'Mark Sheet: Leading and motivating a team effectively Essay\r'

'INSTRUCTIONS FOR mind AND USE OF MARK SHEET\r\n estimate must be conducted with reference to the sound judgment criteria (AC). In order to somerset the unit, alone AC must be met. assessors leave normally award attach for each AC and then total them into a percentage. However, for greater simplicity, in that location is the option to not use marks at all and entirely indicate with a ‘ recidivate’ or ‘Referral’ in the box (below right). In order to pass the unit all AC must realize a ‘ pass off’. Where marks ar awarded gibe to the degree to which the learner’s recite in the subduedness meets each AC, any AC must be met, i.e. receive at least half marks (e.g. min 10/20). Any AC awarded less than the minimum recrudesces an automatic referral for the submission (regardless of the overall mark achieved). enough descriptors be provided as guidance. If 20 marks ar avail adequate for an AC and the evidence in the submission approximates to the ‘pass’ descriptor, that indicates it should attract 10 marks step up of 20, if a ‘ hefty pass’ then ca. 15 out of 20. The descriptors are not comprehensive, and cannot be, as there are many ways in which a submission can return or fall short of the requirements.\r\n1.Learner named supra confirms authenticity of submission.\r\n2.ILM uses learners’ submissions †on an anonymous dry land †for assessment standardisation. By submitting, I check into that ILM whitethorn use this script on condition that all information which whitethorn identify me is removed.\r\nHowever, if you are unwilling to kick ILM use your script, please refuse by ticking the box:\r\nLearning resultant / Section 1: Know how to publish the organisations tidy sum and schema to the group judging Criteria (AC)\r\nSufficiency Descriptors\r\n[Typical standard that , if replicated across the complete submission, would produce a referral, borderli ne pass or good pass result] tax assessor feedback on AC\r\nAC 1.1\r\n exempt the splendour of the group having a jets awareness of advise that supports the overall dream and strategy of the organisation\r\nReferral [ca. 4/16]\r\n bring back [8/16]\r\n wakeless prolong [ca. 12/16]\r\nAn story of the vastness of the team having a ballpark maven of purpose is not inclined or, if tending(p), the supporting of the overall vision and strategy of the organisation is not included The splendour of the team having a common smack of purpose that supports the overall vision and strategy of the organisation is merely stated, as foreign to explained or, if explained, is erroneous, unbefitting or negligible The immenseness of the team having a common thought of purpose that supports the overall vision and strategy of the organisation is correctly and take into accountly explained although the write up may be limited and the affiliate to organisational vision may be to a greater extent implicit than explicit A entire and small description is take placen of the wideness of the team having a common palpate of purpose and its link to the overall vision and strategy of the organisation is made explicitly clear\r\n/ 16\r\n(min. of 8)\r\n shed light on or Referral\r\nAC 1.2\r\nExplain the role that dialogue plays in establishing a common adept of purpose\r\nReferral [ca. 4/16]\r\nPass [8/16]\r\nGood Pass [ca. 12/16]\r\n assessor feedback on AC\r\nThe role that dialogue plays in establishing a common awareness of purpose is not explained or is merely delimitated as impertinent to explained The role that discourse plays in establishing a common find of purpose is explained but the accounting is incorrect or minimal The role that communion plays in establishing a common sniff out of purpose is explained although the explanation may be limited\r\nA utter(a) and detailed explanation is given of the role that chat plays in establishing a com mon sense of purpose and an outline of how, in contrast, in permit conversation may damage a common sense of purpose\r\nAC 1.3\r\nAssess the effectiveness of own communion skills on the basis of the above\r\nReferral [ca. 3/12]\r\nPass [6/12]\r\nGood Pass [ca. 9/12]\r\nAssessor feedback on AC\r\n deliver communication skills in establishing a common sense of purpose are not assessed against appropriate criteria or are merely listed or described\r\nOwn communication skills in establishing a common sense of purpose are assessed against appropriate criteria although the criteria may be limited Own communication skills in establishing a common sense of purpose are thoroughly assessed in detail against a tramp of appropriate criteria and a judgement on self-importance is made\r\n/ 12\r\n(min. of 6)\r\nPass or Referral\r\nSection comments (optional):\r\n bridle comments (optional):\r\nLearning end point / Section 2: Know how to go and develop the team Assessment Criteria (AC)\r\nSuf ficiency Descriptors\r\n[Typical standard that , if replicated across the whole submission, would produce a referral, borderline pass or good pass result] Assessor feedback on AC\r\nAC 2.1\r\nDescribe the chief(prenominal) motivational factors in a meet context and how these may apply to unlike situations, teams and individuals\r\nReferral [ca. 4/16]\r\nPass [8/16]\r\nGood Pass [ca. 12/16]\r\nThe principal(prenominal) motivational factors in a determine context are merely stated as hostile to described The main motivational factors in a work context are described but the rendering does not apply to different situations and teams and individuals and/or the description is incorrect, inappropriate or minimal The main motivational factors in a work context are described, although the description may be limited, and the description applies to different situations and teams and individuals although the fierceness placed on each of these factors may be imbalanced A thorough and deta iled description of a range of the main motivational factors in a work context is given which distinctly applies to different situations and teams and individuals Examples may be provided to set up the description given.\r\n/ 16\r\n(min. of 8)\r\nPass or Referral\r\nAC 2.2\r\nExplain the importance of a draw being suitable to do teams and individuals and gain their committal to objectives\r\nReferral [ca. 5/20]\r\nPass [10/20]\r\nGood Pass [ca. 15/20]\r\nAssessor feedback on AC\r\nThe importance of a draw being able to trip teams and individuals is merely stated as ir germane(predicate) to explained An explanation of the importance of a leader being able to motivate teams and individuals is given but does not explain how their consignment to objectives might be gained and/or the explanation is incorrect or minimal\r\nThe importance of a leader being able to motivate teams and individuals and gain their commitment to objectives is explained although the explanation may be l imited A thorough and detailed explanation of the importance of a leader being able to motivate both teams and individuals, outlining the different nestle to teams and individuals, and gain their commitment to objectives is given and an outline of how, in contrast, a leader’s disregard of the importance motivation could disobey the gaining of team or individual commitment to objectives\r\n/ 20\r\n(min. of 10)\r\nPass or Referral\r\nAC 2.3\r\nExplain the role that the leader plays in supporting and growth the team and its members and give pragmatical examples of when this will be undeniable\r\nReferral [ca. 5/20]\r\nPass [10/20]\r\nGood Pass [ca. 15/20]\r\nAssessor feedback on AC\r\nAn explanation of the role that the leader plays in both supporting and developing the team and its members is merely stated as opposed to explained, or if explained, is incorrect, inappropriate or minimal No more than one practical example of when this will be requirement is given A correct and appropriate explanation of the role that the leader plays in both supporting and developing the team and its members is given although the explanation may be limited At least ii practical examples of when this will be necessary is are given A thorough and detailed explanation of the role that the leader plays in both supporting and developing both the team and its members is given and is support by several practical and relevant examples of when this will be necessary\r\n/ 20\r\n(min. of 10)\r\nPass or Referral\r\nSection comments (optional):\r\nVerification comments (optional):\r\n/ 100\r\nTOTAL MARKS\r\nAssessor’s Decision\r\nQuality self-assertion Use\r\n emergence (delete as applicable): die / REFERRAL\r\nSignature of Assessor:\r\n fight:\r\nOutcome (delete as applicable): PASS / REFERRAL\r\nSignature of QA:\r\nDate of QA check:\r\n'