Learner name: Date:

Answer: all areas marked in red

Unit 301: Manage team performance

Learning Outcome Assessment Criteria Guidelines and range
The candidate provides evidence that they understand:
1. Understand the 1.1 Explain the use of Benchmarking is the process of taking performance metrics from the team and
management of benchmarks in managing comparing the results with those of other teams or with industry best practice.
team performance performance ‘Gaps’ or problems with performance can be identified and performance
improvements achieved through investigating causes and identifying the best
solutions. Targets for performance improvement can be set and plans
implemented to achieve those targets.

In this criterion the learner is required to explain the use of benchmarking in

managing performance. The explanation should include examples of
performance measures that can used as part of this process.
Answer:

1.2 Explain a range of quality There are three basic principles that form the basis of a total quality
management techniques to management system
manage team performance  Focus on the customer
 Understanding the process
 All employees committed to quality and excellence.

Techniques designed to manage quality are based on these three principles;

Focus on the customer.

 Customers’ (internal and external) needs and expectations are identified
 Performance standards are set that reflect those needs and
expectations
Understand the process
 The process of producing the product or service the customer requires is
understood and there is a commitment to continuously improve that
process
 All employees are committed to excellence and quality
 Employees are involved and committed to a culture of quality
 Communication and team work is effective
 Skills are developed

The organisation’s quality management system will set this out in detail and may
also be externally accredited.

There are a large number of techniques that can be used to manage quality. A
few examples include
 Performance measures and standards.
 Benchmarking
 Continuous improvement
 Employee involvement
 Variation Risk Management
 Six Sigma approaches
 etc

In this criterion the learner is required explain a range of quality management

techniques and how they could be used in team performance management.
Answer:

1.3 Describe constraints on

the ability to amend priorities The team leader’s ability to manage and improve team performance will be
and plans limited by his or her own authority and ability to influence others. There may be
restrictions in terms of organisational policy; there may be financial, resource, or
time constraints, or team members themselves may be reluctant to participate
and to accept change.

In this criterion the learner is required to describe two or more constraints that
could limit his or her ability to amend priorities and plan.
Answer:
2. Be able to allocate 2.1 Identify the strengths, The following factors all affect team performance:
and assure quality of competences and expertise of  Clarity of team objectives
work team members  How work is allocated
 Team dynamics – cohesion, working relationships, conflict handling
 Ability and willingness of team to self –manage
 Quality of leadership
 Level of skills
 Systems and resources available.
The team leader’s understanding of these factors forms a vital part of managing
to assure quality.

The team leader must be able to identify the competences and skills required of
the job and identify the strengths, competences and expertise of team members
in terms of those requirements. He or she should also be aware of team
members’ experience, interest and motivation.

Such judgments should be objective, fair and based on specific evidence. They
may be incorporated into a team skills matrix or the individual’s appraisal.

In this criterion the learner is required to provide evidence of

identifying the strengths, competences and expertise of team
members.
2.2 Allocate work on the basis of Work allocation should be fair and equal and should take into consideration a
the strengths, competences and number of factors:
expertise of team members  Experience and ability
 Motivation and interest
 Availability

It is also important to consider what skills need to be developed and to allow

opportunities for this. Balancing interesting and boring jobs is important for
motivation.

When allocating work the team leader needs to provide clear instructions and
specific performance requirements, including timescales.
 In this criterion the learner is required to provide evidence that work
has been correctly and appropriately allocated on the basis of the
strengths, competences and expertise of team members

2.3 Identify areas for improvement Monitoring performance of the team against performance measures and
in team members’ performance standards should highlight any areas where team members’ performance does
outputs and standards not meet output and standards.

In this criterion the learner is required to provide evidence of

identifying areas for improvement in team members’ performance
outputs and standards.

2.4 Amend priorities and plans On the basis of areas for improvement identified in 2.3. the team leader may
to take into account changing need to take corrective action, including amending priorities and plans.
circumstances
Alternative approaches may be required to the system or process being used
through changing:
 Task method
 Work allocation
 Timescales
 Access and use of equipment or supplies
 Training

In this criterion the learner needs to provide evidence of how plans and priorities
have been amended to take into account changing circumstances.
2.5 Recommend changes to As a result of identifying the need for improvement, the team leader should
systems and processes to involve the team in applying a simple improvement technique to:
improve quality of work  Identify the nature of the problem
 Gather information into the causes and solutions to the problem
 Decide on the most suitable course of action
 Plan and implement the solution
 Decide how to monitor the outcome to ensure that the problem has been
solved
If outside the team leader’s authority to change, these recommendations should
be made to the appropriate senior manager.
In this criterion the learners needs to provide evidence of making
recommendations for changes in systems and processes as identified in 2.3 and
 2.4 to improve the quality of work.
3. Be able to manage 3.1 Explain to team members Communication plays a key role in effective team performance management in:
communications within the lines of communication and  Gaining commitment through the communication of the organisation’s
the team authority levels vision and strategy
 Gaining commitment through communication of the teams objectives,
targets and performance requirements
 Enabling empowerment and involvement in performance improvement
 Enabling more effective team working through greater cohesiveness and
exchange of ideas amongst team members
 Enabling coaching and mentoring to improve team skills
 Improving motivation
 Providing a stronger sense of leadership

Organisations will have defined lines of communication with roles,

responsibilities and authority levels. This is usually represented in diagrammatic
form.

In this criterion the learner is required to explain the team’s lines of

communication and authority levels.
3.2 Communicate individual and Effective communication of individual and team objectives, responsibilities and
team objectives, responsibilities priorities should show the use of effective communication techniques by
and priorities communicating requirements:
 At the right time
 Clearly and specifically
 In language that can be understood by the receiver.

Feedback should be sought to ensure that the communication has been

understood.

Communication may be in writing and/or through team or individual briefing,

depending on situation and complexity, and objectives should be SMART.

In this criterion the learner is required to provide evidence of having

correctly and appropriately communicated individual and team
objectives, responsibilities and priorities.
3.3 Use communication There are a number of written and verbal/spoken techniques that can be used.
methods that are appropriate to
the topic, audience and Non-verbal, visual material may also help to clarify the message.
timescales
The technique to be used will depend on locations, complexity of information,
normal company practice and the need for feedback.

In this criterion the learner is required provide evidence of how the

communication methods they have used in 3.2 are appropriate to the topic,
audience and timescales
3.4 Provide support to team As part of the managing team performance, the team leader is required to
members when they need it provide support to team members in achieving objectives and performance
standards. This could take the form of supporting team members to develop
skills or to adapt to changes. This is often achieved through coaching or
mentoring.

In this criterion the learner is required to provide evidence of providing correct

and appropriate support to at least two team members.

3.5 Agree with team members a The team leader needs to provide feedback to team members on work progress
process for providing feedback and other issues. Feedback from team members to the team leader is also
on work progress and any issues required. This process could include the use of written performance data and/or
arising spoken feedback on a one to one, or one full team basis. Feedback given should
be objective and based on factual information.

Feedback on performance on a regular basis is appreciated by all team

members- especially positive feedback - so they know where they stand.

In this criterion the learner is required to provide evidence that he or she has
agreed with team members a correct and appropriate process for providing
feedback on work progress and any issues arising.
3.6 Review the effectiveness of In order to improve performance, the team leader should review the
team communications and make effectiveness of team communications. Opinions of team members and line
improvements manager could be useful in doing this.
The review should be structured around the criteria for good team
communications including:
 Team members receive all organisational information in line with
organisational policy
 Individual and team objectives, responsibilities and work plans are
 communicated clearly to the team and at the correct time
 Communication principles are followed in the presentation of information
and appropriate communication techniques are used.
 Feedback on work progress is sought and given following good practice
guidelines
 Communication is used to support team members by answering
queries, addressing issues of team dynamics and providing coaching
and mentoring support as required

In this criterion the learner is required to provide evidence of completing a review

of the effectiveness of team communications and making improvements.