BTEC National Award in Uniformed Public Services
2007 - 08
Unit 2: Team Leadership in the Uniformed Public Services
‘Leading from the Top’
Name: _______________________________
Assignment Manager:
Hand out date:
This assignment has five tasks.
The overall deadline for the whole assignment to be complete and handed in is:
__________________
The following guidelines should be used when completing your assignment:
- You must refer to the criteria banner and the content of the unit throughout the assignment.
- You should make sure you do detailed research and have a good understanding of the subject you are researching. Keep a note of the resources you use as you go along.
- Before handing in you must:
- Check that you have completed all tasks
- Label work appropriately
- Present tasks in the correct order
- That your name appears clearly in the header of each page and the page number appears in the footer of each page.
For further details refer to the ‘Student Guidelines’ that were issued to you at the start of your course.
PART ONE:
Scenario Working in the Uniformed Public Services means being part of a team and in some cases successfully leading a team. It is, therefore, important that you understand what makes a team effective and the different styles and roles of team leaders. You have been asked to organise a presentation for a training day for public service staff who are hoping to move in to a leadership role. |
Task 1: (P1)
The first part of your presentation should be titled ‘Leadership Styles’.
Describe leadership styles and their use in the uniformed public services. You should include examples of when each style may be appropriate.
To achieve M1 you must compare two different leadership styles used in the uniformed public services. (Look at the similarities and differences of the two styles and the suitability for the roles they perform)
To achieve D1 you must evaluate the effectiveness of two different leadership styles in the uniformed public services.
You must consider the following;
Leadership styles: authoritarian; democratic; laissez-faire; transactional; transformational; bureaucratic; people orientated; task orientated; appropriate style for situation; leadership styles used in the uniformed public services
Task Two: (P2)
The second part of your presentation should be titled ‘Team Leaders and Teams’
Describe the role of the team leader, including the responsibilities they may have and the skills and qualities needed, and the benefits of teams to the uniformed public services.
You must consider the following;
Team leader role: position, e.g. commanding officer; responsibilities, e.g. co-ordinate multi-agencies; leadership qualities, e.g. decisiveness, adaptability, courage, compassion; leadership skills, e.g. communication, organisation, multi-tasking, planning, motivating
Benefits of teams to the Uniformed Public Services: to organisation, e.g. efficiency, positive synergy; to team members, e.g. shared expertise, support
Task Three: (P3)
The final part of your presentation should be titled ‘Communicating in a Team’
Describe the process of briefing and debriefing a team and the necessary communication skills that are needed
You must consider the following;
Communication: verbal, e.g. tone; non-verbal, e.g. body language, listening skills
Briefing teams: ground orientation; safety points; summary of situation; primary aim; method to achieve aim; designated roles; timings; equipment; team motivation; check understanding
Debriefing teams: feedback; acknowledge success; identify strengths and weaknesses; development/ action points for future
PART TWO:
Scenario The presentation was a success and the school has now asked you to organise and lead a team building session for a group of year 10 students who are having trouble working together. |
Task Four: (P4)
In small groups you will organise a number of different team building activities for a group of year 10 students. The team building session will take place on Monday 12th and Tuesday 13th November. You should plan the session to last 1 hour and there will be approximately 6 team members in each group. Each team member will need an activity to lead and deliver to the group.
You will need to create a plan for their session, outlining the activities, the primary aim, any resources needed and any other factors for consideration.
When you deliver the team building session each team member will need to ‘use appropriate skills to lead the team in the practical implementation of the plan’
To achieve M2 you must demonstrate effective communication skills and the correct process when briefing and debriefing the team.
To achieve M3 you must demonstrate effective leadership skills when leading the team in the practical implementation of your plan.
You must consider the following;
Skills and qualities: e.g. time management, commitment, motivational, delegation skills
Implementing a plan: identify primary aim(s); consider factors, e.g. available resources, team member capabilities; select course of action
Leading the team: brief team; check understanding including overall aim, individual roles; execute plan; ongoing quality control, e.g. of safety, of performance; achieve aim; debrief team; review and evaluation
Task Five: (P5)
Describe evaluation methods used to assess effective team leadership.
Design an evaluation form/ record, including key evaluation areas, that could be used to evaluate team leadership skills.
To achieve D2 you must evaluate your own ability to provide effective team leadership, making recommendations for your own development and improvement.
You must consider the following;
Evaluation methods: goals achieved; assessment of own team’s performance; identification of skills gap; recommendations for future; reflect on own practice
Task 6:(P6)
As part of the preparation for your team building session you should research and describe different types of teams and the stages of team development.
Create a chart highlighting the barriers to effective team performance and actions to overcome them.
You must consider the following;
Developing the team: types of team, e.g. work teams, project teams, cross functional teams, inter-service teams; stages in team development, e.g. forming, norming, storming, performing, transforming
Barriers to effective performance: lack of commitment, e.g. leader, team member; poor communication; lack of appropriate skills; resource issue e.g. financial, physical, staff; personal factors, e.g. challenges to authority, conflict between team members
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