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Compensation Management HRM 6305 Unit VII Essay

Top of Form

For this assignment, compose an essay of at least five pages in which you discuss the following issues involving person-focused pay plans:

·       Discuss various types of person-focused pay plans (also known as competency-based, skill-based, or knowledge-based pay systems).

·       Describe reasons why companies adopt person-focused pay plans, and identify types of positions that lend themselves to these plans.

·       Describe advantages and disadvantages of person-focused pay plans. Give job-specific examples in your advantages and disadvantages.

 

Please use the databases within the CSU Online Library to locate scholarly resources to support your essay. You should utilize at least two sources, one of which may be your textbook. Adhere to APA Style when constructing this assignment, including in-text citations and references for all sources that are used. Please note that no abstract is needed.

 

This formal paper example provided by the CSU Writing Center shows this type of formatting.

Your essay should be a minimum of five pages in length, not counting the title and reference pages.

Imagine you are a consultant hired by a large health care system to address organizational culture concerns. It has been decided by senior leadership that this consultant will assist in the transformation of the existing human resources management program to a human capital management framework.

Create a PowerPoint presentation that covers, at a minimum, the following areas:

• Explain the importance of organizational culture.
• Compare and contrast human resource management practices and human capital management practices.
• Develop a budget required to address these concerns:
• Describe the steps of the budget process.
• Provide a budget for this project.
• Include expected return on investment.
• Describe effective communication strategies necessary to ensure a success of this project, including anticipated barriers and steps to overcome them:
• HR department to the board and executives
• HR to the HR team
• HR to the organization’s staff
• Executive leadership to physicians oExecutive leadership and/or marketing department to external stakeholders

Your completed PowerPoint Presentation must be at least 10 slides in length, not counting the title and reference slides. Include at least three outside sources, one of which must be from the CSU Online Library. Utilize the speaker notes to fully explain your ideas. Adhere to APA Style when creating citations and references for this assignment

Module 8: A Local Premises Liability Case. Details …202620 Security Risk MGMNT in HOSP HFT-2630-2445Your security assessment project is actually a businessreport. This report is a security audit that you willconduct of a HOTEL or RESORT in the Central Floridaarea. You get to choose your hotel or resort property. Inother words, you will go to the site, evaluate their security,and write a report about what you found.Here are Instructions/Directions on How to Do Your”Security Assessment Project”:1. Select a local-area hotel, or resort.2. Visit the property that you chose several times andstudy or analyze both its physical and operational security.(This is the property’s perimeter, entrances and exits, plushow their security program seems to operate.)3. Take photos and find crime statistics to support yourstatements (your opinions) about the quality of theproperty’s security.4. Prepare a written report that follows this outline formbelow:I. List the property’s name, location, (number of rooms).MAKE SURE that you include your “thesis statement”.(That is your opinionabout the effectiveness of its security program.) Includesome basic property details (name, size, location … )IMPORTANT! Include a TOPIC SENTENCE in the firstsection. Your “topic sentence” states your position aboutthe quality of the property’ssecurity. It is also called your thesis statement. Here is anexample; “On a scale of one to ten, with ten being thehighest or best security program, I would rate the GrandAzalea Resort a 7

Instructions: TelehealthThis assignment is a formal, 4 to 5-page scholarly.Ill 5G+ CDpaper focused on telehealth and its implications forhealthcare and nursing practice. The paper shouldaddress all required prompts outlined below anddemonstrate critical thinking supported by scholarlyevidence. Five sources are required, one of whichmust be our course textbook.The title page and reference list are not included in the4 to 5-page limit. Level 1 APA headings are required toorganize the paper. Direct quotations should beavoided; instead, paraphrase appropriately todemonstrate understanding and avoid plagiarism.Before submitting the final paper, students mustcomplete a Brainfuse tutoring review andincorporate all relevant feedback.Assignment ContentYour paper must address the following elements:· Telehealth Advancement: Briefly<define telehealth in your own words.Analyze how telehealth is likely toadvance over the next five years withinone clearly identified healthcare setting(e.g., primary care, home health, ruralhospital, mental health services).Telehealth Domains (Modalities):Briefly describe four different domains(modalities) of telehealth and provide

Research Study Proposal Part 2 (I have enclosed Part 1 of the topic of brain injuries) In this class, you will complete a Research Study Proposal. In this hypothetical research study proposal, you will investigate a social-psychological issue of your choice. The Research Study Proposal is divided into three pieces:

• Research Study Proposal Part 1, due in week 3 • Research Study Proposal Part 2, due in week 5 • Research Study Proposal Part 3, due in week 8.

Research Study Proposal Part 2 is the literature review piece for your final proposal. This is where you will identify and discuss what is already known about your topic. You will be presenting what previous researchers have discovered, what methods they used, what variables were considered, and what demographics were used. In other words, you will be summarizing and synthesizing the current research. The literature review is also where you identify what is not known (i.e., the gap in the literature that makes your research focus important).

Requirements: Research Study Proposal Part 2 • Utilizing the topic selected for the Research Study Proposal Part 1, you are to find scholarly articles with which you will compile a literature review.

•  Article Selection o You must have at least 6 scholarly articles. o Make sure that you have scholarly articles for all variables associated with your topic.

•  Article Summary o You will need to summarize the research. o As noted above, the literature review is where you present what is currently known about your topic. Thus, you will need to provide information on research discoveries, methodologies, variables, and participants.

•  Alignment with Research o You will need to tie the research together. o You will need to indicate how the articles align with your proposed research topic. o You will need to indicate how all of the articles work together to help form your research study proposal. Structural Formatting

• The literature review should have its own introduction that clearly indicates what aspects will be covered in the literature review, as well as how the research study proposal will help fill in the gaps in the current scholarship.

• You must have at least 6 scholarly articles.

• The literature review should be at least 4 pages in leng

7003NRS Assignment Brief

Module Name: Leading Strategic Change for Service Improvement

Module Code: 7003NRS

Assignment Title: A Service Improvement Plan Proposal with an Executive Summary

Assignment Due: Thursday 23^rd April 2026 18.00 UK Time

Assignment Credit: 30 credits

Word Count (or equivalent): 3000-words and 1000-words executive summary (+/- 10%).

Assignment Type: Applied Core Assessment. You will be provided with an overall grade between 0% and 100%. To pass the assignment you must achieve a grade of 40% or above.

Assignment Task

Choosing a subject 

Reflecting on your experience in health and social care, either as a professional, volunteer, patient, service user or through any other involvement, identify an element of health or social care provision which could be improved as part of the organisation’s strategic priorities. Perhaps there are failures in quality of patient care; simple issues that could be improved or problems in the way that care is organised and delivered.

Critically, analyse the underlying causes of this issue and what works or does not work effectively.  Consider the whole system of care, making sure you examine it from the perspectives of policy, community, management, staff practice team(s), and patient/service user. It is expected that you would include the drivers for change, the complexities of leading strategic change and the challenges of managing change in the organisation.

Propose some clear and achievable strategies for change that could improve the quality of care, clearly outlining how this would be implemented, the challenges and how it could be monitored and evaluated. Take into account the approach to leadership to deliver the strategy of change and what the impact is on teams of practitioners and stakeholders.

Your plan should be structured through clearly identified and logically organised sections, an example of which is given below:

Expected Structure Executive Summary (1,000 words)

The summary must be clear, standalone, and avoid introducing new information.

Purpose of the SIP (120–150 words) – Outline the issue and why it matters.

Summary of evidence & strategic drivers (200–250 words) Highlight policy/system drivers, priorities and problem framing.

Summary of proposed improvement (300–350 words) Describe the intervention, leadership and strategic justification.

Implementation overview (200–220 words) Outline key actions, timelines, stakeholders and feasibility.

Evaluation overview (120–150 words) Summarise success measures and evaluation approach.

Expected Structure Service Improvement Plan (3000 words)

Introduction & Background (400–500 words)

The introduction should give the reader a clear understanding of what the issue is, why it matters, and why you have chosen to focus on it. In this section, aim to:

Explain the problem clearly Describe the service issue you have identified in a straightforward way. Make sure the reader understands the nature of the problem and what aspect of care or service delivery it affects.

Provide brief background context Outline the relevant organisational, regional, or national context. This may include policies, population or service pressures, or important system features that help frame the issue. You may also include a short example or a patient/service-user journey if it helps illustrate the problem.

Explain why the issue is important – Make clear why the problem is significant for service quality, safety, experience, efficiency, or outcomes. Explain why this issue requires attention now and how it relates to strategic priorities or system challenges.

State the purpose and focus of your paper – Briefly outline what your Service Improvement Proposal will address. This sets the direction for the rest of the assignment and helps orient the reader.

Critical Analysis of the Problem (900–1,000 words)

In this section, you should demonstrate a clear and critical understanding of the issue you have chosen.

Your analysis should show:

Understanding of the issue and its scope – A clear explanation of what the problem is, who it affects, and why it matters within your service or system.

Awareness of the wider context and drivers for change – Consider policy, organisational priorities, resource pressures, and stakeholder or service‑user needs that shape the issue.

Use of relevant theories and concepts – Apply service‑improvement, leadership, change, or systems‑thinking concepts to help explain what is happening and why, rather than just describing them.

Critical analysis rather than description – Your writing should compare perspectives, question assumptions, and explain the significance of the evidence. Critical analysis involves examining the issue in depth and making reasoned judgements, not just reporting what sources say.

Evidence‑informed argument – Use a range of credible literature to support your points. Show that you have engaged with current debates, problems, or new insights in the field.

Plan for Service Improvement (900–1,000 words)

This section should outline a feasible and well-justified plan for improving the service issue you identified. It should explain what will change, why the proposed approach is appropriate, and how it will be delivered in practice. You should aim to:

Set out clear goals and intended outcomes – Briefly explain what your plan is trying to achieve. Identify the improvements you expect to see for patients/service users, staff, teams, or the organisation. These outcomes should link directly to the problem you analysed and be achievable within the context.

Explain your leadership approach and strategic reasoning – Describe how leadership will support the change. This may include how decisions will be made, how stakeholders will be engaged, and how your approach aligns with organisational priorities. Briefly explain why your chosen leadership and change approach makes sense for this context.

Outline the key actions and implementation steps – Provide a clear summary of what needs to happen to deliver the improvement, including:

• main actions
• who is responsible for each step
• expected timelines
• required resources (people, time, equipment, training, data, etc.)

Explain these concisely so the reader can see the practical shape of the plan.

Consider risks, challenges and feasibility – Briefly identify any risks, barriers, or potential unintended consequences. Explain how your approach, leadership style, or chosen tools help address these challenges. Show that the plan is realistic within the constraints of the system.

Justify your choices using appropriate theories or tools – You do not need to include every possible model, but you should use relevant change, leadership or project-management theories to support your decisions. The focus is on showing why your plan is appropriate and how theory informs the practical actions you propose.

Evaluation Strategy (400–500 words)

This section should explain how you will measure whether your service improvement has worked and how learning will be used to support ongoing improvement. Aim to:

Explain how success will be measured – Identify the key outcomes or indicators (e.g., quality, safety, experience, efficiency) that will show whether the improvement is having the intended effect. These may include KPIs, audit measures, performance indicators, or outcome metrics relevant to your setting.

Describe the evaluation approach you will use – Outline the method(s) you will use to collect evidence, such as:

• audits
• feedback from staff or service users
• observation
• measurement tools
• data routinely collected in your service

Keep this concise but clear enough for the reader to understand how the evaluation will take place.

Justify why this approach is appropriate

Briefly explain why your chosen evaluation method fits the context of your improvement. For example, it may be proportionate, feasible, aligned to organisational priorities, or suitable for measuring the specific outcomes you have identified.

Consider risks, challenges and limitations Acknowledge any factors that could influence the evaluation (e.g., data availability, staff capacity, timing, or system pressures). Explain how you will account for or mitigate these where possible.

Show how learning will be used to support improvement Explain how the findings will be shared, how they will inform next steps, and how you will monitor ongoing progress or sustainability. This may include review points, feedback loops, or adjustments to the implementation journey as the plan evolves.

Conclusion (150–200 words)

The conclusion should provide a clear and concise summary of the overall argument you have made throughout the Service Improvement Proposal. Aim to:

Bring the key points together – Briefly remind the reader of the problem you addressed, why it matters, and the strategic relevance of the improvement. Keep this high-level rather than detailed.

Summarise your proposed improvement and its value – Offer a short, coherent overview of the approach you have proposed and its intended impact for patients/service users, staff, or the organisation.

Reinforce the overall strategic argument – Highlight how your plan aligns with organisational priorities, service-improvement principles, and the context you analysed. This shows the reader that your proposal is both evidence-informed and feasible.

Avoid adding new information – A conclusion should not introduce new literature, new actions, or new arguments. It should simply draw the assignment together and give a sense of clarity and purpose

References

The APA 7^th edition style should be used in this work.

Appendices

Appendices are not included in the 3000 words count but are a useful way of including information that you wish to refer to in your assignment for example,  graphs, tables and timelines.

We recommend, however, that you do not put in your appendices content such as critical thinking or conclusions from literature reviews as that should be in the body of your assignment.

How the SIP structure maps to the Learning Outcomes:

Submission Instructions

Presentation & Submission

The deadline is Thursday 23^rd April 2026. The submission link will be available approximately 2 weeks before the submission deadline.

All work must be submitted by the deadline given through the TURNITIN link on the AULA site for this

Module. University regulations for late submission state that work submitted late will receive a mark of 0%.

Each piece of work uploaded will overwrite the previous and the version remaining at the assignment deadline will be deemed as your final submission and marked accordingly.

DO NOT attempt to modify or resubmit your work after the strict assignment deadline as doing so will result in your work being marked as late and will therefore receive a mark of 0%.

All work should be presented in Microsoft Word or a compatible format, one and half or double spaced, in a minimum font size of 12 and the surround (margins) should be at least 2.5cm (1 inch).

You must provide a title page (template Appendix1), which includes:

• The module title and code
• The course you are studying
• The title of the assignment
• The date of submission
• The word count
• Your student number (Not Name)
• Your artificial declaration table

You have a 10% margin either side of this word count therefore: 2750-3250 words for the main work and 900-1100 words for the executive summary. A penalty of 10% of the mark for this work will be applied to submissions that exceed or are below the requirement by 10% or more. This coursework assesses all learning outcomes of this module.

Words contained within tables and figures in the main body of the assignment are NOT counted as part of the final word count, nor are references and appendices.

Use of AI Tools for this Assessment (Amber Category)

This assessment falls within the Amber category for AI use. AI tools may or may not be used to support the development of your work.

For this assessment, AI use is limited to checking purposes only. This includes using AI tools to proofread or check your work, to generate prompts for proofreading or checking, or to receive suggestions for improvements.

If you choose to use AI tools, you must clearly declare how AI was used on the front page of your submission. Your declaration should specify that AI was used for checking and briefly state which tool was used. Failure to declare AI use, or using AI beyond the permitted scope, will be treated as a breach of assessment regulations. Recommended template in Appendix 1.

Marking and Feedback

How will my assignment be marked?

Your assignment will be marked by the module team.

How will I receive my grades and feedback?

Provisional marks will be released once internally moderated. It is important to recognise that these marks are provisional until ratified by the Exam Board, after which marks will be released on SOLAR.

Feedback will be provided by the module team alongside grades release. The feedback can be accessed through the same submission link on the Aula page.

Your provisional marks and feedback should be available within 2 weeks (10working days).

What will I be marked against?

The pass requirement for this module is a minimum mark of 40%.

The mark given to an assignment depends on:

• The extent to which the assignment addresses the learning outcomes (see below).
• How well the assignment meets the criteria in the marking grid as shown at the bottom of this assignment brief.

Am I eligible for a resit assessment?

If you are not successful at the first attempt of any module, you are offered an automatic resit opportunity, you may focus on the same topic. If you pass the second attempt, the module mark will be ‘capped’ at 40%. If you fail the second attempt, a third attempt will be awarded.  If you pass the third attempt, the module mark will be ‘capped’ at 40%.

Assessed Module Learning Outcomes

The Learning Outcomes for this module align to the marking criteria which can be found at the end of this brief. Ensure you understand the marking criteria to ensure successful achievement of the assessment task. The following module learning outcomes are assessed in this task:

1. Critically evaluate factors which drive the development of organisation strategy.
2. Critically evaluate the application of theories of change and project management to promote service improvement in health and social care delivery.
3. Demonstrate critical application of theories of leadership and strategy to a service improvement plan in health and social care.
4. Critically evaluate challenges in leading organisational change in complex systems

The following learning outcomes align with the Chartered Management Institute (CMI) Level 7 Strategic Management and Leadership Practice qualification (2024), units 704 and 705 and are assessed within this module to ensure students meet professional accreditation standards.

On successful completion of this module a student should be able to:

1. Unit 704 CMI 1     Understand how to develop strategy
2. Unit 704 CMI 2     Know how to develop strategy
3. Unit 705 CMI 3     Understand the scope and context of strategic change
4. Unit 705 CMI 4    Know how to propose a strategy for leading strategic change

All learning outcomes will be assessed by the Service Improvement Plan and the Executive Summary.

Assignment Support and Academic Integrity

If you have any questions about this assignment please see the Student Guidance on Coursework for more information.

Spelling, Punctuation, and Grammar:

You are expected to use effective, accurate, and appropriate language within this assessment task.

Academic Integrity:

The work you submit must be your own, or in the case of groupwork, that of your group. All sources of information need to be acknowledged and attributed; therefore, you must provide references for all sources of information and acknowledge any tools used in the production of your work. We use detection software and make routine checks for evidence of academic misconduct. All writers borrow material from other sources at some time, including ideas, information, images, charts, graphs, and statistics. Whenever you use information from other sources you must document the source in two ways:

• provide an in-text citation of the source in the main body of your writing.
• enter the source in the List of References at the end of your document. You must cite and reference every piece of information that you borrow from another source because it is the intellectual property of the individuals or groups of people who have produced it. All statements, opinions, conclusions, images, etc. which you have taken from someone

else’s work (books, journals, lectures, videos, TV programmes, newspapers, internet pages, etc.) should be acknowledged, whether the work is mentioned, described, reproduced, summarised, paraphrased or directly quoted by you. If the source is produced by an organisation or an official body instead of authors, this is known as a ‘corporate author’ and must be treated in the same way. For example, most websites are produced by a corporate author. This also applies to such organisations that write essays, devise IT coding etc. For further information please see the Postgraduate Student Handbook, see link here:

https://livecoventryac.sharepoint.com/:w:/s/externalstudentdocuments/EXmWKOGDRHZHgVR7vPkar

UkBRm4xA_IIIzBL-cBsPlmxyg?e=AbZvZP

It is very important that you review the TURNITIN/originality report for your work carefully to ensure accuracy in your use and referencing of sources.

It is your responsibility to keep a record of how your thinking has developed as you progress through to submission. Appropriate evidence could include: version controlled documents, developmental sketchbooks, or journals. This evidence can be called upon if we suspect academic misconduct.

If using Artificial Intelligence (AI) tools in the development of your assignment, you must reference which tools you have used and for what purposes you have used them. This information must be acknowledged in your final submission.

Please read the University Student Guides to Academic Integrity and Artificial Intelligence on the

Student Portal carefully: https://share.coventry.ac.uk/students/Registry/Pages/Academic-Integrity-andArtificial- Intelligence-.aspx

Definitions of academic misconduct, including plagiarism, self-plagiarism, and collusion can be found on the Student Portal. All cases of suspected academic misconduct are referred for investigation, the outcomes of which can have profound consequences to your studies. For more information on academic integrity please visit the Academic and Research Integrity section of the Student Portal.

Support for Students with Disabilities or Additional Needs:

If you have a disability, long-term health condition, specific learning difference, mental health diagnosis or symptoms and have discussed your support needs with health and wellbeing you may be able to access support that will help with your studies.

If you feel you may benefit from additional support, but have not disclosed a disability to the University, or have disclosed but are yet to discuss your support needs it is important to let us know so we can provide the right support for your circumstances. Visit the Student Portal to find out more.

Unable to Submit on Time?

The University wants you to do your best. However, we know that sometimes events happen which mean that you cannot submit your assessment by the deadline or sit a scheduled exam. If you think this might be the case, guidance on understanding what counts as an extenuating circumstance, and how to apply is available on the Student Portal.

Administration of Assessment

Module Leader Name: Carolyn Letchford

Module Leader Email: ab9857@coventry.ac.uk  

Assignment Category: Written

Attempt Type: Standard

Component Code: CW

Digital Strategy and Innovation Assignment Brief

In this assignment, titled Reflective Report (50% of total mark), you need to submit a single reflective report based on the specification below.

Assignment Description

In this assignment you are conducting a Learning Reflection (1500 words maximum), due in Week 12.

Learning Reflection (1500 words)

Reflection is an important part of making connections between theory and practice. When asked to reflect upon your experience, do not simply describe it – you need to make sure you evaluate your experience based on ideas from class (refer to the Week 1 – Week 11 materials).

You can assess a theory or approach based on your observations and practice, and evaluate your own knowledge and skills within your professional field.

This opportunity to take the time to think about your choices, actions, successes and failures is best done within a specific framework, which allows abstract concepts to become concrete and real to you. This is particularly true when considered within your own experiences – reflection on your experiences allows you to make plans for improvement.¹

Assignment Structure

This assignment is structured as follows: Reflective Report (50%).

Submission Instructions

Please submit electronically as an MS Word document.

Make sure the submissions are submitted to the correct submission area. This will be the submission area for the assignment titled ‘Reflective Report’. DO NOT submit any parts of this particular assignment to any other submission area.

Finally, clearly title and name your assignments correctly so your tutor can identify which part of which assignment is being submitted. For instance, Reflective Report.

Assignment Word Count and Format

• The total word count for this assignment is 1500 words, which includes all content, excluding the reference list.

• Your work must use Calibri font, 12pt with 1.5 line spacing.
• Your work must be presented and referenced using the Harvard Reference System. Carefully read the University guidelines on how to present and submit an assignment. Additional information can also be found on the Student Hub.
• Do not use abbreviations in your assignments.
• If you are going to use acronyms, ensure you provide an initial explanation the first time you use it, for example: PA (people analytics).

Overlength Assignments

Please note: The following penalties will be applied to work that is over the specified limit.

• Up to 10% over the specified limit, no penalty applied.
• 10-20% over the specified limit, a penalty of 10% of the available marks for the assessment or reduction to pass mark, whichever is higher.
• 20-50% over the specified limit, the maximum mark awarded will be the pass mark.
• More than 50% over the specified limit, the work will not be marked and a mark of zero will be recorded.

Additional Assignment Best Practices

• You should not reference course content as it is unpublished. If a point is made in the context of the course content, you should seek an original source for this.
• Limit use of direct quotes – these count towards your word count. They generally just offer a description or definition, whereas you need to present analysis and synthesis.
• Ensure you proofread your work carefully before submission, for clarity and consistency.

Finally, you must ensure you pay close attention to the assignment guidelines. IT IS CRUCIAL you check you have answered what has been asked of you, and have met the learning outcomes for the module.

Criteria For Assessment

Please see the Marking and Assessment page of the Course Hub for more information on marks and outcomes.

For the Learning Reflection

Our marking of the personal reflection will be guided by:

Ash, S. L. and Clayton, P. H., 2004. The articulated learning: An approach to guided reflection and assessment. Innovative Higher Education, 29(2), pp.137-154.

The authors describe the structure of a reflective essay as follows:

Students

1. Describe the experience.
2. Analyse the experience(s) from different categories of perspectives based on the learning objective:
   1. Personal
   2. Academic
   3. Civic / professional
3. Identify learning in each category
4. Articulate learning by developing a well-developed statement of learning, using the four guiding questions that structure articulated learning:
   1. What did I learn?
   2. How, specifically, did I learn it?
   3. Why does this learning matter, or why is it significant?
   4. In what ways will I use this learning?
5. Analyse / revise articulated learning statements by applying standards of critical thinking through:
   1. Student self-assessment
   2. Instructor feedback
6. Finalise the articulated learning statements, aiming to fulfil all learning objectives in each categories and meet standards of critical thinking.
7. Undertake new learning experiences, including when feasible, taking action on articulated learning statements to test the initial conclusions reached.
8. Continue the reflection process, articulating additional complexity of the learning in articulated learning statements, when possible.

Ash and Clayton provide the top level of achievement for the critical thinking rubric they use for assessing articulated learning statements:

Unit in Brief

Learners study the dynamics of team building, examine the underpinning theory and participate in team activities.

Unit Introduction
The importance of teams that perform well cannot be underestimated. It is generally accepted that successful businesses have effective teams in place. An effective team is one that is led and managed well. The team is also motivated, well-briefed, and communicates well.

In this unit you will learn how successful businesses draw on effective teams, for example Formula One® motor racing relies on excellent teamwork that is modelled by many businesses. A team allows its members to use their collective strength and to share ideas, perspectives and experiences. You will learn that nearly all individuals in a business belong to one or more groups or teams that contribute to the overall corporate strategy of the business. In this unit you will get to work in, and lead a team.

The unit and the team activities will give you the practical tools you need to support and lead a team. It develops key employability skills and will be useful both in the workplace and in your studies.

Learning Aims
In this unit you will:

A. Examine the benefits of teams in a business setting

B. Investigate techniques and theories used for the development of an effective business team

C. Develop effective team skills through practical activities.

Summary of Unit
Learning aim Key content areas Recommended assessment approach
A Examine the benefits of teams in a business setting A1 The difference between a group and a team
A2 Types and purposes of business teams

A3 Characteristics and benefits of an effective

team

A report that examines teams in business settings. It should consider types of teams and their purpose, and the benefits of these teams to the businesses.
A report that examines the effectiveness of a real team in

B Investigate techniques and theories used for the development of an effective business team B1 Team-building techniques
B2 Theories of team development

B3 Causes of team conflict

a business setting. It should reflect on team theories, and make recommendations for improvements to the team.
C Develop effective team skills through practical activities C1 Being an effective team member
C2 Being an effective team leader

The evidence will focus on what went well and what did not in the team activities.
Learners should evaluate and self-critique their performance in a team, the development of their skills, and evaluate the effectiveness of the team.

Content
Learning aim A: Examine the benefits of teams in a business setting
A1 The difference between a group and a team

Definitions of a group and a team.

A2 Types and purposes of business teams

Structure: formal, informal. Size: small, large. Type: temporary, permanent, remote/virtual, horizontal or vertical. Purpose: to achieve goals, increase efficiency and productivity, to be innovative.

A3 Characteristics and benefits of an effective team

Characteristics:

– sense of purpose
– prioritisation of team goal
– members have clear roles
– clear lines of authority and decision making
– conflict dealt with openly
– personal traits appreciated and utilised
– group norms set for working together
– success shared and celebrated
– trained and skilled members
– good interpersonal relationships
– all have opportunity to contribute.

Benefits:

– contribution to the productivity and effectiveness of the business
– development of a common purpose
– clarification of roles
– reduction of alienation
– sharing of expertise
– identification and development of talent
– increased motivation
– fostering innovation
– stretching people’s talents.

Learning aim B: Investigate techniques and theories used for the development of an effective business team
B1 Team-building techniques

Team membership and roles: team members have the required technical and role- based skills, leadership is established, clear lines of authority.

Purpose and goal: purpose is communicated and agreed, all team members working towards a common goal, collaborative decision- making, responsibility for tasks.

Communication:

– vision/objectives/targets are shared
– work proceeds more smoothly and efficiently
– cooperation among team members is enhanced
– feedback is encouraged
– openness and trust are promoted
– good work ethics and mutual respect are established
– team is led by example
– members are encouraged to deal with challenges without complaining
– members support and respect each other.

B2 Theories of team development

– Belbin’s nine team roles: identification of people’s behavioural strengths and weaknesses in the workplace to provide a balanced team, contributions and allowable weaknesses of each role.
– Tuckman’s four stages of team development: the link between the relationships in the group and the focus on the task.

B3 Causes of team conflict

– Importance of group/team dynamics.
– Bell and Hart’s eight causes of conflict: conflicting resources, conflicting work styles, conflicting perceptions, conflicting goals, conflicting pressures, conflicting roles, different personal values, unpredictable policies.
– Non- compliance with rules and policies: personal non- compliance or disregard for company policy by colleagues (discriminatory behaviour, unacceptable language, poor attendance and timekeeping).
– Misunderstandings: poor communication leading to misunderstandings.
– Competition/rivalry: competition instead of collaboration, anti- productive behaviour.

Learning aim C: Develop effective team skills through practical activities
C1 Being an effective team member

Skills:

– objective setting, common purpose
– trust and respect for all
– feedback: to be able to give and receive
– interpersonal and communication
– motivation
– responsibility
– clarifying objectives, agreeing tasks, working towards a common purpose.

C2 Being an effective team leader

Skills:

– objective setting, common purpose
– motivation of others
– integrity
– managing aspirations and talent
– resolution of conflict
– leadership style.

Assessment Criteria
Pass Merit Distinction
Learning aim A: Examine the benefits of teams in a business setting

A.D1 Justify how and why a given team will benefit a chosen business.

B.D2 Evaluate the effectiveness of an existing business team, including overall team performance, individual performance and leadership linking to theory.

A.P1 Explain the purpose of a given team in a chosen business.
A.P2 Explain the characteristics of a given team in a chosen business.

A.M1 Assess how and why a given team will benefit a chosen business.
Learning aim B: Investigate techniques and theories used for the development of an effective business team
B.P3 Discuss the roles in an existing team at a chosen business, giving clear links and references to a recognised theorist.
B.P4 Discuss the dynamics of an existing team and how they work towards their goals.

B.M2 Analyse the roles and dynamics of an existing business team and make recommendations for improvements to its cohesiveness.
Learning aim C: Develop effective team skills through practical activities C.D3 Demonstrate initiative, self-management and creativity in the professional development of team skills.
C.P5 Show the ability to work as a team leader and team member through active participation in team activity.
C.P6 Reflect on your own effectiveness in team activities and use feedback to plan improvement in performance.

C.M3 Work efficiently as a member of a team and as a team leader and use feedback to assess how conflict was managed.
Essential information for Assignments
The recommended structure of assessment is shown in the unit summary along with suitable forms of evidence Section 6 gives information on setting assignments and there is further information on our website.

There is a maximum number of two summative assignments for this unit. The relationship of the learning aims and criteria is:

Learning aims: A and B (A.P1, A.P2, B.P3, B.P4, A.M1, B.M2, A.D1, B.D2)

Learning aim: C (C.P5, C.P6, C.M3, C.D3)

Further Information for Teachers and Assessors
Resource requirements
For this unit, learners will need access to a range of current business information from websites and printed resources.

Essential information for assessment decisions
Learners will individually select a team of their choice.

Learning aims A and B

For distinction standard, learners will give examples of the types and purposes of business teams and the challenges in building an effective team. To support the evaluation, learners will use examples from their chosen and from other businesses. They will evaluate the performance and leadership of their chosen team, linking relevant theory and including how the team works together.

For merit standard, learners will demonstrate clear analysis of the range of techniques used to build effective teams. Some of this analysis should be gained from a visit or interview. The report will analyse how the roles in a team support the outcomes of the effective team and this should be referenced to theory.

For pass standard, learners will explain the purpose and characteristics of the chosen team and they will discuss the roles and dynamics of a team in their chosen business, and how teams are used in a variety of ways. This will include reference to different types of teams. Team- building techniques and the theory of team development will be included in the report.

Learning aim C

Learners will participate in substantial team activities. Team activities will be full- day events or carried out in several sessions over a short time. Learners will have an opportunity to both lead a team and be a team member. Detailed peer and assessor observation/feedback sheets and an individual learner logbook will be completed so that information is available for review.

For distinction standard, learners will demonstrate a professional approach throughout the unit; they will have shown self- management together with initiative and creativity in their research and teamwork. An independent approach is one where a learner develops their own ideas or develops ideas in distinctive ways. They will demonstrate a professional approach to teamwork, and an attention to detail and precision throughout their work. A witness statement will be needed to support this.

For merit standard, learners will assess their individual performance both as team members and as team leaders. Learners will need to explain how conflict was managed.

For pass standard, learners will reflect on their skills, both as team members and as team leaders. Learners will explain how they dealt with situations that arose during the activities in which they participated.

Links to other units
This unit links to:

Unit 4 Managing an Event

Unit 6 Principles of Management

Unit 8 Recruitment and Selection Process

Unit 21 Training and Development.

Employer involvement
This unit would benefit from employer involvement in the form of:

– guest speakers
– design/ideas to contribute to unit assignment/case study/project materials
– work experience
– business materials as exemplars
– support from local business staff as mentors.

Unit in Brief

Learners explore how the recruitment process is carried out in a business. The unit gives learners the opportunity to participate in selection interviews and review their performance.

Unit Introduction

Recruiting the right people is essential to the success of a business. It is important that the processes and procedures involved in recruitment and selection meet the needs of the business and comply with current regulations. You will learn that successful recruitment is key to maintaining the success of a business, as people are often considered to be the most valued resource. You will explore the various selection tools and the enhanced use of technology in this area. Businesses  with an effective recruitment process in place are more likely to make successful appointments.

In a competitive labour market this is a major advantage and will support business success.

This unit gives you the opportunity, through role play, to take part in selection interviews. They  will need to be organised and prepared so that they demonstrate your communication skills in this work-related competence.

This unit will give you a foundation for progression to employment, for example in a human resources role, or to higher education. Through undertaking recruitment activities the unit will help you to develop the skills needed in an interview situation. You will have an opportunity to review your individual performance and analyse your skills for development.

Summary of Assessment

This unit is assessed under supervised conditions. The supervised assessment period is a maximum of three- hours single session timetabled by Pearson. Learners will complete and submit a set task on a case study/business scenario released at the start of the supervised assessment period. The set task is provided and marked by Pearson

The number of marks for the set task is 70.

The assessment availability is twice a year in December/January and May/June. The first assessment is available in January 2018.

Sample assessment materials will be available to help centres prepare learners for assessment.

Learning Aims

In this unit you will:

• Examine how effective recruitment and selection contribute to business success
• Undertake a recruitment activity to demonstrate the processes leading to a successful job offer
• Reflect on the recruitment and selection process and your individual performance.

Summary of Unit

Content

Learning aim A: Examine how effective recruitment and selection contribute to business success

A1 Recruitment of staff

• Workforce planning: in a large 250+ staff business, e.g. retail, a production company or financial business, look at the reasons for recruiting new staff, such as:
  • growth of the business: locally, nationally, globally o changing job roles o systems change o filling new vacancies created by more space or product development o vacancies caused by leavers/turnover of staff o internal promotions o new office or branch and need for additional staff o seasonal fluctuations leading to the requirement for temporary staff.
• Use of jobcentres and agencies, internal advertisements versus external advertisements, online recruitment and traditional methods.
• How the recruitment process links to business success.
• How a professional recruitment process leads to efficient staff integration.

A2 Recruitment and selection process

• Recruitment process – the purpose of the documents for internal and external recruitment:
  • job advertisement – placing of the advertisement, internal/external, journal/website o job analysis o job description – the content of the tasks and responsibilities of the job o person specification and skills the position requires – are they essential or desirable?
  • CV versus application forms o letter of application
  • online recruitment and how the application process can be more cost-effective when using technology.
• Selection, including assessment centres and psychometric testing, group/team activity interviews (by telephone, face-to-face, group and panel), presentations in interviews, short tests at interviews:
  • interview protocol, type of selection and how it contributes to the process – advantages and disadvantages
  • initial selection processes with telephone screening interviews or short, online tests, appreciation that different processes are appropriate for different roles in a business
  • use of technology in the process, online applications, uploaded CVs or use of post o communication with prospective employees: are the channels easy to access, can the process be monitored?
  • quality of the process and the documents o linking the process to efficiency and business success.

A3 Ethical and legal considerations in the recruitment process

• Why recruitment processes have to be ethical and adhere to equal opportunities legislation; what the ethical responsibilities and the current legislation relating to equal opportunities are.
• Ethical considerations, including: o being honest in an advertisement o the maintenance of confidentiality
  • ensuring the same questions are asked to all candidates interviewed o same criteria used for all applicants o disclosure if family or friends work for the same business.
• Current equal opportunities legislation with regard to gender, age, race, disability, minimum wage all impact on the recruitment process; issues can arise if all current law is not adhered to in this area.
• Current right-to-work legislation, document check.

Learning aim B: Undertake a recruitment activity to demonstrate the processes leading to a successful job offer

B1 Job applications

Selection of a job role for the business as above and then preparation of all the relevant documents:

• a job advertisement giving suitable examples of where it could be placed
• job analysis
• job description
• person specification
• application form
• personal CV
• letter of application.

B2 Interviews and skills

• Communication skills required for interview situations: body language and listening skills, professional approaches, formal language, skills and attitudes of both interviewer and interviewee, role play, body language, dress, interview questions.
• Designing interview questions.
• Interview feedback form.
• Observation form.
• Reviewing applications from peer group.
• Submitting applications to peer group.
• Demonstration of a work-related competence (interviewing and being interviewed), analysis of how the activity worked, if the correct questions were asked to achieve the desired outcome, if the advertisement, job description and person specification led to the application form and covering letter being completed with the right level of information; adherence to equal opportunities legislation.
• Evaluation of documentation produced for the process: was it prepared to select the right candidate? Did the interview process forms/questions ensure the candidates demonstrated their skills effectively? Could it have been improved?

Learning aim C: Reflect on the recruitment and selection process and your individual performance

C1 Review and evaluation

• Role-play activity.
• Individual appraisal of own roles in being interviewed, interviewing and observing.
• Review of communication skills.
• Review of organisational ability.
• Assessment of how the skills acquired support the development of employability skills.

C2 SWOT analysis and action plan

• SWOT (Strengths, Weaknesses, Opportunities, Threats) analysis on individual performance in the role-play activities.
• Self-critique of the events and documentation prepared, and how it supported the activity.
• Review if the process was effective and how a learner feels they may need to develop skills further to be able to conduct and participate in interviews more effectively.
• Action plan to highlight how to address any weaknesses in skill set.

Assessment Criteria

Essential Information for Assignments

The recommended structure of assessment is shown in the unit summary along with suitable forms of evidence. Section 6 gives information on setting assignments and there is further information on our website.

There is a maximum number of two summative assignments for this unit. The relationship of the learning aims and criteria is:

Learning aim: A (A.P1, A.P2, A.M1, A.D1)

Learning aims: B and C (B.P3, B.P4, C.P5, C.P6, B.M2, C.M3, B.D2, C.D3)

Further Information for teachers and Assessors

Resource requirements

For this unit, learners will need access to a range of current business information from websites and printed resources.

Essential information for assessment decisions

Learning aim A

Learners will write a report that includes information about how a business recruits employees.  A large business of 250+ employees will be used as not all small businesses have a transparent easily accessible recruitment system. To ensure the material they require is available, learners could research a few businesses before they select one for study.

Recent and relevant ethical and legal considerations must be stated in the report. The individual report must be written in appropriate business language.

For distinction standard, learners will evaluate the recruitment processes, reach a reasoned conclusion and make insightful reference to how it is linked to the success of a selected business. The report will consider the problems that can impact on a business if there are staff shortages or if unsuitable employees are selected because of ineffective recruitment systems.

For merit standard, learners will analyse the different recruitment methods, looking at the strengths and weaknesses of the systems in place.

For pass standard, learners will examine the factors for workforce planning and the reasons for businesses having to recruit additional employees. The report must demonstrate an understanding of the recruitment methods and why the different processes are used. Learners will indicate whether external bodies and/or agencies contribute to the process of assessment or interviewing, highlighting their specific contribution to the practice. The report will show a clear understanding of the importance of sequencing in the recruitment process and the use of technology/new technologies in this field.

Learning aims B and C

Learners will form part of an interview panel and be interviewed to enable skills to be developed for both roles. Witness statements will need to be completed by the teacher, recording participation and including feedback that the learner can use to help develop their SWOT analysis.

Learners will demonstrate effective communication skills. They will design interview questions that clearly relate to the job role and which allow skills and competencies to be assessed. Learners will develop a fair system for monitoring answers in the interviews, selecting the most appropriate candidate. Documents should be included in their learner portfolios.

For distinction standard, learners will make an individual detailed evaluation of the documents used. The report will reach a reasoned conclusion on whether or not the interview documents were effective and if they fully supported the interview activity. It will also include a balanced evaluation, highlighting how well the processes were related to professional best practice. Learners will offer a detailed conclusion as to how this will support career progression.

For merit standard, learners will offer an individual analysis of the effectiveness of the interview questions in assessing skills and knowledge. A report will include clear analysis of the interview activity. Learners will show clear links between skills development and enhancement of their  career prospects.

For pass standard, learners will use the business studied in learning aim A to create the relevant recruitment selection documents for a specific job role. In order to contribute to the development of employability skills, the role selected will be realistic to the learner’s current skills. These documents could be shared among learners so that they can then apply for a position created by someone else, and then be interviewed for the role. Documents will be fit for purpose, professional and written in appropriate business language. Job application forms must be completed in full. Evidence will include a detailed SWOT analysis of the individual performance in the interview task that then leads to a development plan showing how a learner plans to enhance weaknesses and build confidence in the interview process. Details of any other personal experiences of employment interviews may be referred to here and used to support the development plan.

Links to other units

This unit links to:

• Unit 1: Exploring Business
• Unit 6: Principles of Management
• Unit 9: Team Building in Business
• Unit 21: Training and Development.

Employer involvement

This unit would benefit from employer involvement in the form of:

• guest speakers
• participation in audience assessment of presentations
• designing/offering ideas to contribute to unit assignment/case study/project materials
• work experience
• business materials as exemplars
• support from local business staff as mentors.

Unit 19 Assignment Brief 2026

Vocational Scenario

You’ve been invited to an Angel Investor’s event in London’s Canary Wharf. There are 29 other attendees each with innovative micro business ideas hoping to secure funding. You will need to explain your marketing plan, and justify your conclusions through a high-quality pitch.

Task 1

The verbal pitch presentation video should not exceed 10 minutes in length, including any demonstrations or prototypes, which are optional. The pitch should be submitted as a pre-recorded video accompanied by a minimum of 5 PowerPoint slides, and maximum of 7. All group members must appear and speak in the video. PowerPoint presentation slide decks should be uploaded via Microsoft Teams. The pitch should request a specified start-up funding amount, and respond to the sample question from the class audience.

Task 2

Further developing your existing business plan from assignment 1 ‘Making the Dream a Reality’ you should reflect and explain your marketing plan for your chosen micro business.

The business plan should consider and include the impact of legal and financial aspects. Within the business plan there should be financial analysis of the marketing strategy, with justified conclusions. The work must follow UK spelling, punctuation and grammar with all financial information presented in GBP £ pounds sterling.

Checklist of evidence required

1. PowerPoint presentation slides and accompanying resources used as part of the pitch (e.g. presentation slides including speaker notes, props, handouts)
2. Pitch video recording
3. Individual business plan documentation for the micro-business.
4. Observation record produced by your assessor commenting on your ability to demonstrate individual responsibility and effective self-management in the preparation, delivery and review of the presentation of a high-quality pitch.

Criteria Covered By This Assignment

Tasks