Unit 8: Team Leadership

Unit code: J/602/5690

QCF Level 3: BTEC National
Credit value: 4
Guided learning hours: 30

Aim and purpose

The aim of this unit is for learners to gain knowledge and understanding of the importance of leading and
working in a team, including the different styles of leadership and how they are used in the workplace.

Unit introduction

The aviation environment is fast paced and challenging. Leaders rely on their teams to carry out their individual
and collective roles effectively to meet tight deadlines and exacting standards. Learners will investigate the
different styles of leadership and how they can impact on team performance in the aviation industry. They will
consider the importance of effective team leadership in aviation, where many organisations work to a shift
system and employees need to be able to work with many different people.

It is important that team leaders are adaptable and able to develop their own skills to deal effectively with
team members, encouraging and supporting them. Learners will review different communication styles and
other skills and qualities needed in order to lead a team effectively and to elicit the best from its members. In
addition, learners will find out about the barriers to team leadership, and consider how to overcome them.

Many entrants into the aviation industry find themselves in a supervisory position very early on in their career,
so it is vital that leadership skills are developed at an early stage in order to aid career progression. To support
this there is a practical element to the unit where learners will have the opportunity to demonstrate their own
team leadership skills and qualities.

Learning outcomes

On completion of this unit a learner should:

1 Understand how different leadership styles impact on team performance

2 Understand how to be an effective team leader

3 Be able to lead a team effectively.

Team Leadership – Pearson BTEC Nationals (QCF) specification in Aviation Operations

– Issue 2 – November 2019 © Pearson Education Limited 2012
1
Unit content

1 Understand how different leadership styles impact on team performance

Team, for example:

 formal

 informal

 large

 small

 temporary project/task

 permanent

Leadership styles and their characteristics, for example:

 autocratic

 democratic

 participative

 laissez-faire

Impact on team performance, for example:

 positive, e.g. increased morale, motivation, team cohesion, pride, fosters innovation, increased
productivity, commitment, stretches people’s talents, raises aspirations

 negative, e.g. decreased morale, alienation, negativity, conflict, stress, reduced productivity

2 Understand how to be an effective team leader

Effective team leadership, for example:

 adapting leadership style according to situation

 delegation

 clear lines of authority

 accountability and responsibility

 awareness of individual strengths and weaknesses (Belbin)

 managing conflict

 praise

 providing resources

 clear aims and objectives

 acceptance of differing points of view

 open and honest communication

2 Team Leadership – Pearson BTEC Nationals (QCF) specification in Aviation Operations

– Issue 2 – November 2019 © Pearson Education Limited 2012
  mutual respect, empowerment

 consistency in decision making

 common purpose

Importance, for example:

 team morale

 motivation

 success

Communication:

 styles, e.g. assertive, aggressive, passive, empathetic, critical

 non-verbal, e.g. body language (open, closed), gestures, expressions

 verbal, e.g. voice (tone, pitch, pace), clarity, appropriate to task

 listening skills

Barriers to effective team leadership:

 lack of commitment, e.g. leader, team member

 poor communication

 lack of appropriate skills

 resource issues (financial, physical, staff)

 personal factors, e.g. challenges to authority, conflict between team members, inconsistency, self-
interest, favouritism

3 Be able to lead a team effectively

Team leadership skills and qualities:

 skills, e.g. verbal and non-verbal communication, delegation skills, effective listening, problem solving,
dealing with conflict, time management, giving and receiving feedback

 qualities, e.g. professional, approachable, objective, patient, empowering, assertive, persistent,

empathetic, discreet, consistent, charismatic, goal-focused, committed, motivational, diplomatic,
integrity, fairness, leading by example, flexibility

Processes, for example:

 leading team meetings

 setting objectives

 allocating roles

 delegating responsibilities

 monitoring progress

 dealing with conflict

 evaluating outcomes

Team Leadership – Pearson BTEC Nationals (QCF) specification in Aviation Operations

– Issue 2 – November 2019 © Pearson Education Limited 2012
3
Assessment and grading criteria

In order to pass this unit, the evidence that the learner presents for assessment needs to demonstrate that
they can meet all the learning outcomes for the unit. The assessment criteria for a pass grade describe the
level of achievement required to pass this unit.

Assessment and grading criteria

To achieve a pass grade the To achieve a merit grade the To achieve a distinction grade
evidence must show that the evidence must show that, in the evidence must show that,
learner is able to: addition to the pass criteria, in addition to the pass and
the learner is able to: merit criteria, the learner is
able to:
P1 Describe the characteristics M1 Compare leadership styles D1 Analyse the reasons for
of different leadership styles and their impacts on team and the consequences of
in the workplace performance ineffective team leadership
P2 Explain how different
leadership styles impact on
team performance
P3 Explain the importance of
effective team leadership
P4 Explain how the use of
different communication
styles leads to effective team
leadership
P5 Identify barriers to effective
team leadership
P6 Explain how barriers to
effective team leadership
can be removed or
managed
[EP]
P7 Demonstrate appropriate M2 Demonstrate high level D2 Evaluate the effectiveness of
skills and qualities to lead a effective skills and qualities own performance in leading
team to lead a team a team, identifying areas for
[TW] improvement

PLTS: This summary references where applicable, in the square brackets, the elements of the personal,
learning and thinking skills applicable in the pass criteria. It identifies opportunities for learners to demonstrate
effective application of the referenced elements of the skills.

Key IE – independent enquirers RL – reflective learners SM – self-managers

CT – creative thinkers TW – team workers EP – effective participators

4 Team Leadership – Pearson BTEC Nationals (QCF) specification in Aviation Operations

– Issue 2 – November 2019 © Pearson Education Limited 2012
Essential guidance for tutors

Delivery

Working in the aviation industry, whether for an airline or in an airport, will involve teamwork. In any working
area, time is often limited and teams have to work under pressure and to demanding security and customer
service standards, for example ground crew at aircraft turnaround, cabin crew servicing a flight, and even
hospitality teams ensuring passengers are served quickly in order to catch their flight. Learners will examine
the key role played by team leaders in ensuring the efficiency and effectiveness of these teams.

A good starting point is for learners to pool their ideas of what makes an effective leader. They could draw on
experiences in the workplace, including part-time jobs or current or previous employment inside or outside
the aviation industry.

Learners should research the different styles of leadership and their effectiveness. Some tutor input may be
required to introduce different leadership styles such as autocratic, democratic, participative and laissez-faire.
Tutors could use television programmes to show the different types of leadership styles, for example Heathrow:
Britain’s Busiest Airport or The Apprentice. Learners could then discuss different styles of leadership and how
effective they are in motivating and managing teams. Learners can relate this to their experiences of effective
teams and how the team leader influenced the team’s success. Comparisons of the different leadership styles
can lead towards achievement of the higher grades.

The aviation industry has had a number of high-profile leaders whose differing leadership styles have been
the focus of many articles and documentaries. Learners may find it interesting to research and discuss the
differing leadership styles of entrepreneurs such as Sir Richard Branson, Michael O’Leary and Sir Stelios Haji-
Ioannou.

Visiting an airport to observe different work situations and to observe how staff (security, passenger service
agents etc) work in teams would be useful. Guest speakers from the aviation industry could talk about how
they have worked with teams in their job role, and also the barriers they have encountered and how they
overcame them.

Learners should also understand the importance of communication and how different styles of communication
affect team performance. Tutors could use games and exercises to demonstrate speaking and listening skills.
Role play and case studies can provide a forum for examining and discussing the positive and negative aspects
of different communication styles.

Team leaders often encounter barriers that affect the way they work. These barriers may be from inside the
team, for example lack of motivation or commitment, conflict or leadership challenge; or they may also be
from an external source, such as lack of resources. Conflict within teams can be introduced through a group
discussion on ‘What is conflict?’ with learners drawing on their own experiences. The tutor could highlight that
not all conflict is negative, and provide examples of when it could have a positive effect. It would be useful for
learners to have a guest speaker to explain how they prevent and diffuse conflict situations within teams: this
would be an opportunity for centres to engage with local employers. Learners should also understand that not
all barriers can be overcome and team leaders may have to adapt their own working methods to resolve them.
Using case studies to demonstrate these barriers, learners could be put into small groups to identify them and
work out possible resolutions. These could then be discussed as a class with an assessment of each group’s
suggestions.

Learners should be given the opportunity to look closely at the consequences of ineffective team leadership in
the aviation environment. This will help with the achievement of the higher grades.

Learners should take part in a series of team-building exercises, each having the opportunity to take a leader
role. These exercises could be class based, using simulated aviation situations, or as part of a team event, for

Team Leadership – Pearson BTEC Nationals (QCF) specification in Aviation Operations

– Issue 2 – November 2019 © Pearson Education Limited 2012
5
example planned outing, organising an event or exhibition or sports activity. Learners should be encouraged
to build on their interpersonal skills and team-building techniques, recognising the importance of team
motivation and using encouragement and support to achieve the team’s objectives. Some understanding of
Belbin’s team roles would be useful for learners to appreciate the characteristics of different team members
and to identify their own skills or traits in leading team situations. Learners should be given the opportunity to
undertake some of the processes of team leading such as leading meetings, monitoring progress, delegating
roles, dealing with conflict. For large groups, it can be a challenge to provide sufficient opportunities for each
member of the group to perform in a team leader role and it is recommended that a large proportion of the
guided learning hours is set aside for performance and observation.

Outline learning plan

The outline learning plan has been included in this unit as guidance and can be used in conjunction with the
programme of suggested assignments.

The outline learning plan demonstrates one way of planning the delivery and assessment of this unit.

Topic and suggested assignments/activities and/assessment

Introduction to unit including an explanation of the unit content.

Visit to an airport to observe different work situations and to observe how aviation staff work in teams.
Introduction to the indicative reading material, including books, internet, journals etc.
Introduction to Assignment 1.
Discussion – What makes an effective leader?
Small-group discussions – experiences in the workplace in terms of part-time jobs, inside or outside the aviation
industry.
Internet research activity to explore the different types of leadership styles (autocratic, democratic, participative
and laissez-faire)
Television programmes (e.g. Heathrow: Britain’s Busiest Airport or The Apprentice)
Small-group discussion to analyse different styles of leadership and how they impact on teams and also
motivate and manage teams.
Comparison exercise to identify the similarities and differences between the different types of team leader.
Q&A session on relating learners’ own experiences of effective teams and how the leader influences the team’s
success.

6 Team Leadership – Pearson BTEC Nationals (QCF) specification in Aviation Operations

– Issue 2 – November 2019 © Pearson Education Limited 2012
Topic and suggested assignments/activities and/assessment

Case study on high-profile leaders in the aviation industry (e.g. Sir Richard Branson, Michael O’Leary and
Sir Stelios Haji-Ioannou).
Documentaries on high-profile leaders (e.g. Sir Richard Branson, Michael O’Leary and Sir Stelios Haji-Ioannou).
Guest speaker to talk about how they have worked with teams in their job role, and also the barriers they have
encountered and how they overcame them.
Classroom investigation into ‘the importance of communication and how different styles of communication
affect team performance.’
Practical speaking and listening activities/games.
Role play to explore the positive and negative aspects of different communication styles.
Buzz game – identify barriers that affect the way people work.
Quiz – barriers from inside the team, conflict or leadership challenge.
Group discussion – What is conflict?
Small-group discussion – Is all conflict negative? When could conflict have a positive effect?
Guest speaker to explain how they prevent or diffuse conflict situations within teams.
Tutor-led discussion – can all barriers be overcome?
Cases study to demonstrate the barriers.
Small-group activities to identify barriers and work out possible resolutions. Lead to a group discussion where
an assessment of each group will take place.
Discussion – consequences of ineffective team leadership within the aviation industry.
Preparation for assignment
Assignment 1: How To Be an Effective Team Leader (P1, P2, P3, P4, P5, P6, M1, D1)
Feedback on assignment
Introduction to Assignment 2.
Series of team-building activities/exercises allowing each learner to take a leader’s role (this will take up a large
proportion of the guided learning hours).
Evaluating learners’ own performance in the activities/exercises.
Discussion – what interpersonal skills and team-building techniques are needed to create team motivation and
achieve team objectives?
Paper-based exercise to gain an understanding of Belbin’s roles.
Role play to undertake the processes including leading team meetings, monitoring progress, delegating roles
and dealing with conflict.
Preparation for assignment
Assignment 2: Team Leadership Performance (P7, M2, D2)
Feedback on assignment

Team Leadership – Pearson BTEC Nationals (QCF) specification in Aviation Operations

– Issue 2 – November 2019 © Pearson Education Limited 2012
7
Assessment

A variety of assessment methods could be used including written, practical and role-play activities. It is
recommended that more than one method is used to cater for different learning styles within a group.

The assessment criteria shown in the assessment and grading grid can be grouped together to enable learners
to expand on one criterion to gain higher grades. Where possible, learners should be encouraged, and given
the opportunity, to meet the relevant higher grades at the same time as they attempt the appropriate pass
criteria.

Group activities may lend themselves to certain themes or assessments but it is essential that all learners keep
a portfolio of their own work and have evidence of individually covering all the criteria they are credited for.
P1 – P2 – P3 – P4 – P5 – P6 – M1 – D1

To achieve P1, learners should describe the characteristics of at least four different leadership styles in the
workplace, for example the main characteristics of an autocratic and a laissez-faire leader. Learners should
support their evidence with aviation-related examples where appropriate.

To achieve P2, learners should explain how at least two different leadership styles impact on team
performance. They may use two of the styles that have been described for P1. It is expected that the
explanation for P2 will relate to different types of team in an aviation environment and will include both
positive and negative impacts on team performance. Learners can use examples from aviation organisations,
for example airlines, airports and ground handlers, or they could be from ancillary organisations such as
airport car parking companies or airport lounges.

To achieve P3, learners must explain the importance of effective team leadership. They should provide at least
five examples of what constitutes effective team leadership and then explain their importance, for example
in developing team morale, motivating team members and providing a framework for success in aviation
contexts.

To achieve P4, learners must explain how the use of different communication styles leads to effective team
leadership. Responses should be given within the context of aviation. Learners should include the positive
aspects of specific communication styles, such as assertive and empathetic, as well as drawing on how verbal
and non-verbal techniques and listening skills can support effective team leadership.

Learners could address P5 and P6 together, firstly by identifying at least three barriers to effective team
leadership, and then examining how these barriers could be removed or managed. This could be from their
own aviation work experience, information gathered from an airport or guest speaker visit, or from a selection
of case studies.

To achieve M1, learners could look at the leadership styles used for P2. They should compare how team
leadership styles impact on team performance. Learners could use aviation-related case studies or real-life
scenarios to illustrate their comparisons.

To achieve D1, learners should analyse the reasons for and the consequences of ineffective team leadership
in aviation organisations. Learners should demonstrate an understanding of the consequences of ineffective
team leadership by providing relevant aviation examples. Learners should refer to different leadership styles,
communication styles and barriers to effective team leadership within their analysis.
P7 – M2 – D2

To achieve P7, learners must demonstrate the appropriate skills and qualities to lead a team. Learners should
take on the team leader role and demonstrate that they are leading the team towards a specific goal or goals.
This could be determined by learners themselves or given in a client brief.

Evidence for P7 should be observed by the assessor, or another appropriate observer, and an observation
sheet should be completed and signed by the assessor detailing the evidence that was presented for this
criterion. If learners work in a group, for example when planning a trip, organising an event or exhibition, they

8 Team Leadership – Pearson BTEC Nationals (QCF) specification in Aviation Operations

– Issue 2 – November 2019 © Pearson Education Limited 2012
must each assume the role of leader at some point in the planning and operation, undertaking and evidencing
some of the processes listed in the unit content for example leading team meeting, dealing with conflict,
monitoring progress. This will enable the assessor to feed back to them individually to confirm how they have
met the criterion.

To achieve M2, learners must demonstrate the task for P7 with a higher level of skill resulting in effective
leadership of their team to meet a specific goal or goals. As with P7, all learners should carry out the role of
team leader. Assessors, or other appropriate observers, will need to provide detailed feedback of learner
performance in relation to the demonstration of higher level skills and explain why the performance was more
effective than P7 and how the goals were achieved.

To achieve D2, learners should evaluate the effectiveness of their own performance in leading a team,
identifying strengths and areas for improvement. The learner should critically judge their own performance
as a team leader taking into consideration feedback from others for example tutors, team members, peers,
observers, and the outcome of the team task.

Programme of suggested assignments

The table below shows a programme of suggested assignments that cover the pass, merit and distinction
criteria in the assessment and grading grid. This is for guidance and it is recommended that centres either
write their own assignments or adapt any Pearson assignments to meet local needs and resources.

Criteria covered Assignment title Scenario Assessment method

P1, P2, P3, P4, P5, Assignment 1: How To Working for a new airline you Presentation
P6, M1, D1 Be an Effective Team have been asked to put together
Leader information for new employees
about being an effective team leader.

P7, M2, D2 Assignment 2: Working for a new airline, during Role play
Team Leadership initial training for the cabin crew role,
Performance you are required to demonstrate
appropriate skills and qualities
needed to lead a team.

Links to other BTEC units

This unit forms part of the BTEC aviation sector suite. This unit has particular links with the following unit titles
in the aviation suite.

Level 2 Level 3 Level 4

n/a Unit 9: Managing Conflict in Aviation n/a

Unit 22: Onboard Passenger Operations
Unit 27: Airfield Operations

Team Leadership – Pearson BTEC Nationals (QCF) specification in Aviation Operations

– Issue 2 – November 2019 © Pearson Education Limited 2012
9
Essential resources

Learners must have access to library and research facilities and current trade publications. Industry visits and
guest speakers are recommended. Learners should have access to accurate and up-to-date industry case
studies.

Employer engagement and vocational contexts

It is recommended that learners have the opportunity to visit an airline or airport to witness team leader skills
in operation. This can also be achieved by guest speakers visiting learners. Speakers should be able to tell
learners about their own experiences of the team leader role and give good and poor examples. Learners
should be able to talk to industry-based employees who have first-hand knowledge of the team leader role.

Delivery of personal, learning and thinking skills

The table below identifies the opportunities for personal, learning and thinking skills (PLTS) that have been
included within the pass assessment criteria of this unit.

Skill When learners are …

Team workers leading a team in group activities and tasks
Effective participators explaining how barriers to effective team leadership can be removed or managed.

Although PLTS are identified within this unit as an inherent part of the assessment criteria, there are further
opportunities to develop a range of PLTS through various approaches to teaching and learning.

Skill When learners are …

Reflective learners evaluating team leadership effectiveness
Self-managers managing own workload.

10 Team Leadership – Pearson BTEC Nationals (QCF) specification in Aviation Operations

– Issue 2 – November 2019 © Pearson Education Limited 2012
 Functional Skills — Level 2

Skill When learners are …

ICT — Use ICT systems
Use ICT to effectively plan work and evaluate the writing up assignments
effectiveness of the ICT system they have used
Manage information storage to enable efficient writing up assignments
retrieval
Follow and understand the need for safety and ongoing
security practices
Troubleshoot as required.
ICT — Find and select information

Select and use a variety of sources of information carrying out internet research activity to explore the
independently for a complex task different types of leadership styles (autocratic, democratic,
participative and laissez-faire)
Access, search for, select and use ICT-based carrying out internet research activity to explore the
information and evaluate its fitness for purpose different types of leadership styles (autocratic, democratic,
participative and laissez-faire).
ICT — Develop, present and communicate
information
Enter, develop and format information delivering a presentation for new employees on being an
independently to suit its meaning and purpose effective team leader
including:
 text and tables
 images
 numbers
 records
Bring together information to suit content and delivering a presentation for new employees on being an
purpose effective team leader
Present information in ways that are fit for delivering a presentation for new employees on being an
purpose and audience effective team leader
Evaluate the selection and use of ICT tools and delivering a presentation for new employees on being an
facilities used to present information effective team leader.
English
Speaking and listening – make a range of taking part in a series of team-building activities/exercises
contributions to discussions and make effective and taking a leader role
presentations in a wide range of contexts
Reading – compare, select, read and understand researching assignments
texts and use them to gather information, ideas,
arguments and opinions
Writing – write documents, including extended writing up assignments.
writing pieces, communicating information, ideas
and opinions, effectively and persuasively

TM200619 U8_TL_issue2

Team Leadership – Pearson BTEC Nationals (QCF) specification in Aviation Operations

– Issue 2 – November 2019 © Pearson Education Limited 2012
11