QUALIFI ASSESSMENT DOCUMENT

Qualification Qualifi Level 4 Diploma in Business Management

Qualification No (RQF) 601/6048/2

Unit Name Developing Teams

Unit Reference BUS 1.6

No of Credits 20 Credits
Introduction
Prior to attempting this coursework assignment, Learners must familiarise themselves with the following policies:

• Centre Specification
o Can be found at https://qualifi.net/qualifi-level-4-certificate-in-business-management/
• Qualifi Quality Assurance Standards
• Qualifi Quality Policy Statement

Plagiarism and Collusion

In submitting the assignment Learner’s must complete a statement of authenticity confirming that the work submitted for all tasks is their
own. The statement should also include the word count.

Your accredited study centre will direct you to the appropriate software that checks the level of similarity. Qualifi recommends the use of
https://www.turnitin.com as a part of the assessment.

Plagiarism and collusion are treated very seriously. Plagiarism involves presenting work, excerpts, ideas or passages of another author without
appropriate referencing and attribution.

Collusion occurs when two or more learners submit work which is so alike in ideas, content, wording and/or structure that the similarity goes
beyond what might have been mere coincidence

Please familiarise yourself on Qualifi’s Malpractice and Maladministration policy, where you can find further information

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Referencing
A professional approach to work is expected from all learners. Learners must therefore identify and acknowledge ALL
sources/methodologies/applications used.

The learner must use an appropriate referencing system to achieve this. Marks are not awarded for the use of English; however, the learner
must express ideas clearly and ensure that appropriate terminology is used to convey accuracy in meaning.

Qualifi recommends using Harvard Style of Referencing throughout your work.

Appendices
You may include appendices to support your work, however appendices must only contain additional supporting information, and must be
clearly referenced in your assignment.

You may also include tables, graphs, diagrams, Gantt chart and flowcharts that support the main report should be incorporated into the back
of the assignment report that is submitted.

Any published secondary information such as annual reports and company literature, should be referenced in the main text of the assignment,
in accordance of Harvard Style Referencing, and referenced at the end of the assignment.

Confidentiality
Where a Learner is using organisational information that deals with sensitive material or issues, they must seek the advice and permission
from that organisation about its inclusion.

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Where confidentiality is an issue, Learners are advised to anonymise their assignment report so that it cannot be attributed to that particular
organisation.

Word Count Policy

Learners must comply with the required word count, within a margin of +10%. These rules exclude the index, headings, tables, images,
footnotes, appendices and information contained within references and bibliographies.

When an assessment task requires learners to produce presentation slides with supporting notes, the word count applies to the supporting
notes only.

Submission of Assignments
All work to be submitted on the due date as per Centre’s advice.

All work must be submitted in a single electronic document (.doc file), or via Turnitin, where applicable.

This should go to the tutor and Centre Manager/Programme Director, plus one hard copy posted to the Centre Manager (if required)

Marking and grades

Qualifi uses a standard marking rubric for all assignments, and you can find the details at the end of this document.

Unless stated elsewhere, Learners must answer all questions in this document.

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Assignment Question

Scenario
Learners may use their own employment context to write an assignment based on assessment tasks. Assessment tasks are learning outcomes
of the unit associated with Assessment Criteria. You are required to generate sufficient evidence on assessment criteria to meet learning
outcomes of the unit within the rules, regulations and standards to achieve credits of the unit. If you are not in employment, please use the
following scenario.

Consider you are working a Retail Manager of Adidas which is global leader to sell sports and fitness equipment to its individual and corporate
clients. Your job roles and responsibilities are recruiting, training, supervising and appraising staff, managing budget, overseeing products,
pricing and stocks, preparing promotional materials, attracting new customers and liaising with the head office. As a part of your job, you are
managing and leading various teams within the company to achieve specific tasks such as sales, promotional, and staff development. Your role
is to provide efficient and effective leadership to ensure that tasks are achieved within the company. In this course, you have studied various
topics relating to team development, methods of setting an effective team, and monitoring team performance and you are asked by the
Directors to write a report to evaluate self and team performance by focusing on following three tasks to meet the learning objectives the unit.
Your report and its recommendations will serve as basis of the overall development and improvement of team development within the
company.

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Task 1 – 650 words
Analyse the characteristics of teams.

1.1: Identify the major teams at works in your selected organisation. From among these teams identify the attributes of successful teams.

1.2: Review some theoretical models and select appropriate models to evaluate the teams.

Assessment Criteria
1.1: Identify the attributes of a successful team.

1.2: Review theoretical models and approaches used to evaluate teams.

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Task 2 – 650 words
Evaluate methods for team development.

2.1: Evaluate theory for team development.

2.2: Assess the motivational factors affecting different teams in your selected organisation.

Assessment Criteria
2.1: Assess motivational factors affecting different teams.

2.2: Evaluate relevant theory.

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Task 3 – 700 words
Evaluate methods of setting team objectives, and monitoring and evaluating team performance.

3.1: Identify and use different approaches to setting team objectives and evaluating team performance for selected teams in the organisation.

3.2: Produce recommendations on how the Team performance could improve.

Assessment Criteria
3.1: Identify different approaches to setting team objectives and evaluating team performance.

3.2: Produce recommendations on how to improve team performance.

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 Distinguished Excellent Good Proficient Basic Marginal Unacceptable

Criteria 80+ 70 60 50 40 30 0

Describes some of
Adequate
Comprehensive the main ideas but
Extensive evaluation evaluation and Describes main Largely incomplete Inadequate
Content critical evaluation omits some
and synthesis of synthesis of key ideas with evidence description of main information or
(alignment with and synthesis of concepts; limited
ideas; includes ideas beyond basic of evaluation; issues; misses key containing
assessment criteria) ideas; includes evidence of
substantial original descriptions; includes some concepts; no information not
coherent original evaluation;
thinking includes original original thinking original thinking relevant to the topic
thinking confused original
thinking
thinking

In-depth, detailed
Clear and relevant
and relevant Appropriate Adequate Limited application Confused
application of Little or no evidence
Application of application of application of application of of theory; refers to application of
theory; fully of application of
Theory and theory; expertly theory; integrates theory; uses literature but may theory; does not use
integrates literature theory and relevant
Literature integrates literature literature to support literature to support not use it literature for
to support ideas and literature
to support ideas and ideas and concepts ideas and concepts consistently support
concepts
concept

Comprehensive Limited and Confused or

Extensive depth of Little or no evidence
knowledge and Sound Basic Knowledge superficial inadequate
understanding and of knowledge or
Knowledge and depth of understanding of and understanding knowledge and knowledge and
exploration beyond understanding of
Understanding understanding key principles and of key concepts and understanding of understanding of
key principles and key concepts and
principles and concepts principles key concepts and key concepts and
concepts principles
concepts principles principles

Logical, coherent
and polished Logical, coherent Logical structure to Confused Illogical
Somewhat weak
presentation presentation presentation; makes Orderly presentation; errors presentation lacking
presentation; errors
Presentation and exceeding demonstrating few errors in presentation; minor in mechanics and cohesion; contains
in mechanics and
Writing Skills expectations at this mastery; free from mechanics and errors in mechanics syntax often significant errors
syntax may interfere
level; free from errors in mechanics syntax which do not and syntax interfere with that interfere with
with meaning
errors in mechanics and syntax prohibit meaning meaning meaning
and syntax

Little or no evidence
Advanced use of in- Mastery of in-text Appropriate use of Adequate use of in- Limited use of in- Inadequate use of
of appropriate
Referencing text citation and citation and in-text citation and text citation and text citation and citation and
referencing or use
references referencing referencing referencing referencing referencing
of sources

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Instructor’s Comments

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Directions:
1. For each of the criteria listed in the first column, circle one box in the corresponding column to the right which best reflects the student’s
work on this particular assessment activity (e.g., project, presentation, essay).

2. Provide specific feedback to a student about each of the criteria scores he/she earned by writing comments and suggestions for
improvement in the last row titled “Instructor’s comments.”

3. To arrive at a mark, total the boxes and divide by 5 to arrive at final mark.

Example:

Distinguished Excellent Good Proficient Basic Marginal Unacceptable

Range 80-100 70-79 60-69 50-59 40-49 35-39 0-34

Criteria Score

Content 50
Application of Theory and Literature 40
Knowledge and Understanding 50
Presentation/Writing Skills 40
Referencing 40

Total Score 220/5 = 44, Basic

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