning• training and development• coaching and mentoring

It will be useful for you to undertake further research. For example, David Kolb, who’s experiential learning model is covered in module 8 also developed a theory detailing four learning styles.

The Converger – problem-solvers who are excellent in analysing practical ideas and tasks.

The Diverger – reflectors who can see things from different perspectives and are imaginative and creative.

The Assimilator – interested in theories and tasks rather than people orientated and are reflective observers.

The Accommodator – practical and intuitive learners who like new challenges.

To learn more, visit:

www.skillshub.com/what-are-kolbs-learning-styles/

Key pointYou will need to describe how you have demonstrated the use of management tools and theories in practice to improve your performance based on feedback collected from various sources.


Module 9: Problem-solving

PS10 Analyse the successes and learning points from a period of change their organisation has experienced and describe how the team leader’s role enables their team to clearly understand success criteria

In your role as a team leader or supervisor, there will be times when you need to lead your team through a period of change. For the change to be successful, you will play an important role in supporting your team members.

The way you approach change management will impact on the motivation and morale of your team. The team must be onboard with the change, and this means ensuring they understand the reasons for change. Reasons for the change may be:

• regulatory• political• social• consumer-led• competitor-led

In module 1, you learnt about John P Kotter’s 8 steps to successful change, and reading this section again will help you to analyse the successes and learning points that come from managing change in your work setting.

Factors that are external to the business but that can have a direct impact on business operations and functions can be examined by undertaking a PESTLE analysis. A PESTLE analysis involves collecting and presenting information about external factors that may have an impact on the business.

PESTLE stands for:

Political – this is what is happening, or changing, in the political backdrop of the business. This includes trade controls, import and export regulations, government agendas and policies, reforms and the political stability in which the organisation operates.

Economic – this is about what is happening in the economy. Is there an economic decline or growth? What are the current interest rates and are they likely to go up or down? Do exchange rates affect the organisation? How does a rise in the minimum wage affect staffing levels and profits?

Socio-cultural – this covers what is changing in the sociocultural backdrop of the business. How are customers’ buying habits changing? What attitudes and beliefs are affecting their buying habits? How do your customers feel about green issues? Are they more health-conscious? How are the population growth rate and changes in the socio-cultural diversity of the customer base affecting how you operate the business and the products you manufacture? There are many sociocultural aspects of an organisation’s operational success and all need to be considered.

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Technological – how do you keep up with technological advances? In what ways are customers choosing to interact with you through technology? Are you equipped to respond to those changes? How do you need to update your products and services to maintain a market share?

Legal – this is what is happening in changes to legislation. It can have an impact on employment, access to resources, health and safety management, data management and a long list of other aspects of your organisation. Not abiding by the law can have serious consequences for an organisation, so it is imperative to keep up to date with changes in legislation and, more importantly, to successfully implement those changes in your business.

Environmental – this is what is happening in the environment and if there are any direct consequences of any changes on the organisation. Many of the environmental factors will not have an immediate or direct impact on the organisation itself, but because of these environmental issues, organisations are likely to see changes in

the socio-cultural and economic aspects of its operations. Customers respond to knowledge about changes in the environment by purchasing products and services from organisations that demonstrate a ‘green’ conscience, while non-environmentally friendly products and services are discarded.

Key pointA PESTLE analysis could also be used to determine the criteria that will measure the success of the change.

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V1: September 2020 Top up - TLS (AP03)

Top-Up workbook for the Highfield Level 3 Team Leader/Supervisor Apprenticeship Standard (AP03)

This top-up workbook has been developed to support you to meet the requirements for the distinction criteria now included in the latest assessment plan (AP03) for the Team Leader/Supervisor

Apprenticeship Standard. It should be used alongside the workbook modules in your apprenti-kit which were written to the

previous assessment plan (AP02). To achieve a distinction, you will need to meet all of the distinction criteria covered in this module.


TB5 Analyses the effectiveness of appropriate academic theories and models and incorporates them appropriately in their approach to leadership and team building.

Question 1Analyse the effectiveness of academic theories and models that can be used in your approach to leadership and team building.

KNOWLEDGE QUESTIONSKn


KNOWLEDGE QUESTIONS

BH6 Evaluate motivational practices and their benefits and drawbacks (e.g. recognition, reward, enrichment, consultation) and deploy them in their approach to team building.

Question 2Evaluate motivational practices and their benefits and drawbacks.


KNOWLEDGE QUESTIONS

BH7 Evaluate the principles of active listening and their benefits and deploy them appropriately in their approach to team management.

Question 3Evaluate the principles of active listening and their benefits.


KNOWLEDGE QUESTIONS

C6 Evaluate how they build rapport with their audience, including customers, and how this can be negatively and positively impacted on by the different communication approaches and styles (e.g. verbal, non-verbal, written, visual and digital/electronic).

Question 4aEvaluate how you build rapport with customers, colleagues and others.

Question 4bEvaluate how rapport building can be negatively and positively impacted on by different communication approaches and styles.


KNOWLEDGE QUESTIONS

OC6 Analyse how culture can affect individuals in different ways and how different cultures can impact on team working and strategy.

Question 5aAnalyse how culture can affect individuals in different ways.

Question 5bAnalyse how different cultures can impact on team working and strategy.


KNOWLEDGE QUESTIONS

OC7 Explain the impact their communication of operational plans has had on the deliverable actions for their team, and the steps they then took to mitigate any adverse effects arising from this communication.

Question 6aExplain the impact your communication of operational plans has had on the deliverable actions for your team.

Question 6bExplain the steps you took to mitigate any adverse effects arising from your communication.


KNOWLEDGE QUESTIONS

DA2 Evaluate how their analysis and management of either qualitative or quantitative data or different technologies has led, or will lead, to improved quality, efficiency or productivity within their organisation.

Question 7Evaluate how your analysis and management of qualitative and quantitative data and use of technologies has led, or will lead, to improvements within your organisation.


KNOWLEDGE QUESTIONS

PM4 Evaluate how they have adapted known project management tools and approaches to suit the needs of their organisation.

Question 8Evaluate how you have adapted known project management tools and approaches to meet the needs of your organisation.


KNOWLEDGE QUESTIONS

OG3 Evaluate the importance of organisational governance and compliance from a corporate, legal and budgetary standpoint, and describe how appropriate governance and HR practices can positively impact their team and the wider organisation.

Question 9aEvaluate the importance of organisational governance and compliance from a corporate, legal and budgetary standpoint.

Question 9bDescribe how appropriate governance and HR practices can positively impact on your team and the organisation.


MS4 Describe how they have used known management tools and theories to improve to their performance based upon feedback received.

Question 10Describe how you have used known management tools and theories to improve your performance, based on feedback you have received.

KNOWLEDGE QUESTIONS


PS10 Analyse the successes and learning points from a period of change their organisation has experienced and describe how the team leader’s role enables their team to clearly understand success criteria.

Question 11aAnalyse the successes and learning points from a period of change you have experienced in your organisation.

KNOWLEDGE QUESTIONS

Question 11bDescribe how your role enables your team to understand the success criteria.


SKILLSSk

The skills criteria associated with this module are listed under the meritand distinction section.

BEHAVIOURS

Behaviours are covered in the skills and behaviours activity pack.

MERIT AND DISTINCTION

You will need to demonstrate that you can meet the followingmerit or distinction criteria for this module:

TB5 (K) (S) Analyses the effectiveness of appropriate academic theories and models and incorporates them appropriately in their approach to leadership and team building

BH6 (K) (S) Evaluate motivational practices and their benefits and drawbacks (e.g. recognition, reward, enrichment, consultation) and deploy them in their approach to team building

BH7 (K) (S) Evaluate the principles of active listening and their benefits and deploy them appropriately in their approach to team management

C6 (K) (S) Evaluate how they build rapport with their audience, including customers, and how this can be negatively and positively impacted on by the different communication approaches and styles (e.g. verbal, non-verbal, written, visual and digital/electronic

C7 (S) Regulate the flow of conversations in the meetings they lead and compensate for both dominant and quiet voices to be heard equally

OC6 (K) Analyse how culture can affect individuals in different ways and how different cultures can impact on team working and strategy

OC7 (K) (S) Explain the impact their communication of operational plans has had on the deliverable actions for their team, and the steps they then took to mitigate any adverse effects arising from this communication


DA2 (K) (S) Evaluate how their analysis and management of either qualitative or quantitative data or different technologies has led, or will lead, to improved quality, efficiency or productivity within their organisation

PM4 (K) (S) Evaluate how they have adapted known project management tools and approaches to suit the needs of their organisation

OG3 (K) Evaluate the importance of organisational governance and compliance from a corporate, legal and budgetary standpoint, and describe how appropriate governance and HR practices can positively impact their team and the wider organisation

MS4 (K) (S) Describe how they have used known management tools and theories to improve to their performance based upon feedback received

PS10 (K) Analyse the successes and learning points from a period of change their organisation has experienced and describe how the team leader’s role enables their team to clearly understand success criteria

The merit and distinction criteria are covered in the textbook, you will need to ensure that you demonstrate these thoroughly to gain a merit or distinction, this may include completing additional research.


NOTES


Highfield module mapping

The following mapping reference provides a guide for training providers on suggested coverage of module criteria within this kit. Where indicated on the ‘Module kit question’ column with a ‘QXX’, this refers to a question within the kit that could provide coverage for the identified criteria. However, it should be noted that it is still the responsibility of the training provider to ensure the answer provided by the learner is of the appropriate standard to meet the criteria in full. For those criteria that have no module kit question linked, further guidance is provided below.

Top-Up - Highfield Level 3 Team Leader/Supervisor Apprenticeship Standard (AP03)

Module criteria

Module kit question (if applicable)

End-point assessment method

TB5 (K) (S) Question 1 and skill Presentation with Q&A

BH6 (K) (S) Question 2 and skill Professional Discussion

BH7 (K) (S) Question 3 and skill Professional Discussion

C6 (K) (S) Question 4 and skill Presentation with Q&A

C7 (S) Skill Presentation with Q&A

OC6 (K) Question 5 Presentation with Q&A

OC7 (K) (S) Question 6 and skill Presentation with Q&A

DA2 (K) (S) Question 7 and skill Presentation with Q&A

PM4 (K) (S) Question 8 and skill Professional Discussion

OG3 (K) Question 9 Professional Discussion

MS4 (K) (S) Question 10 and skill Professional Discussion

PS10 (K) Question 11 Presentation with Q&A


Learner’s confirmation

Learner's name:

Learner's signature:

Employer’s confirmation

Employer’s name:

Employer’s signature:

Training provider’s confirmation

Training provider’s name:

Training provider’s signature:

Further evidence

Note: due to the module requiring evidence of skills and behaviours, it is not possible to provide full coverage through questioning. It is therefore recommended by Highfield that further evidence is gathered to ensure the module is fully completed.

If training providers wish to supplement this learner’s evidence further, they may do so and record this in the total learning time (TLT) log provided.

Please sign where applicable that the knowledge, skills and behaviours in the standard have been met as per the mapping document.


Reflection on your learning

Please use the space below to reflect on your learning throughout this module. Ask yourself:

What did I learn?

How do I feel?

What did I find easy?

What did I find difficult?

What else do I need to learn?


Self-assessment and revision

Use the self-assessment below to review your progress of this module and your readiness for the end-point assessment. Identify the gaps in your knowledge and skills and make a record of the areas you need to revise. Remember to log any hours you spend revising as off-the-job hours.

Key – tick (✓) the appropriate column

Module criteria A B C D I need to revise

TB5 (K) (S) (D) - Analyses the effectiveness of appropriate academic theories and models and incorporates them appropriately in their approach to leadership and team building.

BH6 (K) (S) (D) - Evaluate motivational practices and their benefits and drawbacks (e.g. recognition, reward, enrichment, consultation) and deploy them in their approach to team building.

BH7 (K) (S) (D) - Evaluate the principles of active listening and their benefits and deploy them appropriately in their approach to team management.

C6 (K) (S) (D) - Evaluate how they build rapport with their audience, including customers, and how this can be negatively and positively impacted on by the different communication approaches and styles (e.g. verbal, non-verbal, written, visual and digital/electronic).

C7 (S) (D) - Regulate the flow of conversations in the meetings they lead and compensate for both dominant and quiet voices to be heard equally.

A I have achieved this B I have partially achieved this

C I have evidence that I can do thisD I can show others how to do this


OC6 (K) (D) - Analyse how culture can affect individuals in different ways and how different cultures can impact on team working and strategy.

OC7 (K) (S) (D) - Explain the impact their communication of operational plans has had on the deliverable actions for their team, and the steps they then took to mitigate any adverse effects arising from this communication.

DA2 (K) (S) (D) - Evaluate how their analysis and management of either qualitative or quantitative data or different technologies has led, or will lead, to improved quality, efficiency or productivity within their organisation.

PM4 (K) (S) (D) - Evaluate how they have adapted known project management tools and approaches to suit the needs of their organisation.

OG3 (K) (D) - Evaluate the importance of organisational governance and compliance from a corporate, legal and budgetary standpoint, and describe how appropriate governance and HR practices can positively impact their team and the wider organisation.

MS4 (K) (S) (D) - Describe how they have used known management tools and theories to improve to their performance based upon feedback received.

PS10 (K) (D) - Analyse the successes and learning points from a period of change their organisation has experienced and describe how the team leader’s role enables their team to clearly understand success criteria.


Learner's signature:

Training provider’s signature:

Employer’s signature:


Total learning time (TLT) log

This log must be completed to demonstrate your learning both on and off the job and needs to be signed by both you and the training provider.

On the jobOn-the-job hours consist of the time you spend doing your job in your normal working environment. This will include any skills and behaviours that relate to the standard along with any additional knowledge you have learnt.

Activity completed(knowledge, skills and behaviour) Date Hours Learner

(signature)Training provider (signature)


Total on-the-job hours


Off the jobOff-the-job hours consist of any learning completed outside of your normal working environment that contributes to the achievement of your apprenticeship. This should be at least 20% of your contracted employment hours. Examples of off-the-job activities include completing tasks in your textbook and answering workbook questions, attending training courses or lectures, role playing, simulation, online learning, shadowing, mentoring, writing assignments, research, reflection, mock tests, self-assessment, revision, industry visits and attending competitions. These activities must be completed within your contracted working hours.

Activity completed(knowledge, skills and behaviours) Date Hours Learner

(signature)Training provider (signature)


Total off-the-job hours

Top-Up Textbook for the Highfield Top-up module · 2020. 9. 14. · Top-up module Top up - TLS...

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