You are on page 1of 25



Engaging & Motivating



CMI 302 Page 0 of 25 Version 1


Learner name: CMI membership No: Date:

Centre name: Qualification:

Learner statement of I confirm that the attached completed assignment is all my own work, and does not include
authenticity: any work completed by anyone other than myself. I have completed the assignment in
accordance with the Institute’s approved instructions.

 Tick here to opt out I consent for this assignment to be used for assessment standardisation and where
appropriate, for the dissemination of good practice, on the understanding that the content is

Signed: Date:

Centre statement of On behalf of <CENTRE NAME>, I confirm that the above mentioned learner is registered at the
authenticity: centre on a Chartered Management Institute (CMI) programme of study. The learner is, to the
best of my knowledge, the sole author of the completed assignment.

Name: Job Title:

Signed: Date:


The written word, however generated and recorded, is still expected to form the majority of assessable work produced by
Learners at Level 3. The amount and volume of work for this unit should be broadly comparable to a word count of 2000-2500
words within a margin of +10%.


The ability to manage teams, which are able to communicate effectively and overcome barriers to achievement, is a critical
skill for any manager. High performing, cohesive teams are created in an environment where there is a collective
understanding of values, goals and objectives. This assessment booklet has been developed to enable managers to evidence
their understanding of the nature of teams in the workplace and how these can be managed to achieve results.
 Before you begin the assessment booklet, please read the CMI 302 unit specification thoroughly as only the content
related to the achievement of the assessment criteria will be assessed.
 Research the topics being assessed. Suggested reading/web resources are provided on the CMI 302 unit
specification. Your Facilitator may signpost you to relevant resources. Additionally, you may access excellent online
resources at ManagementDirect
 If you are enrolled on the Trailblazer Apprenticeship programme, you are encouraged to review the Apprenticeship
Standard for Team Leader/Supervisor

Completing the assessment booklet

 The assessment booklet contains a series of tasks which are clearly referenced to the relevant assessment criteria
and indicative content.
 An appropriate referencing system (such as Harvard Referencing) must be used to ensure the original source(s) of
quotations or models can be verified.
 Finally, you must sign the Learner Authenticity statement (an electronic signature is accepted) when submitting
evidence on Quals Direct.

CMI 302 Page 1 of 25 Version 1


Further required learning to complete Tasks 1, 2 and 3, please log on to Management

Direct and complete the Learning Journey – Engaging & Motivating Teams

Titles covered in this course:

 Belbin team roles
 Margerison McCann team management wheel
 Margerison McCann team wheel
 Developing an inclusive environment
 Taking your team to the next level
 Lencioni’s five dysfunctions of a team
 Five precepts of high-performance teams
 Creating a high-performance team
 Kurt Lewin: Change management and group dynamics
 Situational leadership
 Tannenbaum and Schmidt Leadership Continuum
 Team briefing
 Communicating in the virtual workplace
 Engaging virtual employees
 Steps in successful team building
 Tuckerman’s stages of team development
 How to increase productivity in virtual teams
 Managing poor performance
 Managing conflict in high performance teams
 How can I coach my team?
 Handling conflict situations
 Undertaking a disciplinary interview
 Golden Thread
 Positive feedback in four steps
 Giving feedback
 The importance of mentoring

CMI 302 Page 2 of 25 Version 1

To help you to complete the tasks within this Assessment Book please
log onto your Video Arts eLearning Account and access the Level 3
Team Leader/Supervisor course.

Titles covered in this course:

 Jamie’s Kitchen: Fifteen lessons on teamwork
 Team decision Making
 Team development
 Being a leader
 Practical leadership
 Motivating your team

CMI 302 Page 3 of 25 Version 1

TASK 1: Understanding the role and purpose of teams

The ability to understand the role and purpose of teams is essential if they are to be managed effectively.

To complete tasks 1a b, c, d and e you are encouraged, where possible, to support your answers using well-chosen examples
from an organisation you know well or have researched.

» TASK 1a

AC1.1 Define the purpose of teams

For this question you are required to complete in your own words a definition the purpose of teams. The purpose may include
how they share a common goal or objectives and what types of activities and behaviours demonstrate this for example
supporting each other, developing new ideas or improving processes


A team is a group of individuals put together to perform a task, these can be temporary or permanent. A team is
usually put together based on individual’s skill sets, for example a football team is made up of various players each of
whom specialise in a specific area, goal keepers, defenders midfielders etc etc.

Each team member although having individual strengths will use each member of the team in order to obtain an
optimal result.

CMI 302 Page 4 of 25 Version 1

» TASK 1b
Within organisations it is likely there will be more than one type of team.

AC1.2 Explain types of teams in an organisation

For this answer you are asked to explain each type of team in the table below. When completing your explanation ensure that
you distinguish what the characteristics are on each type of team their common traits and give an example from a workplace.

Team type Explanation

Permanent A permanent team is a team that does not change. For example the board of directors, these are
teams that the organisation needs to function.

Temporary Temporary teams can be seasonal work as an example, they are employed to carry out a function
and then leave. For example strawberry pickers are employed for a 3 month period in the summer
only to fulfil a temporary need.

Functional Groups within an organisation, for example we have an engineering team which travels to site and
carries out the function of the business (the business repairs engines)

Project A team of people brought together to carry out a function until completion.
For example, an engine overhaul requires a team of people from different departments within our
organisation until the completion of that particular project.

Virtual Team members that work to the same goals however there is a substantial distance between
An example of this can be a company is head quartered in Europe and has the design team based
there, however there manufacturing plant is based in china. The design team and the
production/manufacturing team are classed as virtual as they are in different locations and are
remote to each other.

CMI 302 Page 5 of 25 Version 1

» TASK 1c

AC1.3 Summarise the roles in a team using a recognised theory

For this question Role refers to the Belbin Theory. During your workshop you would have looked at these and also can refer to
your Quest report for further resource. Summarise the different roles by explaining what each role’s characteristics are what
skills these bring to the team


According to Belbin’s theory there are a total of 9 team role behaviours.

Resource Investigator – They are inquisitive and use this to bring ideas back to the team. There strengths are they
are outgoing, enthusiastic and develops opportunities. Their weakness is they can be over optimistic and lose
interest quickly once the initial enthusiasm has passed.
Team worker – They help the team bond; they use their versatility to identify the work required and complete it on
the team’s behalf. Their strength is they like to co-operate, they are perceptive and diplomatic. They listen and avoid
friction. Their weakness is they are indecisive in critical situations and they will avoid confrontation.
Co-ordinator – They focus on the team’s objectives and delegate work appropriately. Their strength is they are
mature, confident, able to identify talent and clarify goals. Weaknesses are they can be seen to be manipulative and
offload their own share of work.
Plant – These are highly creative types and good at solving problems in unconventional ways. There strength are
they are creative, imaginative, free-thinking generates ideas and solve difficult problems. Their weakness is they can
be pre-occupied and don’t communicate effectively.
Monitor Evaluator – They provide a logical eye, make impartial judgements and don’t make emotional decisions.
There weakness is that they can lack the drive and ability to inspire other team members and can be too critical.
Specialist – They bring a depth of knowledge to the team in key areas. There strength is they are single minded, self-
starting, and are dedicated. They provide the specialist knowledge and skills required. There weakness is they can
dwell to much on the technical aspects and can be narrow minded.
Shaper – They provide the necessary drive to ensure that the team keeps moving and does not lose focus or
momentum. Their strength is they are challenging, dynamic, and thrive on pressure. They have the drive and
courage to overcome challenges/obstacles. Their weakness is they can be prone to provocation and can sometimes
offend people and their feelings.
Implementer – They are needed to plan a strategy and carry it out as efficiently as possible. Their strength are they
are practical, reliable and efficient. They can turn ideas into actions and organise the work that needs to be done.
Their weakness is that they can be found to be inflexible and slow to respond to change.
Completer Finisher – They tend t be used most effectively at the end of a task/project. They scrutinise the work for
errors and subject the work to the highest quality standards. There strength is there painstaking attention to detail,
they are conscientious, they polish the work to perfection. There weakness is is they are inclined to worry unduly
and are reluctant to delegate.

» TASK 1d
CMI 302 Page 6 of 25 Version 1
Teams are made up of individuals with different characteristics (such as personality, knowledge, skills) and have different
levels of experience.

AC1.4 Explain how members of a team affect team dynamics

For this answer you need to first identify what team dynamics are and why they are important. Then think about the
members of that team and what they bring to the team in terms of knowledge, skills and behaviours.

Team dynamics are the phycological and unconscious forces that influence a team’s performance and behaviour.
These forces are like the undercurrent of the sea, which can take a ship on a different course to that of which they
intended to sail.
Team dynamics are influenced/created from the nature of the teams work, the personalities within the team, the
working relationships with others as well as the environment the team works in.
According to Tuckman’s theory there are 4 stages in which a team must go through to be classed as high performing
these are:

Forming Storming Norming Performing

General Uncertainty Confidence grows Concern regarding Concern with
Observations regarding roles, within the team, being totally different, getting the job
looking for guidance external authority members want to be done.
externally. rejected. part of a team.

Content Issues Some attempt is made Team members There is an open Resources are
to define the task to be resist the task discussion of views allocated efficiently;
done. demands. regarding the processes are in place
team’s problems. to ensure that the
final objective is
Process Issues Team members look Team members look The team make a start The team are
externally for direction the reasons not to to set the procedures able to solve
and guidance. carry out the task to deal with the task. problems.

Feelings Issues People feel anxious People still feel People ignore individual People share a
and are unsure of their uncertain and try to differences and team common goal,
roles. Most look to a express their members are more effectively
leader for guidance. individuality. accepting of one communicate and
Concerns arise another. become more flexible
about the team and efficient as a
hierarchy. result.

People’s differing personalities have the (in my opinion) biggest affect on team dynamics, it can be quite easy to
become influenced by the loudest person in the room for example, differing personalities can also be cause for
arguments within a team, peoples personalities also mean they each have there own way of doing things, each team
member needs to adjust their personality over time to make the team work.

CMI 302 Page 7 of 25 Version 1

CMI 302 Page 8 of 25 Version 1
» TASK 1e
Certain business activities may be carried out by teams or may be achieved through lone working.

AC1.5 Identify the advantages and disadvantages of team working and lone working
For this answer you need to identify the advantages and disadvantages of team working and lone working, what are the key


Advantages Disadvantages

Team Working Tasks are completed faster and more Conflict can occur
There is usually a team ‘Lagard’ that drags
Able to make use of individual skillsets in an people down.
effective manner.
Lack of individual development.
More ideas.
Team members can prefer to work towards
Increased productivity. their own agenda.
Team members can motivate each other. Decisions are made slowly.

Lone Working Highly Focused on task. Lonely

Decisions can be made quickly. Can suffer a lack of creativity.
Have complete control of task. Quality could suffer.
Productivity is reduced (many hands make light

CMI 302 Page 9 of 25 Version 1

TASK 2: Characteristics of a high performing team

Recognising the characteristics and behaviours of a high performing team is an essential management skill.

To complete tasks 2a and 2b you are encouraged, where possible, to support your answers using well-chosen examples from an
organisation you know well or have researched.

» TASK 2a

Developing a high performing team is the aim of all managers.

AC2.1 Outline the characteristics of a high performing team
For this answer you need to first identify five different characteristics to a high performing team and then explain what makes
this a high performing team. Characteristics may include: identify and share good practice, inclusive and may include but are
not limited to sense of purpose, shared goals and good practice, supportive, trusting, collaborative, cohesive, confident,
knowledgeable, skilled, motivated, agile, accurate, developing, structured

1. The team members know and understand each other’s strengths and weaknesses and utilises them to the advantage of
the ‘Team’.

2. The team shares the same goal, and how to achieve that goal.

3. A high performing team is built on trust between the team members. They feel free to present ideas and express their

4. Disagreement is seen as a positive and conflicts are managed so criticism is constructive and is oriented towards
removing obstacles and solving problems.

5. Each team member takes responsibility for their own tasks and respects other team members and the team processes.

CMI 302 Page 10 of 25 Version 1

» TASK 2b
Team success is derived from the positive behaviours of individual team members.

AC2.2 Discuss behaviours which can be observed in a high performing team

For this answer you need to discuss the behaviours that can be observed in a high performing team, what behaviours do the
team display and why are they important these could include drive to achieve, resilience and accountability, determination);
inclusive (including open, approachable, authentic, seeks others views, builds trust); agile (including flexible, creative,
innovative, enterprising, seeks solutions, positive, adaptable, responds well to feedback and change); professional (including
sets an example, fair, consistent, impartial, honest, ethical, adheres to codes of conduct).

A high performing team has a number of behaviours, these are generally built up over time the team goes through
the Tuckman theory process of forming, storming, norming, performing.
Team members show a lot of respect for one another, in many ways this is one of the easiest team behaviours to
obtain, however it has a big impact on teamwork. When team members aren’t respectful to one another small issues
become large issues and tempers flare. You want team members to show respect for each other and their time and
skills. You need the team members to apologise when they’ve made a mistake which inconveniences others.
The best teams share the workload regardless of what role they play within the team. This helps promote
collaboration which can motivate team members. The team members feel as though they are like the 3 musketeers
“all for one and one for all”, and that someone will help if trouble ensues. Support within the team is critical to
engage employees, it doesn’t just come from the leader.
A high performing team give each other credit for the work performed, this shows collaboration, trust and respect
towards each other. This also demonstrates a less competitive mindset that can potentially undermine the
effectiveness of the team.
When a team is working well, team members are more likely to take accountability for their actions, however they
also start to hold other team members accountable too. A leader doesn’t have the need to take as much on when
the team plays their part and takes ownership, responsibility and pride in their work. Ultimately the leader takes full
responsibility, but it helps when the team cares as much as the leader.

CMI 302 Page 11 of 25 Version 1

Task 3: Leading, communicating with and motivating a high performing team

Knowing how to lead, communicate with and motivate high performing teams is an essential management skill. The aim of
this task is to equip managers with an understanding of how to lead, communicate with and motivate a high performing


You have successfully achieved a new management position leading a small team. Your team consists of remote and on-site
members. The team is well established and colleagues know each other well. The team has a good track record.
Having met the team, you need to determine your own approach to leadership and management.

This scenario can be used to answer tasks 3a, b and c. Alternatively, you may wish to use well-chosen examples from an
organisation you know well or have researched.

» TASK 3a

AC3.1 Identify advantages and disadvantages of leadership styles that can be used to
manage a high performing team
When completing this table please select two of the following leadership styles. When completing the advantages and
disadvantages think about how the leadership style can affect the team dynamics and to achieve goals and objectives.
Leadership styles: Hersey and Blanchard Situational Leadership (1969), Tannenbaum & Schmidt Leadership Continuum (1958),
Lewin Styles of Leadership (1939), Adair Action Centred Leadership (1973).


Leadership style Advantages Disadvantages

1. Lewin Styles of Leadership Produces consistent results May cause some employees to rebel.
Reduces time required to make decisions Reduces input from the group
Clarity in chain of command. May reduce morale in the group
Reduces number of mistakes Employees give little feedback
High rate of staff turnover
Lack of innovation

2. Tannenbaum & Schmidt Anyone can practice this style of Causes disharmony if misapplied
Leadership Continuum leadership
Leader can fence sit
Helps to solve complex issues
Can cause a lack of clearly defined
Builds team based relationships leadership.
Honesty is a top priority Leaders have the ability to reject
responsibility and blame it on the group.
Improves knowledge of the team
Increased job satisfaction
Team members see the bigger picture

CMI 302 Page 12 of 25 Version 1

» TASK 3b
It is essential to use the most appropriate form of communication when sharing information with remote and on-site teams.

AC3.2 Assess communication methods used for different types of teams

For this answer, for each team type (Remote and Off-site), identify what methods of communication are used for example
written: letters, memos, reports, newsletters, noticeboards; verbal: telephone calls, video conferencing, briefings and
meetings, presentations; digital: intranet, emails, blogs, instant messaging, discussion forums, posts on social media sites,
web chat, avatars, skype, electronic forms, apps, podcasts and webinars. In the reason for selection box indicate why and how
they are affective forms of communication and how you can evidence this,


Team type Communication method Reasons for selection

Remote team Telephone I would use the telephone for my remote team, there are
several reasons for this:
Internet is not always available, especially in remote areas,
however, everywhere is covered for a telephone conversation,
be that by phone boxes, mobile phones, or landlines on
customer premises.
Although there is no visual feedback, the tone of voice can
provide the extra depth of emotion of which emails cannot

On-site team Face to Face I would choose face to face communication as my preferred
method for onsite team. Although emails have there place for
internal communications, face to face communications creates
a better team spirit, it provides both a visual and audible
sense and conveys much more appropriately the emotion of
which you want to express, from both parties. Because emails
lack this emotion / sensual experience, it can be easy to
misinterpret the communication.

CMI 302 Page 13 of 25 Version 1

» TASK 3c

AC3.3 Explain how to motivate a team to achieve results

For this answer you must identify four different ways to motivate teams to achieve results for example encouragement,
constructive feedback, recognition and rewards and explain how these work

1. Constructive feedback, this can be used to improve ones performance and is seen as a positive to those who strive for
continuous improvement. This should be done by giving praise at the same time as criticism.

For example: “the Gantt chart you produced today was a very good piece of work, and it is evident you have clearly
thought about the processes involved with the project, however one thing to note for now and the future is to include
the bank holidays, unfortunately due to the limitations of the software these are required to be inputted manually,
although this seems as minor, it can have a drastic effect on the planning of the job.”

2. Recognition, it is important to recognise the hard work of your team members / employees especially those that
consistently go above and beyond their basic requirements on a regular basis.
This can be done in a number of ways, either a bonus, a gift, a promotion, a pay rise, or just a good old fashioned
“Thank you”, buy the team a pizza for lunch etc etc
All of these goes down a treat with the workforce.

3. Money, as above money motivates a team, we all need to work to afford to live and to maintain the life we are
accustomed to, and if we earn enough to better that life it motivates you to work harder.

4. Empowerment. Give the team the power to make decisions, ask for their input and ideas, demonstrate trust, mentor
and coach team members.

CMI 302 Page 14 of 25 Version 1

TASK 4: Responding to challenges

All teams will experience challenges. A key role of the manager is to be able to recognise, respond proactively and overcome

To complete tasks 4a and 4b you are encouraged, where possible, to support your answers using well-chosen examples from
an organisation you know well or have researched.

» TASK 4a
Responding to challenges when managing a team proactively takes resilience and great skills. The key challenges faced by
most managers during their career include resistance to change, conflict between team members, unconscious bias and the
challenge of being a member of more than one team.

AC4.1 Explain the challenges of managing a team; AC4.2 Explain how to respond to
challenges proactively
For this answer please explain why the challenge may occur within the explanation box and then in the response
box, how you would respond to this challenge for example, using negotiation techniques, listening skills, change

Challenge: Resistance of team members to change

Explanation: Response:

Team members express a desire not to change, the classic Explain to staff the business requirements, and the benefits
example is “This is how we’ve always done it” that should come from change. I would listen to their
grievances and request they provide feedback on the new
system so we can amend any processes / procedures to
better support them.

Challenge: Conflict between team members

Explanation: Response:

Personality conflict, could be a different work ethic, i.e one I spoke to each individually to get both sides of the argument,
thinks the other is not working hard enough, and the other I then invite them into a safe space, and request the team
felt there was a lack of respect members to have a discussion regarding each other
grievances, and to move forward putting their differences
aside, and discuss from both perspectives. Ask both parties to
work together and compromise the goal so both can utilise
their ideas, on most occasions points of view can be
combined in order to make a better idea / solution.

Challenge: Unconscious bias

Explanation: Response:

Dislike a CV based on the name sounding foreign Look at the individuals technical abilities and whether they fit
the company on paper, discounting the origins of the name.

CMI 302 Page 15 of 25 Version 1

Challenge: The challenge of being a member of more than one team

Explanation: Response:

Different teams have different objectives, and adaptation is Explain to each team the role and goal of each other, this
required, conflicts can arise from this scenario. gives the teams a better understanding of each teams goals
and role, and will hopefully enable the team to better
understand your role.

CMI 302 Page 16 of 25 Version 1

» TASK 4b
A team member you manage has a poor record of attendance.

AC4.3 Outline approaches to absence management

To complete this answer you need to first identify what would require a manager to need to manage
absence; absence rates or trends of an individual being absent for example every Friday John is absent or
during winter there is generally more absence in the office. What stages might the manager go through
in managing absence? Who might be involved to support the manager; HR, Policy and Procedures,
Mentors, Support groups.


The Bradford scale is an option to monitor absences, this is a formula used by HR departments to calculate the
impact of employee absences on the organisation. There is a formula which is calculated, the company decides
what they deem as an acceptable and not acceptable score.
Should an employee start to get to a point where action is required it would be a good idea to pull the employee to
one side and ask if everything is ok, stating that there seems to be an increase in the amount of short term
absence, or there has been a pattern starting to show in regards to short term sickness.
There could be a number of reasons for this, and thus it is best to act rationally. Once it has been brought up a
conclusion should be made at the end of the meeting and a way of moving forward agreed. This may be being
allowed to come in late on certain days to help with child care or whatever the reason may be.
This should also be discussed and agreed with HR. Should this agreement not improve the situation then next
steps should be discussed with HR with a view of potentially starting disciplinary action.

CMI 302 Page 17 of 25 Version 1

Task 5: Managing the performance of a team

Managing the performance of the team requires all its members to work to a shared purpose, a fair allocation of work,
monitoring of team performance and providing feedback to individuals and teams to maintain performance levels. The aim of
this task is to identify how best teams can be managed to achieve results.

To complete tasks 4a and 4b you are encouraged, where possible, to support your answers using well-chosen examples from
an organisation you know well or have researched.

» TASK 5a

AC5.1 Outline approaches to ensure team members work to a shared purpose

For this answer you are required to outline two approaches you could take to ensure that team members work to a shared
purpose, how do you ensure team members know the shared purpose and how do you monitor this, approaches could include
communicating organisational and team purpose and building a high performing team by supporting and developing and
motivating individuals and may include but are not limited to cascade mission, vision and objectives, role of team in wider
organisation, sense of purpose and buy-in and impact of team on results.


1. Outline the values, goals and vision of the company to team members, regularly evaluate whether actions and
decisions taken adhere to this.
Over time this regular evaluation will make the team question their own actions and decisions as to whether what they
are about to do conform to our values, goals and vision.

2. Provide the team with clear objectives, show a commitment to the team by working alongside them. Identify team
members strengths and ensure they are utilized to their potential. Develop team members show them new things and
give them the opportunity to learn.

CMI 302 Page 18 of 25 Version 1

» TASK 5b

AC5.2 Explain how to allocate work to team members

For this answer think about the approaches you take to allocating work to team members, this can include first ensuring that
goals are aligned and achievable and then looking at the individuals that you need to complete tasks, and explain why this is

1. Priority

Consider the priority of the work. Priority drives everything. Create a list of prioritizations for the various tasks. The
list should be based on the goals of the organization and the team. This is the first consideration in terms of how to
distribute work. If a project is a top priority and someone is available to carry out the work, they should be tasked
with that work.

2. Skill Sets

Evaluate the skill set of the team members whom the work is to be distributed to. If they have the correct skill set,
high quality work will be produced. The product will be something that meets the customer’s requirements. This
also reduces the chances of people failing because they are not being given the correct work to their skillset. It is
best to give them something they can be successful with.

3. Availability

The next consideration for allocating work is the team members availability. All being well in terms of priority and
skill set, who is free to carry out the work? Who has the capability to take on the extra load? Resources should not
be taken from one project to another if there is resources available to take the new project.
If resources are being shifted around between different projects when you have available resources elsewhere,
momentum will be lost on the first project which could well fail due to this. Likewise, people who are on the
project can become frustrated as they suddenly don’t have the resources they need.

4. Development

Think about the development opportunity this project might represent for the individual. The team’s skill set
should be constantly upgrade. A way to do this is to give them jobs that will allow them to learn. This put’s them in
situations where they’re going to feel a little uncomfortable, however this will be short lived if it is something they
will enjoy and relish. Provide them with projects where they’re going to have to step up and learn, be taught, and
be open to feedback and coaching.

5. Interest

Does somebody have an interest in performing that particular task? If a team member is really interested and
passionate about the project, it would be wise to allow them to carry it out. They’re going to be excited, and
motivated to do the task, and hopefully their performance will shine. However one needs to be careful not to only
allow them to gravitate to the work they enjoy most, as this will allow them to steer clear from things they are not
CMI 302 Page 19 of 25 Version 1
interested in, which will stop their learning, make them Pidgeon holed and narrow their focus.

CMI 302 Page 20 of 25 Version 1


Recognising your Off the Job Learning Activities

Workshop (lighthouse logs this) 7 Hours

Post Course CMI Management Direct Resources 6 Hours
LMS resources 3 Hours

Following the completion of your workshop there are some activities that we ask you to
complete to build your portfolio of skills evidence. Please complete these activities and
submit the evidence with your assessment book.

Post Workshop Activities 12 Hours


Engineering: This team comes under “specialist”, They are very knowledgeable within
their specialist field, however paperwork is resented and they are very single minded and
only think about their own work and goals, and fail to see the larger picture of the
organization as a whole. As a team they are continually bounce through the 4 stages of
tuckmans theory. Engineers are solitary and don’t like to work for one company for very
long, their minds are constantly looking for fulfilment. This means there is a high turnover
of staff so the team as a whole never stay in the performing stage for very long, it is at
this stage engineers tend to start feeling they want to fly the nest.

Finance: These are completer finishers, they have a very high level of detail, and
scrutinise the invoice to the customer to the costs. They love nothing more than to find
errors in the technical teams work. This is a small team and are in the performing stage,
they work well together and is full of like minded people.

Technical: This team wears various helmets, it is made up of resource investigators, co-
ordinators and plants. Technical is where the magic happens and is the core of the
business, and is the glue between the different teams within the company. At present
they are in the forming stage, due to recent departures.

Using the three teams identified above identify and describe the best way to
communicate and motivate these teams to achieve tasks using theoretical models
to explain your decisions

Engineering: When communicating with the engineers I have found that they like
information and require precise details. I need to tell them the history of the job, the
why’s and the how’s etc. By doing this they feel like they are part of the team, and it
CMI 302 Page 21 of 25 Version 1
provides them an opportunity to offer feedback advice, (though sometimes it’s not
always wanted).

Accounts: They don’t like being told, they must be asked, for example “I need you to pay
this by the end of the day please” makes them put 2 fingers up, and their response and
enthusiasm is somewhat lacking. I have found it is better to say “I have this invoice that
needs paying, can you look into it and let me know if its possible. I could really do with it
being paid by the end of the day”, invariably I have found this gets a much better
reception and makes them feel like they have the power and final say.

Technical Team: We are a well oiled machine, and we don’t really think about our
approach to one another, we each understand our roles and those of others, and if we
ask for something to be done, it gets done in the time requested.

Identify a challenge faced by the team within the workplace and describe how this
was managed. Use evidence from the workplace to demonstrate the challenge and
the management solutions

A job pack was created for a potential warranty on an engine we overhauled for a
customer. It was suspected that one or more of the cylinder heads were leaking
from the injector tubes. We went to site, removed them, and brought them back to
our warehouse. Thus, a job pack was created which included the test parameters
required and a measurement sheet for each of the cylinder heads. The engineer
was advised that they must complete all sections of the job pack so we can
ascertain whether the heads were warranty or not, and if not, this would form the
basis of evidence we will produce to the client.
Having completed the job and returned back to the customer site and rebuilt
the engine, it was time to create the report, unfortunately when the job card was
handed in by the engineer, it was all still blank and none of it had been filled in.
I took the job card and mulled it over, I thought maybe I hadn’t been clear in
my instructions, but it was all there in black and white, i started searching for other
answers as to why they hadn’t filled this in, I wanted to look at it from both sides
before I questioned there work method most likely to give the engineers the
benefit of the doubt, but to try and see it from their point of view and see if I can
validate their response. After contemplation I decided not to go in all guns blazing,
after all I would only look like an arsehole and the engineers wouldn’t have any
respect for what I was saying and just shrug it off. So I decided it would be best to
just go and have a chat with them, in there own space and standing up so it was as
informal as possible. I just said, guy’s I need to chat to you about this job J1XXX.
Was there a reason you didn’t fill the job card out as requested?

Answer: I didn’t feel it was necessary..

CMI 302 Page 22 of 25 Version 1
My response to this was to explain to them that we need it as proof for our own
quality standards, but also for the customer so he knows we can back up our work.
Its so if anything goes wrong we can say, well according to our documentation it
was OK when inspected. It’s also for information when their not around to answer
questions as they spend a lot of time off site.

I did get a response of “well why don’t you fill it out then..” to which I replied that
they were lucky I take an interest in the mechanical side of the business and ask
the questions as im walking through the workshop, so I know in my mind these
things have been checked, but ultimately they are responsible for ensuring the
paperwork is filled out, and not everyone is mechanically minded like myself.

They apologised and said they now better understood the reason for filling out the
paperwork, and would ensure they will do so in future. We shall see…

Double Click

Job Pack.pdf

Once you have completed this Assessment Book please submit onto your Quals Direct
portfolio with the evidence gathered from the workplace. https://login.quals-
The research that you have done to complete these tasks can all be used as your Off the
Job hours to be added to your Learner Journal on Quals Direct. Remember it is the time
you spend doing the activities within the workplace and not how long you have spent
writing them up. In addition to the work for your assessment evidence we have some
suggestions of areas you could add to your Learner Journal on Quals Direct to contribute
towards your hours these are listed below:
 Complete reflection on allocating tasks to teams or team members – what were the
tasks and why did you allocate them to the team members, which leadership styles
did you use?
 Identify behaviours of self and others, how have the following been demonstrated;
taking responsibility, agility, professionalism and inclusivity. Give examples of the
situations that demonstrate these behaviours.
 Has there been a challenge with a team or group that you have had to deal with?
How have you dealt with this and what was the outcome?
 Has there been an occasion where you have had to motivate a team member, what
was the situation and how did you motivate them to achieve?
 Complete your reflections of Action Logs from workshop.
CMI 302 Page 23 of 25 Version 1
CMI 302 Page 24 of 25 Version 1