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Question: Unit 3001 Personal development as a first line manager
Level 3 Diploma in First Line Management - Chartered Management Institute

Structured Questions
Personal development as a first line manager (Unit 3001)

Introduction
This unit assesses your knowledge, understanding and application in the areas of personal development planning, work planning, relationship building and team welfare. The tasks set out below are designed to enable you to demonstrate that you meet all of the learning outcomes and assessment criteria for the unit.

Scenario
Learners may use their own employment context, or that of another organisation with which they are very familiar, to base their assignment. However, in the case that they are not able to do so, please use the below scenario:
You are a first line manager, leading a team of 6 staff. Your organisation operates an annual performance appraisal system for all employees.

Task 1:
Explain how your personal development objectives are affected by and linked to wider organisational objectives. Provide examples of where an organisational objective may affect a personal development objective of a first line manager.
Guideline word count: 300-350 words
A.C. 1.1 – Identify the links between organisational objectives and personal development objectives

Task 2:
Identify your main work objectives for the forthcoming year and explain how you will use these when constructing your personal development plan.
Construct a personal development plan showing five main development objectives, how you will achieve these objectives and the target dates for achievement.
Identify when and how you will review your progress in achieving your objectives.
Explain the role of your manager in the construction, agreement and monitoring of your achievement against the plan.
Guideline word count: 600-650 words
A.C. 1.2 – Construct a personal development plan which meets agreed objectives
A.C. 1.3 – Identify a range of learning and development opportunities to support the achievement of the personal development plan
A.C. 1.4 – Review the progress of the plan

Task 3:
Using the work objectives identified in task 2, prepare a work plan to incorporate your activities and expected timescales to complete those activities.
Explain why it is important to produce a work plan for yourself as a first line manager. Describe the processes involved in prioritising your activities in your work plan.
Explain what time management techniques are most effective for you in helping you achieve your objectives and why your work plan needs to include some flexibility.
Provide an example of a situation which would require your work plan to change and the effect on the organisation or your team if there was not enough flexibility in your work plan to allow this change.
Guideline word count: 500-550 words
A.C. 2.1 – Describe the methods or processes available to determine work plan priorities
A.C. 2.2 – Explain how to manage time to achieve work plan objectives
A.C. 2.3 – Explain the reasons for incorporating flexibility into a work plan

Task 4:
Identify the link between the different styles of leadership used in a range of situations to encourage a productive working relationship, giving examples to illustrate your answer.
Describe the importance of developing and maintaining good working relationships with managers, colleagues and team members, and how to maintain high standards of work and behaviour by working effectively with your team.
Provide two examples where a different style or approach to leadership is required and explain the importance of these in ensuring a good working relationship. Explain what would have happened to the working relationship if a different style or approach was used.
Identify the most important things you can do as a first line manager to ensure that you develop a good working relationship with your managers, colleagues and team members. Explain the differences in maintaining good working relationships with each of these three groups of people. How do you ensure that your team members are aware of the standards of work and behaviour required in order to achieve team objectives?
Guideline word count: 600-650 words
A.C. 3.1 – Explain how leadership styles and approaches are used in different situations to encourage productive working relationships
A.C. 3.2 – Explain how to develop and maintain good working relationship
A.C. 3.3 – Describe how to work with team members to maintain standards of work and behaviour that achieve objectives

Task 5:
Explain why ‘staff welfare’ is important to a first line manager and consider the impact of staff welfare on productivity.
Describe your role and responsibilities in safeguarding your team’s welfare and provide two examples of situations where your team’s welfare may be threatened.
Describe how you will monitor potential risks and the necessary follow up action when a risk is identified. It may be helpful for you to use an example to illustrate your answer.
Guideline word count: 700-750 words
A.C. 4.1 – Describe the responsibilities of a first line manager for safeguarding team welfare
A.C. 4.2 – Explain how risks that can affect team welfare are identified and monitored
A.C. 4.3 – Describe the actions to be taken after identifying a risk to team welfare

Answer: 1.1: The link between Nationwide Platforms organisational objectives and my personal objectives are to make sure I follow the Nationwide Platforms goals...


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  • Subject: Management
  • Course: Level 3 Diploma in First Line Management
  • Level: Further Education
  • Year: Not applicable
  • Mark: Not available
  • Words: 3136
  • Date submitted: May 19, 2019
  • Date written: May, 2019
  • References: No
  • Document type: Essay*
  • Essay ID: 8662

Question: Unit 3008 Improving team performance
Level 3 Diploma in First Line Management - Chartered Management Institute

Structured Questions
Improving team performance (Unit 3008)

Introduction
This unit assesses your knowledge, understanding and skills application in the areas of the impact of individuals’ performance on teams, recognising performance behaviours and implementing improvement measures. The tasks set out below are designed to enable you to demonstrate that you meet all of the learning outcomes and assessment criteria for the unit.

Scenario
Learners may use their own employment context, or that of another organisation with which they are very familiar, to base their assignment. However, in the case that they are not able to do so, please use the below scenario:
You are the first line manager, leading a team of 6 staff. Your organisation operates a performance management system and regularly reviews and sets targets for all employees.

Task 1:
Writing in the role of a first line manager, list some of the different types of performance issues you might encounter, and describe how you might go about identifying these. Use your own experience to provide practical examples where appropriate. For each of the issues identified, outline where the limits of your responsibility would start and end.
Guideline word count: 350-400 words
A.C. 1.1 – Describe the manager’s role in identifying performance issues in the team
A.C. 1.3 – Identify the limits of responsibility for dealing with individual and team performance

Task 2:
Describe some of the tools and techniques that are available to help you assess how individuals are performing their job roles, including their associated behaviour, and how the team as a whole is performing. Identify formal and informal examples and indicate how you might use them, describing your approach. Use real life examples to assist, where possible.
Guideline word count: 500-550 words
A.C. 1.2 – Describe how to evaluate individual and team performance and behaviours
A.C. 2.1 – Identify the range of approaches available



Task 3:
You have a team member whose performance is unsatisfactory. Outline some examples of the different methods of help and support available to improve the individual’s performance, and when and how these might be applied. Explain how you would prepare for and conduct a performance counselling session with your team member. Explain why it is important to maintain confidentiality, and what actions you would take to ensure this happens in practice.
Guideline word count: 500-550 words
A.C. 2.2 – Describe the different methods available in providing help and support in order to improve performance of an individual
A.C. 2.3 – Explain how to conduct a performance counselling session for an individual
A.C. 2.4 – Explain the importance of maintaining confidentiality

Task 4:
Produce an example of an action plan for a team member who needs to improve his/her performance. (You may use an example from your workplace if you wish.) Suggest what support services you could draw on and how you might use them. Explain how you would go about making sure that the plan was achieved, and why it is important to keep records of what actions actually take place and the outcomes of these actions.
Guideline word count: 550-600 words
A.C. 3.1 – Agree with a team member an action plan to address a performance issue
A.C. 3.2 – Explain the range of support services available
A.C. 3.3 – Explain how to ensure that the desired outcomes are achieved
A.C. 3.6 – Identify why records of action plan achievements and actions taken are required

Task 5:
Give examples of the types of situations when a) disciplinary and b) grievance procedures may be used. Explain your role in these situations as a first line manager. Use real life examples if possible.
Guideline word count: 350-400 words
A.C. 3.4 – Explain the circumstances when disciplinary and grievance procedures may be invoked
A.C. 3.5 – Explain the first line manager’s role in a disciplinary and grievance situation

Answer: 1.1: Some of the performance issues I may encounter dependant on the individual and the situation, may be: • Team member not...


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  • Subject: Management
  • Course: Level 3 Diploma in First Line Management
  • Level: Further Education
  • Year: Not applicable
  • Mark: Not available
  • Words: 2869
  • Date submitted: May 19, 2019
  • Date written: May, 2019
  • References: No
  • Document type: Essay*
  • Essay ID: 8661

Question: Unit 3003 Meeting stakeholder needs
Level 3 Diploma in First Line Management - Chartered Management Institute

Structured Questions
Meeting stakeholder needs (Unit 3003)

Introduction
This unit is about the knowledge and skills required in identifying, meeting, supporting and improving stakeholder needs.

Scenario
Learners may use their own employment context, or that of another organisation with which they are very familiar, to base their assignment. However, in the case that they are not able to do so, please use the below scenario:
You are a first line manager, leading a team of 6 staff. Your organisation has a range of different stakeholders; you have been tasked with ensuring that stakeholder needs have been identified, addressed and that improvements have been made to meet stakeholder requirements.

Task 1:
Identify the key stakeholders in your area of responsibility and describe their primary needs. Define your team’s objectives and show the involvement of the key stakeholders in relation to these. Explain how you ensure that you and your team meet both the stakeholders’ needs and your team’s objectives. Identify the consequences to your team and your organisation as a whole of not meeting the needs of each of your key stakeholders.
Guideline word count: 300-450 words
A.C. 1.1 – Identify stakeholders in relation to the team’s objectives
A.C. 1.2 – Describe how the team’s objectives meet stakeholder requirements


Task 2:
Based upon the stakeholder needs identified in Task 1, produce a work plan or work scenario which illustrates how the primary needs of your stakeholders are being met. As a first line manager, demonstrate how you and your team have modified a work plan or situation to meet stakeholder needs more effectively.
Guideline word count: 500-600 words
A.C. 1.3 – Identify work plans with the team, gaining commitment to meet stakeholder needs
A.C. 1.4 – Evaluate and modify the work plans to meet the stakeholder needs

Task 3:
Identify stakeholders’ needs which are not currently being met and explain how you aim to meet these needs in the future by implementing an improvement plan. Produce a cost benefit analysis (CBA) in support of your plan to meet these needs. Include in your CBA the estimated costs (financial and non-financial) and the benefits (financial and non-financial) to the organisation of implementing this plan.
Guideline word count: 500-600 words
A.C. 2.1 – Identify improvements to meet stakeholder needs
A.C. 2.2 – Identify resources and costs to support improvements
A.C. 2.3 – Identify benefits obtained from improvements

Task 4:
Identify an area within your responsibility that you wish to change and identify to whom you will need to justify and agree a case for change. Describe the method of communication and the key messages to convey in presenting your case for change. Using the stakeholder improvement plan described in Task 3, identify why changes need to be made and which stakeholders are affected. How will the successful implementation of the plan support your team’s objectives and describe how, after implementing the plan, you will monitor the changes to ensure they continue to meet the needs of your stakeholders.
Guideline word count: 700-850 words
A.C. 3.1 – Identify the individuals to whom a case for change is to be made
A.C. 3.2 – Describe the components of a case for change
A.C. 3.3 – Identify how a case for change supports the team’s objectives
A.C. 3.4 – Describe how to monitor and review the effect of the change

Answer: 1.1: Stakeholders are different people and of different levels that has some form of interest in a company or organisation. Stakeholders can...


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  • Subject: Management
  • Course: Level 3 Diploma in First Line Management
  • Level: Further Education
  • Year: Not applicable
  • Mark: Not available
  • Words: 2831
  • Date submitted: May 19, 2019
  • Date written: February, 2019
  • References: No
  • Document type: Essay*
  • Essay ID: 8660

Question: Unit 7. Understand Positive Outcomes for Children and Young People in Residential Care
[The answer is in essay format]

Level 5 leadership and management residential childcare

Answer: 1.1, 2.1, 2.2, 2.3, 2.4 The Children’s Home (England) Regulations 2015 focus sharply on outcomes and expect children’s homes staff to ‘understand...


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  • Subject: Health and Social Care
  • Course: Level 5 leadership and management residential childcare
  • Level: Further Education
  • Year: Not applicable
  • Mark: Not available
  • Words: 6466
  • Date submitted: May 01, 2019
  • Date written: November, 2016
  • References: No
  • Document type: Essay*
  • Essay ID: 8651

Question: Unit 3 Lead and manage a team within a residential care setting

[The answer is in essay format]

Level 5 leadership and management residential childcare

Answer: All staff now have a thorough induction and are required to “work-shadow” a variety of skilled staff in order to further gain...


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  • Subject: Health and Social Care
  • Course: Level 5 leadership and management residential childcare
  • Level: Further Education
  • Year: Not applicable
  • Mark: Not available
  • Words: 4430
  • Date submitted: May 01, 2019
  • Date written: November, 2016
  • References: No
  • Document type: Essay*
  • Essay ID: 8650

Question: 1: Understand Children and Young People’s Development in residential childcare.

Understand the Pattern of development that would normally be expected for children and young people from 0-19 years of age.

The Expected Pattern of Children and Young Peoples Development from Birth To 19 Years

Answer: There are different aspects to human development; all aspects of development are continually changing as they progress through life, the expected pattern...


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  • Subject: Health and Social Care
  • Course: Level 5 leadership and management residential childcare
  • Level: Further Education
  • Year: Not applicable
  • Mark: Not available
  • Words: 3416
  • Date submitted: May 01, 2019
  • Date written: November, 2018
  • References: No
  • Document type: Essay*
  • Essay ID: 8649

Question: Access to Science - Assignment title: Disease and Infection

Explore the relationship between Cystic Fibrosis and Tuberculosis.

Answer: Cystic Fibrosis (CF) is a genetic disorder that affects mainly the lungs and digestive system and has only been officially documented since...


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  • Subject: Access to Science
  • Course: Access to Science
  • Level: Further Education
  • Year: Not applicable
  • Mark: Not available
  • Words: 3085
  • Date submitted: April 25, 2019
  • Date written: May, 2016
  • References: Yes
  • Document type: Essay*
  • Essay ID: 8645

Question: How far should voluntary euthanasia be sanctioned by the state?

Answer: Euthanasia, the deliberate ending of one’s life, is illegal in the United Kingdom despite the support from the general public being strong...


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  • Subject: Healthcare
  • Course: Healthcare
  • Level: A-Level
  • Year: Not applicable
  • Mark: Not available
  • Words: 847
  • Date submitted: April 25, 2019
  • Date written: May, 2018
  • References: Yes
  • Document type: Essay*
  • Essay ID: 8644

Question: EYE14WB - Promote Children’s Emotional Well-being
&
EYE312WB - Promoting children’s personal, social and emotional development


Part 1:
Task 1 (EYE14WB-1.1, EYE14WB-1.2 and EYE14WB-1.3, you are also meeting EYE3.12WB-1.1, EYE3.12WB-2.1 and EYE3.12WB-2.2)
EYE14WB-1.1 Explain theoretical perspectives on emotional well-being
EYE312WB-2.1 Describe theoretical perspectives in relation to personal, social and emotional development.

EYE14WB-1.2 Explain the process of:
- bonding
- attachment
- developing secure relationships

EYE14WB-1.3 Evaluate the impact of secure relationships on a child's emotional well-being.

EYE312WB-1.1 Describe the stages of personal, social and emotional development of children from birth to 7 years.

EYE312WB-2.2 Analyse how theoretical perspectives in relation to personal, social and emotional development informs current frameworks.


Task 2 (EYEa1.4WB-2.1)
EYE14WB-2.1 Analyse the role of the Key Person in promoting emotional well-being.

Task 3 (EYE1.4WB-3.1, EYE1.4WB-3.2, EYE1.4WB-3.3 and EYE1.4WB-3.4)
EYE14WB-3.1 Identify transitions and significant events that a child may experience.

EYE14WB-3.2 Describe potential effects of transition and significant events on a child's life.

EYE14WB-3.3 Explain the role of the Early Years practitioner in preparing a child for a planned transition.

EYE14WB-3.4 Explain the role of the Early Years practitioner in supporting the needs of children during transition and significant life events

Task 4 (EYE3.12WB-3.1)
EYE312WB-3.1 Create an environment, which promotes the personal, social and emotional development of children in own setting.

Task 5 (EYE1.4WB-4.1)
EYE14WB-4.1 Identify the needs of children in own setting in relation to emotional well-being.

Part 2:
Task 6 (EYE1.4WB-4.2, EYE1.4WB-4.3, EYE1.4WB-4.4, & EYE1.4WB-4.5, you are also meeting EYE3.12WB-4.1, EYE3.12WB-4.2, EYE3.12WB-4.3, and EYE3.12WB-4.4)
Activity Plan
(USE THE TEMPLATE FOR ACTIVITY PLAN)
1. Plan and implement an activity within your setting to promote emotional well-being. To reflect on your own role in promoting the emotional well-being of children in your care, answer the following questions:
- Aim
- Describe how you will provide an enabling environment: (Consider Health and Safety)
- Resources
- Theoretical perspectives that have influenced your plan:
- Your role/role of others (including parents –if applicable):
- Differentiation:
(Ways in Which the activity can be adapted for children with different/additional needs)
- Description of play activity/opportunity:
- Reflection:
(What have you learned about: planning, differentiation and the enabling environment, your own professional development needs?). For this reflection consider all aspects of your lesson.

Answer: EYE14WB-1.2 Explain the process of: “Bonding, attachment is the relationship that develops between an infant and his/her main caregiver. The quality of...


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  • Subject: Education
  • Course: CACHE Level 3 Child Care and Education
  • Level: Further Education
  • Year: Not applicable
  • Mark: Not available
  • Words: 7522
  • Date submitted: April 25, 2019
  • Date written: May, 2018
  • References: Yes
  • Document type: Essay*
  • Essay ID: 8642

Question: Unit: 1.1 Support healthy lifestyles for children through the provision of food and nutrition

EYE11-1.1 Explain what healthy eating means.

EYE11-1.2 Evaluate national and local initiatives, which promote healthy eating.

EYE11-1.3 Describe food and drink requirements in relation to current frameworks.

EYE11-2.1 Explain the impact on health and development of food choices during:
1) PRECONCEPTION DIET
2) PREGNANCY
3) MOTHER BREASTFEEDING BABY

EYE11-3.1 Explain the nutritional value of the main food groups.
1) STRACHY FOODS
2) Fruit and Vegetables
3) Protein Source
4) Milk and Dairy Foods

EYE11-3.2 Use current government guidance to identify the nutritional needs of babies until they are fully weaned.

EYE11-3.3 Explain how to plan a weaning programme.

EYE11-3.4 Discuss the nutritional requirements of children aged:
1-2 years
2-3 years
3-5 years
5-7 years.

EYE11-3.5 Explain strategies to encourage healthy eating.

EYE11-4.1 Explain the impacts of poor diet on children's health and development in the:
- Short Term
- Long Term

EYE11-5.1 Identify reasons for:
Special Dietary Requirements
Keeping and sharing coherent records with regard to special dietary requirements.

EYE11-5.2 Explain the role of the Early Years practitioner in meeting children's individual dietary requirements and preferences.

EYE11-5.3 Describe benefits of working in partnership with parents/carers in relation to special dietary requirements.


Task 2: Activity Plan
In this task you are working towards the completion of:
[Assessment criteria 6.1, 6.2 USE THE TEMPLATE FOR ACTIVITY PLAN]

Part 1: Plan an activity for the children in your care that shows your knowledge and support for healthy eating. In your plans clearly list all steps involved, the resources, and the participants. Carry out the activity during your daily activity time with the child or children. Make notes either on paper or mentally during the activity so that on completion you can write up or voice record your thoughts on this activity, reflecting on which parts went well, which need to be adapted and what the children got out of it.

Part 2: [Assessment criteria 6.3, 6.4 USE THE REFLECTION AT THE END OF THE ACTIVITY PLAN TEMPLATE]
As a result of this activity and your reflections can you recommend any changes to healthy eating initiatives within your own setting? If so what are they and how will you go about putting that forward to your managers and colleagues?


[Please note: This unit appears to have been completed by a student studying at an educational establishment outside of the UK. It has been accepted by essayzone.co.uk because of its high quality and the possibility that it will be useful to students based in the UK.]

Answer: EYE11-1.1 Nutrition is important for everyone. Eating a variety of food that supplies you the nutrients needed to maintain your health, feel...


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  • Subject: Education
  • Course: CACHE Level 3 Child Care and Education
  • Level: Further Education
  • Year: Not applicable
  • Mark: Not available
  • Words: 4489
  • Date submitted: April 25, 2019
  • Date written: May, 2018
  • References: Yes
  • Document type: Essay*
  • Essay ID: 8641

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