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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...

For P4, learners will plan all aspects of their interview(s) for P5

For M2, learners must show that they can prepare for and perform in a role-play situation. Learners should ensure that an application pack is prepared and that all the necessary documentation is provided for the interviewee and the interviewers. The interview should be organised and conducted in a professional manner. Observers will be looking for evidence that the participants have prepared for the interview. This can be judged by observing how the learners organise and manage the sequence of t...

For M1, learners must be able to identify the documents used in the three stages of the selection process. They should know the purpose of the key documents. They should be able to explain the purpose of the information that the completed documents will provide for the interviewers. They should be able to draw comparisons between the purposes of appropriate documents.