M3.10 Introduction to Leadership and M3.36 Leading a Team Effectively

A consultative style encourages discussion with the team; the leader presents the situation or problem and may possibly suggest a provisional decision. They then invite discussion about it and get suggestions and ideas, the leader then decides. Positives of this style include group synergy ‘none of use is as clever as all of us’, and acknowledgment that the team has something to contribute to the decision-making process. Disadvantages of this style could include slower decision making due to consultation, and the expectation of the team or individuals that they will always be consulted.

The numbers in the bracket after each question relate to the assessment criteria in the standards

For every subtest (except for part A of Subtest 6) each response is given a score of 3 when the response is correct, 2 when the response is partially correct, self-corrected, or correct but accompanied by irrelevant or tangential information, 1 when the response is an error, perseverated, or confabulated, or 0 when the response is denied or unintelligible, or no response is elicited. These scores are in conjunction with the diacritical notations so as to better describe the examinees performance.

The numbers in the bracket after each question relate to the assessment criteria in the standards

The numbers in the bracket after each question relate to the assessment criteria in the standards

To achieve a distinction grade the evidence must show that, in addition to the pass and merit criteria, the learner is able to:

leader. The following definition has been chosen as it reflects the overall stance of the inquiry:

1.1 Assessment measures the learner’s progress towards or the completion of, the learning aim and criteria, and can be used at any point during the learning cycle. It can provide information to adapt the delivery to suit the learner’s needs and abilities; a learner may need more help or time on some aspects, or has progressed quicker than planned and requires additional goals. By standardising the assessment process this creates uniformity for all learners.

Ever since the creation of the social media phenomena, I struggle with understanding and participating in this digital cyber activity. At first, I was amused with this technology because you can communicate with others faster. I use to compare social media to a digital pen pal. However, it evolved into something much greater, which can have a major impact on social change in a global society. As a result, we are now faced with finding and developing leaders who can use social media to influence change. Moreover, the author argues that there is a gap in competent leaders who can effectively lead change using social media. As leadership educators, our purpose is to prepare students to be relevant and productive members in our society. We are

To achieve a pass grade the evidence must show that the learner is able to:

Knight P (2001) “A Briefing on Key Concepts - Formative and Summative, criterion and normreferenced assessment”. LTSN Generic Centre: ISBN 1-904190-05-7

I chose Harvey for the linker/producer because of his capacity to be a “jack of all trades”. His prior experience in manufacturing and production made him an obvious candidate. Did my personal preference create an unconstructive outcome for the team?

James (2002) suggests that ‘Best practice in grading in higher education involves striking a balance between criterion-referencing and norm-referencing.’ A norm referenced test compares student’s achievements relative to other student’s achievements. This is often apparent with the General Certificate in Education (GCSE). Criterion referenced test does not compare student with student but requires the student to meet a certain set of criteria or targets to be seen as competent. This can be seen in National Vocational Qualifications (NVQ). Criterion referencing emphasizes the achievements of a student against a predetermined set of standards rather than comparison to another student. Criterion referencing can provide a tutor with the information of exactly what a student has learnt; therefore identify the abilities of that student. With this information, a student can then fill in any gaps of knowledge they may have missed. Whereas norm referencing can only show a tutor how one student has performed against another.

The result of each assessment task will be either ‘Satisfactory’ (S) or ‘Not Satisfactory’ (NS). Once you have satisfactorily completed all assessment tasks for a unit of competency you will be deemed to be Competent(C). If you have not satisfactorily

The topics discussed by Northouse, Kouzes, and Posner are team leadership. Team leadership are work units that have are interdependent and share common goals (Northouse,2016). In this week?s unit, team leadership will be explained through the Hill Model for Team Leadership and how it applies to team effectiveness. Furthermore, virtual and non-virtual team will be compare and contrast and how to create cohesiveness. Team leadership theory is the key to developing success high performing teams.