Unit 14: Working with and Leading People

Assessment Assignment

Assignment front sheet

 

Qualification Unit number and title
Pearson BTEC Level 5 HND Diploma in Business and Management Unit 14: Working with and Leading

People

Student name    Assessor name
  Alex Addo
Date issued Completion date Submitted on
01/07/2015   03/09/2015
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Assignment title Working with and Leading People
         

10

 

  Learning Outcome Assessment Criteria In this assessment you will have the opportunity to present evidence that shows you are able to: Task no.  

Evidence

(Page no)

 
  LO1 Be able to use recruitment, selection and retention procedures 1.1 Prepare documentation to select and recruit a new member of staff

Unit 3 Organization and behavior

Task 1    
    Assess the impact of legal, regulatory and ethical considerations to the recruitment and selection process
  1.2
   
   
  1.3 Take part in the selection process
  1.4 Evaluate own contribution to the selection process
  LO2 Understand the styles and impact of leadership 2.1 Explain the skills and attributes needed for leadership Task 2    
  2.2 Explain the differences between leadership and management    
  2.3 Compare leadership styles for different situations    
  2.4 Explain ways to motivate staff to achieve objectives    
  LO3 Be able to work effectively in a team 3.1 Assess the benefits of team working for an organisation Task 3    
  3.2 Demonstrate working in a team as a leader and member towards specific goals, dealing with any conflicts or difficult situations    
  3.3 Review the effectiveness of the team in achieving the goals    
  LO4 Be able to assess the work and development needs of individuals 4.1 Explain the factors involved in planning the monitoring and assessment of work performance  

 

 

 

Task 4

   
  4.2 Plan and deliver the assessment of the development needs of individuals    
  4.3 Evaluate the success of the assessment process    
Learner declaration
I certify that the work submitted for this assignment is my own and research sources are fully acknowledged.

 

 

Student signature:                                                                 Date:

             

 

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In addition to the above PASS criteria, this assignment gives you the opportunity to submit evidence in order to achieve the following MERIT and DISTINCTION grades

 

Grade Descriptor

 

Indicative characteristic/s

 

Contextualisation

M1 Identify and apply strategies to find appropriate solutions ·         Relevant theories and techniques have been applied

·         Effective judgments have been made

·         Complex problems and more than one variable have been explored.

An effective approach to study and research has been applied.

  • Answers reflect that effective judgments have been made about the specific content and the information. The answers show that an effective approach to study and research has been applied within the scenarios e.g. comparing concepts, theories and models.

 

M2 Select / design and apply appropriate methods / techniques ·         A range of methods and techniques have been applied.

·         A range of sources of information used

·         The selection of methods and techniques/ sources justified

·         Complex information/data has been synthesized and processed

Appropriate learning methods/techniques applied.

  • A range of sources have been used to address the tasks

 

 

M3 Present and communicate appropriate findings ·         Appropriate structure and approach has been used.

·         Logical and coherent arguments have been presented with technical language accurately used

·         A range of methods of presentation has been used

·         Appropriate media used

·         Familiar and unfamiliar contexts have been used.

It is appropriate for familiar and unfamiliar audiences

  • Logical and coherent arguments have been presented with technical language accurately used in all the tasks

 

D1 Use critical reflection to evaluate own work and justify valid conclusions ·         Synthesis has been used to generate and justify valid conclusions

·         The validity of results have been evaluated using defined criteria.

Realistic improvements have been proposed against defined characteristics for success

  • Synthesis has been used to generate and justify valid conclusions when addressing the tasks

 

D2 Take responsibility for managing and organising activities ·         Autonomy / independence demonstrated

·         The unforeseen has been accommodated

·         The importance of interdependence has been recognized

 

 

  • The importance of interdependence between various concepts, models and theories has been recognised

 

 

D3 Demonstrate convergent/lateral/creative thinking ·         Ideas generated and decisions taken

·         Self-evaluation has taken place

·         Convergent and lateral thinking have been applied.

·         Problems have been solved

·         Innovation and creative thought have been applied.

·         Receptiveness to new ideas has been demonstrated.

Effective thinking has taken place in unfamiliar contexts.

  • Innovation and creative thought have been applied in the essay

 

 

Please note that for unit assignments assessors should use these or other exemplar indicative characteristics for the individual grade descriptors from Annexe C of the HN specification or any other relevant indicative characteristics for the particular assignment. The indicative characteristic should then be contextualised. Only one indicative characteristic per grade descriptor, M2, M2, M3, D1, D2, D3 is required.

 

Unit 3 Organization and behavior

Assignment brief
Unit number and title Unit 14: Working with and Leading

People

Qualification Pearson BTEC Level 5 HND Diploma in Business and Management
Start date  
Deadline/Hand-in 27/09/2015
Assessor Alex Addo
 
Assignment title Working with and Leading People
Purpose of this assignment:

 

The assignment is designed to provide learners the opportunity to demonstrate the skills and knowledge gained from the unit to work with and lead others, through the use of effective recruitment, selection and retention procedures; leadership skills; the ability to work effectively in a team and assessing the development needs of individual and their performance.

 

Scenario 1:

LSBF needs to recruit a Business tutor for its HND Business programme for the next semester.   As a Recruitment Manager, you were asked to prepare the Recruitment Procedure, job description and person specification to be followed to guide the other members of the Team and for documentation purpose. As part of the recruitment, you need to select two CVs from any job portals or website and analyse them in terms of candidates’ suitability for the job.  This example will illustrate the Recruitment procedure details which cannot be all written down.

 

Task 1 : (LO1 )

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1.1Write the Recruitment Procedure, job description and person specification to select and recruit a new Business tutor. (AC 1.1)

 

1.2Assess the impact of legal, regulatory and ethical considerations to the recruitment and selection process for above case if applicable. (AC 1.2)

 

1.3Write a report demonstrating the selection process that took place in order to recruit a new Business tutor. (AC 1.3)

 

1.4 Evaluate your contribution as the Recruitment Manager in the above selection process.  (AC 1.4)

 

 

Scenario 2

 

 Right Boss, Wrong Company

Brenda Hogan was continuously on top of things. In school, she had always been at the top of her class. When she went to work for her uncle’s shoe business, Fancy Footwear, she had been singled out as the most productive employee and the one with the best attendance. The company was so impressed with her that it sent her to get an M.B.A. to groom her for a top management position. In school again, and with three years of practical experience to draw on, Hogan had gobbled up every idea put in front of her, relating many of them to her work at Fancy Footwear. When Hogan graduated she returned to Fancy Footwear. To no one’s surprise, when the head of the company’s largest division took advantage of the firm’s early retirement plan, Hogan was given his position.

Hogan knew the pitfalls of being suddenly catapulted to a leadership position, and she was determined to avoid them. In business school, she had read cases about family businesses that fell apart when a young family member took over with an iron fist, barking out orders, cutting personnel, and destroying morale. Hogan knew a lot about participative management, and she was not going to be labelled an arrogant know-it-all.

Hogan’s predecessor, Max Worthy, had run the division from an office at the top of the building, far above the factory floor. Two or three times a day, Worthy would summon a messenger or a secretary from the offices on the second floor and send a memo out to one or another group of workers. But as Hogan saw it, Worthy was mostly an absentee autocrat, making all the decisions from above and spending most of his time at extended lunches with his friends from the Rotary Club.

Hogan’s first move was to change all that. She set up her office on the second floor. From her always-open doorway she could see down onto the factory floor, and as she sat behind her desk she could spot anyone walking by in the hall. She never ate lunch herself but spent the time from 11 to 2 down on the floor, walking around, talking, and organizing groups. The workers, many of whom had twenty years of seniority at the plant, seemed surprised by this new policy and reluctant to volunteer for any groups. But in fairly short order, Hogan established a worker productivity group, a “Suggestion of the Week” committee, an environmental group, a worker award group, and a management relations group. Each group held two meetings a week, one without and one with Hogan. She encouraged each group to set up goals in its particular focus area and develop plans for reaching those goals. She promised any support that was within her power to give.
The group work was agonizingly slow at first. But Hogan had been well trained as a facilitator, and she soon took on that role in their meetings, writing down ideas on a big board, organizing them, and later communicating them in notices to other employees. She got everyone to call her “Betty” and set herself the task of learning all their names. By the end of the first month, Fancy Footwear was stirred up.

But as it turned out, that was the last thing most employees wanted. The truth finally hit Hogan when the entire management relations committee resigned at the start of their fourth meeting. “I’m sorry, Ms. Hogan,” one of them said. “We’re good at making shoes, but not at this management stuff. A lot of us are heading toward retirement. We don’t want to be supervisors.”

Astonished, Hogan went to talk to the workers with whom she believed she had built good relations. Yes, they reluctantly told her, all these changes did make them uneasy. They liked her, and they didn’t want to complain. But given the choice, they would rather go back to the way Mr. Worthy had run things. They never saw Mr. Worthy much, but he never got in their hair. He did his work, whatever that was, and they did theirs. “After you’ve been in a place doing one thing for so long,” one worker concluded, “the last thing you want to do is learn a new way of doing it.”

 

Task 2 (LO2)

 

Answer the following questions:   

 

2.1 Explain the skills and attributes needed for leadership.  AC 2.1.

2.2 Explain the difference between leadership and management.  AC 2.2.

2.3 Compare the leadership styles of Mr. Worthy and Ms. Hogan.  AC 2.3.  

2.4 How do you think the people under Ms. Hogan can be motivated? Explain how Ms. Hogan can motivate the staff to achieve the objectives.   AC 2.4. 

 

 

Scenario 3

 

You currently work as a customer service officer in a busy customer service department.  At the moment the company is looking to recruit a Department Manager who can effectively run the department in order to improve the customer satisfaction by 15% by the end of 2014.  As part of the selection process, the candidates should demonstrate their ability to work in a team.  Therefore you were asked to answer the following questions:

 

 

Task 3 (LO3)

 

3.1 Assess the benefits of team working for the above mentioned organization. AC 3.1.

3.2. Discuss how working in a team as a leader would differ from working as a team member.  Your answer should include working towards specific goals, dealing with any conflict or difficult situations. A.C 3.2

3.3. Suggest how you will review the effectiveness of the team in achieving the above goal.

AC 3.3.

 

Scenario 4

 

You are the HR Manager at LSBF and need to prepare a report to the board of directors regarding the progress of the members of the Vocational School.

 

 

Task 4 (LO4)

 

 4.1 Explain the factors involved in planning the monitoring and assessment of work performance for the above member.  AC 4.1.

4.2 Make a plan to assess the development needs of individuals and how to implement itAC 4.2. 

4.3 Evaluate the success of the assessment process.  How will you assess the success of the assessment process with respect to the goals?  AC 4.3. 

 

Evidence checklist Summary of evidence required by student Evidence presented
Task 1
  • Learner has produced recruitment and selection procedure and documentation, assessed the legal context of R and S and evaluated own contribution as well as a report demonstrating a selection process.
 
Task 2    
Task 3    
Task 4
  • Learner has explained the factors involved in planning the monitoring and assessment of work performance for vocational school staff, made a plan to assess the development needs of individuals and evaluated the success of assessment process.
 
Sources of information:

 

Books:

 

Michael Armstrong (2009) Armstrong’s Handbook of Human Resource Management Practice, 11 edn.: Kogan Page, Limited.

Pg.81-98

 

Ian Beardwell (2003) Human Resource Management: A Contemporary Approach, 4 edn., : Financial Times Management. Pg. 205-212

 

Laurie J. Mullins (2005) Management and Organisational Behaviour, 7 edn., England: Financial Times/Prentice Hall. Pg.281-287.

 

Vivien Martin (2006) Managing projects in human resources, training and development, London: Kogan Page, Ltd..Pg. 139-150.

 

Journals:

 

Jewell B — Hackman and Oldham’s Job Characteristics Model, Business Review, Volume 10, Issue 4, April 2004, pages 28-29

Bruce Tuckman forming storming norming performing model.

Jewell B — Meredith Belbin and Team working, Business Review, Volume 6, Issue 2, November 1999, pages 16-17

Swift I — Personnel Performance Indicators, Business Review, Volume 4, Issue 1, September 1997, pages 4-5.

Harrison S — Maslow, Business Review, Volume 11, Issue 3, February 2005, pages 8-9

Wray T — Does Money Motivate?, Business Review, Volume 1, Issue 2, November 1994, pages 9-13

 

Websites:

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Achievement Summary

 

 

Qualification

Pearson BTEC Level 5 HND Diploma in Business and Management  

Assessor name

 

Siham Aboujanah

 

Unit Number and title

Unit 14: Working with and Leading

People

 

Student name

 
 

 

 

Criteria Reference To achieve the criteria the evidence must show that the student is able to: Achieved ?

(tick)

LO 1 LO1 Be able to use recruitment, selection and retention procedures  
     
LO 2 LO2 Understand the styles and impact of leadership  
     
     
LO 3 LO3 Be able to work effectively in a team  
     
     
     
LO 4 LO4 Be able to assess the work and development needs of individuals  
     
     
     
 

 

 

 

Higher Grade achievements (where applicable)

 

 

Grade descriptor

 

 

Achieved ?

(tick)

 

Grade descriptor

 

Achieved ?

(tick)

 

M1: Identify and apply strategies to find appropriate solutions

 

   

D1: Use critical reflection to evaluate own work and justify valid conclusions

 
 

M2: Select / design and apply appropriate methods / techniques

 

  D2: Take responsibility for managing and organising activities  
 

M3: Present and communicate appropriate findings

 

  D3: Demonstrate convergent/lateral/  creative thinking  
                 

 


Assignment Feedback

 

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Formative feedback 2

 

 

 

 

 

 

 

 

 

 

Action Plan

 

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Assessor Signature

 

   

 

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Student  Signature

 

   

 

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