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For a M1, learners must extend their knowledge of the features of an effective team and compare roles of different team members. These ideas can be taken forward as learners compare the different roles of team members and how they complement each other. Learners should be able to recognise how a highachieving team contributes to the accomplishment of strategic aims and objectives.

P1 asks learners to describe different types of team and benefits of teams when used in different situations in the workplace. Learners can look at functions that naturally lend themselves to team activity. Learners’ own teamworking skills should be explored and they should be given an appropriate scenario where they work together in teams and are able to identify their key strengths and how they contributed to the team’s goals and activity.

The review of the teamworking activity for P6 can be presented in any appropriate written form and must be carried out individually. The review should incorporate the characteristics and roles within the team, the leadership/management style of the team leaders, causes (or possible causes) of conflict and how it is/would be resolved. This can be followed by how performance is monitored and an overall judgement of how well the team and team leaders performed. Feedback between team members and the...

P4 and P5 require learners to work effectively in a team situation, and each learner will need to take turns as the team leader. As a team member they will be expected to make a positive contribution for example gather information necessary for the completion of the group task. As a team leader they will be expected to show leadership qualities for example monitoring performance through giving constructive feedback. Conflict may arise naturally as the activity is happening, and how it is dealt w...

P4 and P5 require learners to work effectively in a team situation, and each learner will need to take turns as the team leader. As a team member they will be expected to make a positive contribution for example gather information necessary for the completion of the group task. As a team leader they will be expected to show leadership qualities for example monitoring performance through giving constructive feedback. Conflict may arise naturally as the activity is happening, and how it is dealt w...

For P3, covering the attributes and skills required of a team leader, learners can use examples of well-known leaders and draw on the importance of adapting leadership style to suit the particular situation.

For P2, learners go on to look at key stages in the development of an effective cohesive team. Simulations can be used for this as snapshots of different stages in the life of a team. Learners could develop an activity through a teamwork approach and this will enable them to experience and understand team development.

For M2, one of the teams that learners compare, should be their own team(s). The other team could be another within the class or from a different class, or it could be another team, for example one that the learner can study through their work experience or are involved in outside the classroom. In their comparison, they should refer to one, or more than one, of their own team leaders, which could be the learner themselves or someone else. They could assess the other team either as an outsider o...

For D1, learners must further their evidence by evaluating their performance in the team. They can make justified suggestions on overall team performance such as improvements to communication, performance monitoring, or the limitations of the team leader role to diffuse conflict within the team. When explaining how individuals and the team leader contributed to the team’s effectiveness, learners should give examples based on their chosen teams rather than just general statements about team lea...

For P5, learners should adopt the role of either an interviewee or an interviewer in a mock selection interview. Learners should demonstrate through role play that they have prepared for the interview. They should have the necessary documentation available and be able to conduct the proceedings. Roles can then be reversed to give all learners the opportunity to see the recruitment process from the perspectives of both the applicant and the interviewer. Evidence is likely to come from a copy of t...