CMI Level 5 Unit 502 Principles of Developing, Managing and Leading Individuals and Teams to Achieve Success

Aims of unit

The ability to lead individuals and teams to success is arguably the most important skill a manager can possess. This unit focuses on the essential management and leadership skills required to fulfil this challenging but rewarding role. The unit opens by focusing on the theoretical and practical approaches to developing, leading, and managing teams (remote or multi-disciplinary). The manager will look at techniques to assess current and future team capabilities, including the role of recruitment, selection and staff development which supports this. On successful completion of the unit, the manager will not only know the principles of managing individuals and teams, but they will understand approaches for supporting, motivating and inspiring teams and individuals to exceed expectations.

Key words

Theoretical models, practical approaches, team leaders, multi-disciplinary and remote teams, team capabilities, recruitment, learning and development, coaching and mentoring, motivation, good practice, high performing teams.

Learning outcome 1

Understand approaches to developing, managing and leading teams

Assessment criteria

1.1 Evaluate the use of theoretical models for developing, managing and leading teams
1.2 Discuss practical approaches for effective team management and leadership
1.3 Analyse strategies for managing team leaders
1.4 Develop approaches to respond to the challenges of managing and leading multiple and remote teams

Indicative content

1.1 Theoretical models may include but are not limited to differences between a group and a team, team
types, Team Roles (Belbin, 1981), Team Management Wheel (Margerison and McCann, 1990), Model of
Team Development (Tuckman, c.1965), Tannenbaum and Schmidt Leadership Continuum (1958), Blake and
Mouton Managerial Grid (c.1950s), psychometric assessment tools (e.g. Myers-Briggs Type Indicator, 1943),
Drivers of Employee Engagement (Robinson, Perryman and Hayday, 2004), Speed of Trust (Covey, 2008),
Conflict Mode Instrument (Thomas and Kilman, 1974), Emotional Intelligence (Goleman, 1995).

1.2 Practical approaches refer to communicate organisational vision and goals and how these apply to the
department and teams, and may include but are not limited to empowerment, delegation, collective
ownership, conflict handling, creating a trusting environment, building resilience, taking responsibility versus
blame culture, collaboration, fairness and parity, work allocation, cultural awareness, individual and team
development.

1.3 Strategies may include but are not limited to delegation, monitoring performance, setting targets, support
and guidance, supervision and meetings, learning and development.

1.4 Challenges may include but are not limited to use of communication (methods, types, times, frequency,
availability, interpretation of communication used), access to business support, building and developing
relationships, performance review, workload, conflict handling, quality and productivity, currency of working
practice, time management, trust, morale, accountability, authority and autonomy, Five Dysfunctions of a
Team (Lencioni, 2005).

Learning outcome 2

Understand approaches to achieving a balance of skills and experience in teams

Assessment criteria

2.1 Evaluate techniques for assessing current and future team capabilities and requirements
2.2 Analyse a process for recruiting team members
2.3 Assess the factors which impact on the selection of learning and development activities for individuals
and teams
2.4 Examine the use of coaching and mentoring models to support team development

Indicative content

2.1 Techniques refer to identifying strengths and enabling development within the workplace and may
include but are not limited to analysis of skills and experience (individuals and teams) against current
organisational requirements (e.g. aims and objectives), identification of future organisational need (e.g.
organisational strategy, projects, plans, production plans), skills matrix, capability assessment, structured
performance reviews, identification of skills and experience gaps.

2.2 Process refers to individual and team and may include but is not limited to review staff requirements,
consultation, formulate job and person specification, labour market research, compliance with legal and
organisational requirements, create plan, approaches to attracting talent (e.g. advertising, recommendation,
head hunting, internal recruitment, secondment, social networks), short list, interview, security checks, offer.

2.3 Factors may include but are not limited to budget/funding, physical location of team members, time,
availability of suitable provider, shift patterns, compliance (including legal and industry specific regulation
relating to the sector in which the organisation operates), return on investment, strategic objectives and
priorities, learning styles, range of training needs.

Learning and development activities refer to talent management models and processes and develop, build
and motivate teams and may include but are not limited to formal and informal, social and collaborative
learning, on and off the job, face to face, blended or online learning, group or individual learning, coaching
and mentoring, secondments and temporary promotion/role change, self-directed/distance learning, job
shadowing, team building activities, communities of practice.

2.4 Use may include but is not limited to skills and talent development, embedding organisational culture and
attitudes to diversity, personal support, enhancing/improving performance, career development, retention,
engagement, empowerment, job satisfaction, develop and share good practice, management of change,
communication, relationship development, reflective management, self-management.
Models may include but are not limited to the concept of the manager as coach (Rogers, Gilbert and
Whittleworth, 2012), coaching and mentoring models (e.g. GROW Model (Whitmore, 1992), ACHIEVE
Coaching Model (Dembkowski and Eldridge, 2003), ARROW (Somers, 2006), CLEAR (Hawkins, 2012)),
Cognitive Behavioural Coaching (CBC), Heron’s Six Categories of Intervention (1999), OSCAR (Gilbert and
Whittleworth, 2002), RAM (Bee and Bee, 2007), STEPPA (McLeod, 2003), Alfred & Garvey’s Three Stage
Process (2006) storytelling.

Learning outcome 3

Know techniques for leading individuals and teams to achieve success

Assessment criteria

3.1 Discuss methods used to monitor and manage individual and team performance
3.2 Evaluate good practice for enabling and supporting high performing teams
3.3 Analyse motivational techniques used to create high performing teams

Indicative content

3.1 Methods refer to performance management techniques and may include but are not limited to HR
systems and processes, internal and external quality standards, audit, qualitative measures (e.g. customer
feedback, opinions, views, reviews) and quantitative measures (e.g. SMART objectives, key performance
indicators (KPIs), scorecards (e.g. Balanced Scorecard, Kaplan and Norton, 1992), error rates, output,
benchmarks and targets), service level agreements (SLAs), speed of response, structured performance
reviews, 180/360 feedback, disciplinary procedures.

3.2 Good practice refers to manage talent and performance and may include but are not limited to
feedback, constructive criticism, action planning including PIPS (performance improvement plans), training,
coaching or mentoring, formal performance management processes, rewards, incentives, recognition and
praise, Psychological Contract (Roussea, 1989)

3.3 Motivational techniques refers to how to work collaboratively with others, motivate and improve
performance, give constructive feedback and challenge where necessary, enabling development within the
workplace and may include but are not limited to set stretch goals and objectives, create energy and
enthusiasm, inspire others, conflict resolution, increased cooperation, communicating shared purpose, vision
and direction, building trust, incentives and rewards, Vroom’s Expectancy Theory (1964), Motivation and
Management Systems (Likert, 1967).

Recommendations for assessment

Learners may approach the assessment in a number of ways. All assessment criteria must be met. The
following opportunities are recommendations for guidance purposes only.

1. The learner may be asked to write an account or assignment on approaches to leading, managing and
   developing individuals and teams.
2. The learner may be asked to respond to a scenario based on how they would lead, manage and
   develop individuals and teams.
3. Learners may write a report based on the principles of leading, managing and developing high
   performing individuals and teams.
4. The learner may draw upon their own experience of leading, managing and developing individuals and
   teams within their own organisation. They may present work based evidence accompanied by
   reports/reflective accounts to meet each assessment criteria.

Further guidance
It is not a requirement for the learner to cover all aspects of the indicative content when completing the
assessment. The learner is encouraged to select and present well chosen information and examples to
evidence they sufficiently understand the assessment criteria.

Relationship with other frameworks and occupational standards

This unit is mapped to the following requirements of the Apprenticeship Standard for
Operations/Departmental Manager ST0385/01:

A. Leading People

● D2 How to lead multiple and remote teams and manage team leaders
● D3 How to motivate and improve performance
● D4 How to support people using coaching and mentoring models
● D7 Support the development of people through coaching and mentoring and the management of
change
● D8 Communicate organisational vision and goals and how these to apply to the department and
teams
● D9 Support development through coaching and mentoring
● D10 Enable and support high performance working

B. Managing People

● E1 How to manage multiple teams
● E2 How to develop high performing teams
● E3 Performance management techniques
● E4 Talent management models
● E5 How to recruit people
● E6 How to manage and develop people
● E7 Manage talent and performance
● E8 Develop, build and motivate teams by identifying their strengths and enabling development withinthe workplace

C. Communication

● G8 Give constructive feedback and challenge where necessary
This unit is aligned to the following National Occupational Standards (NOS) for Management and Leadership
(2012):
● CFAM&LBA2 – Provide leadership for your area of responsibility
● CFAM&LBA3 – Lead your team
● CFAM&LDB1 – Build teams
● CFAM&LDB2 – Allocate work to team members

Suggested reading/web resource materials

Reading/resource materials available on ManagementDirect
Checklists
● Checklist 89 Coaching for Improved Performance
Relevant Theories, Frameworks and Models
● Dembkowski and Eldridge (2003) ACHIEVE coaching model
● Somers (2006) ARROW coaching model
● Hawkins (2012) CLEAR coaching model
● Cognitive Behavioural Coaching (CBC)
● Whitmore (1992) GROW Model
● Bee and Bee (2007) RAM coaching model
● McLeod (2003) STEPPA coaching model
● Belbin (1981) Team Roles
● Blake and Moulton (c.1950s) Managerial Grid
● Covey (2008) Speed of Trust
● Alfred & Garvey (2006) Three Stage Process
● Gilbert and Whittleworth (2002) OSCAR
● Goleman (1995) Emotional Intelligence
● Heron (1999) Six Categories of Intervention
● Kaplan and Norton (1992) Balanced Scorecard
● Lencioni (2005) Five Dysfunctions of a Team
● Likert (1967) Motivation and Management Systems
● Margerison and McCann (1990) Team Management Wheel
● Myers Briggs Type Indicator (1943) Myers Briggs
● Robinson, Perryman and Hayday (2004), Drivers of Employee Engagement
● Rousseau (1989) Psychological Contract
● Rogers, Gilbert and Whittleworth (2012) The Concept of the Manager as a Coach
● Tannenbaum and Schmidt (1958) Leadership Continuum
● Thomas and Kilman (1974) Conflict Mode Instrument
● Tuckman (c.1965) Model of Team Development
● Vroom (1964) Expectancy Theory
Please note: This list is provided to guide the learner to potential sources of information and is by no means
exhaustive. The content of the list is liable to change. The content was checked for accuracy at the time of
unit development.
ManagementDirect resources require CMI membership and a username and password.

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