ILM Level 2 – Improving team performance Assignment

This assignment focuses on the requirements of the team in line with company policy, team’s objectives in achieving organisational targets, how the individual performance of team members affects the overall performance of the team, indicators of underperformance in relation to own team and possible causes of underperformance.

ILM Level 2 – Improving team performance
Assignment
Centre Number: 072797 Centre Name: Specsavers Optical
Superstores
Learner
Registration No: XJR2075 Learner
Name: Jai Mistry
1. Outline the organisations requirements of the team in line with company policy
Specsavers has defined expectations of Team Members which are given to each employee in
the form of a job description backed up with a work contract signed by each employee when
they join the organisation.
These expectations include a timekeeping policy which requires the individual to be at work at
the stated shift start times and to contact the Duty Manager in roughly twenty minutes of that
start time with any reasons they cannot make it. It will allow the Manager/ Supervisor time to
call in Locum (Cover Staff) to keep the trading run smoothly. Sickness Absence is also
precisely monitored using the Rota’s made by our Store Director.
The number of absenteeism is focused more on the number of times when a staff member is
absent rather than the number of days as short duration of time off which are more disruptive
to the entire functioning team. If the staff repeats to be absent constantly without any
reasons, and then the disciplinary meeting is arranged.
Personal conduct is also supposed to be relevant as aggressive or disruptive conduct will
influence the performance of the whole team meaning short of staff, not meeting the targets
or conflict between the staff members.
Staff members are expected to reach certain performance level depending on their job role.
The In-store Trainer(IST) provides all the staff training, and to check that the assigned training
that needs to be complete, and individual objectives which are set annually beginning of the
month by the store Directors during a yearly staff meeting. As a supervisor with Manager, we
review every staff appraisals and then delegate the IST to keep a continuous improvement
mentality within each staff members.
Completion of individual objectives also helps towards future career plans, promotion and
possibly pay rise. All these expectations help the business to keep well-motivated team who
are self-driven with good moral.
An example in our store we have a staff member who works weekends only. He messages the
management group on WhatsApp on the day that he is sick and he cannot come to work. We
kept an eye on him. He showed up one weekend in a month. So we told him to bring a letter
from a doctor that he has attended the appointment at the hospital at A&E, but he failed to do
so. We had to speak to him about the situation because it was affecting the store as we could
not find cover for the day and end up with few staff members on the day. After speaking to
him, we explained to him that it does affect the business and if he is happy working with us,
so as a result, we extended his probation period to see how he is getting along.
2. Outline the team’s objectives in achieving organisational targets
The formulation of the effective team bonding drives an organisation towards achieving the predetermined
targets. The leader takes the responsibility to motivate the employees for ensuring the better performance
outcomes. The employees at Specsavers are quite committed to their job responsibility. The mission of the
company is to meet the demands of the company. It is important for the leaders to guide the employees in a
significant way that will motivate them and help them achieving the organisational objectives. The
employees need to set some of the specific objectives to achieve the organisational goals and targets. The

ILM Level 2 – Improving team performance
Assignment
following points are needed to be taken into considerations:
 The leaders need to connect the team with the bigger picture. The effective leadership style helps in
creating the fruitful understanding of the works responsibility and the organisational strategy1.
Conveying the mission to the employees in an appropriate way will be helpful for the employees to
keep their focus towards their responsibility.
 The leaders need to assemble the team to pick a “MAD” (Make-All-the-Difference) Goal. The
innovative approaches shared by the employees will help in completing their jobs within the
stipulated time2.
 The continuous review and monitoring of their progress report will be beneficial to identify the areas
of improvement. Accordingly, the employees will develop the clear ideas about their job
responsibility. It will also help in enhancing their professional skills of achieving success.
 The transparent communication is the most necessary aspect to be taken into account. An effective
leader needs to maintain the communication transparency for making the employees understand of
the organisational goals3. The clear ideas about the work functionalities will help in gathering the
suitable ideas of how to achieve the goals.
 Associating people from the diverse background and prompt respond to the emerging barriers can be
beneficial in performing in an effective way. The innovative ideas shared by the people and
distribution of the task to the expertise employees would reduce the time and effort on any project.
The divided task responsibility and clear responses towards the emerging conflicts would lead the
employees towards accomplishing the business goals.
The business leaders need to take the responsibility to motivate the employees. It will be helpful for
them to develop their professional efficiency and fulfil their organisational objectives.
1 Katzenbach, Jon R., and Douglas K. Smith. The wisdom of teams: Creating the high-performance organization. Harvard Business
Review Press, 2015.
2 Bryson, John M. Strategic planning for public and nonprofit organizations: A guide to strengthening and sustaining
organizational achievement. John Wiley & Sons, 2018.
3 Mihalache, Oli R., et al. "Top management team shared leadership and organizational ambidexterity: A moderated mediation
framework." Strategic Entrepreneurship Journal 8.2 (2014): 128-148.

ILM Level 2 – Improving team performance
Assignment
3. Explain how the individual performance of team members affects the overall performance of the
team
Teams need individuals who are driving the work and completing tasks versus just talking
about it. Individuals who are paying attention to details, as well as keeping harmony and
collaboration going in the team.
An individual’s motivation, mindset and positive attitude create a positive environment for
morale boosts and performance of a team as understanding an individual's strengths mean
that you can place them in roles that will enable the staff to use their strengths on a regular
basis.
When people can do this, they shine and are far more productive. Individuals who
demonstrate same thinking tend to be interested in performing work in similar ways thus
leading to the better cohesion of teamwork.
At Specsavers, online appointments’ system was recently introduced, and due to
unforeseeable issues with internet connections and system failures, appointments were being
double booked or not booked at all leading to team members dealing with potentially
unhappy patients who became increasingly frustrating. I arranged an informal meeting with
the team member, and a keen individual volunteered to put in additional time into addressing
the problem; he was highly competent in using the system and conducted mentoring sessions
with the other members. His commitment and enthusiasm had a very positive impact which
resulted in additional team members being able to contribute to exceeding the targets.
Another positive example of how individual performance can affect the overall performance of
the team is related to the knowledge and expertise of an individual. At Specsavers, carrying
out repairs of spectacles is a fundamental part of our customer service, and some frames
such as rimless or half-rim glasses required more skill to amend. However, there used to be
only one people out of the entire team that wearable carries out these repairs. Therefore,
they had to be available to complete this which led to an unequal distribution of work and
long waiting time for the customer especially when this was the only pair of prescription
eyewear they had. To combat this, every Saturday morning, one-hour training sessions were
conducted by the individual who was competent to demonstrate and teach the team how to
carry out these repairs. After a few sessions, majority excelled on those types of repairs which
lead to faster repair times as everyone can deal with it, happier customers due to less waiting
times and less build-up of work for any individual.
A negative example of how individual performance can affect the overall performance of the
team is by following their job role. In the retail market, especially with more 1 to 1 interaction
with customers, the customer journey is essential to keep the customer happy at all stages of
communication, keeping notes of any conversations and decisions if the patient is
fundamental for others to understand what is being done or has been said. In a case that
occurred that a customer was promised a discount or a different price to pair of spectacles for
any reason and the individual is not working that particular day, it cannot be honoured which
can potentially cause a hassle due to miscommunication which could have been avoided if it
was noted in the system.
This reduces customer’s trust as they believe they are being ripped off and feel that the team
is not competent to conduct their job roles and more time of the team is allocated to resolve
this problem which could have been allocated elsewhere.
4. Identify indicators of underperformance in relation to own team
My work team has many indicators that we use to measure performance.
These include Daily sales report, Weekly sales Targets, dispense remake reports, Average
value order reports, Customer satisfactory index, and maze feedbacks. Maze is an online
questionnaire which every customer receives to their email inbox after a sight test or
purchased spectacles and allows them to provide vital feedback on their experience of the

ILM Level 2 – Improving team performance
Assignment
customer journey. This gives us an indication on any potential areas or team members which
may be underperforming This would be discussed each morning and depending on the
severity of the frustrated maze feedback immediate resolutions are put in place, or a process
of problem-solving is started and monitored until the problem is solved. First, the most crucial
indicator of underperformance is that goals or objectives are not being met. Individual goals,
regarding what the job is supposed to accomplish, and the individual is not meeting them at
all. Another possibility is that the employee is relying too heavily on other members to meet
their own goals. This would suggest it is not a productive way to get things done because that
employee is draining resources that have other goals and expectations. A team usually
underperforms due to lack of resources, training, motivation, feedback, recognition among
other factors.
Dispense remake reports give indications of quality and sales performance of the spectacles;
every remake is recorded and investigated to find out the cause, e.g. dispensing error by
team member such as incorrect measurement, incorrect options offered or not offered etc. A
high number of remakes due to dispensing error would suggest underperformance in the
team.
Performance is also measured by how well everyone in the team works with each other if they
are working efficiently with other team members to ensure maximum patient care.
Underperformance occurs when there is negativity or friction within the team such as an
inflexible approach to working with work colleagues, individuals working in isolation and gives
little support to team members, leaves their work for others to pick up; formal or informal
feedback from colleagues raises concerns. This ultimately leads to a reduction in
communication; therefore, decreased customer care as some team members may be
unaware of certain situations. For example, if a pair of spectacles were taken in for repair, and
nobody is aware of the location of the spectacles or notes on the system then it would seem
unprofessional in the point of view of the customer if team members are running around
“hunting” for them. This would also lead a decrease in efficiency as more members are being
drafted in for a job that would require a single person. Therefore, reducing productivity
elsewhere leading to underperformance as that time spent could have been allocated to
serving more customers or making sales.
Another indicator is disobedience. Underperformance by a team can be demonstrated through
disregards of the company rules and regulations, and team members or individuals would
portray arrogance and non-conformance to the tasks that need to be accomplished. Negative
attitude harmful to the individual careers as it can impact the productivity levels and
therefore reduce customer satisfaction.
5. Explain the possible causes of underperformance

ILM Level 2 – Improving team performance
Assignment
Underperformance is a gap between the employee's actual performance and the level of
performance that is required by the organisation. There are three types of under-
performances such as unsatisfactory work content regarding quality, quantity, breaches of
work practices, procedures and rules such as breaching health and safety excessive absents
or unauthorised lateness and employees' problems which could affect performance in the
workplace.
One of the causes of underperformance is motivation or morale. Employees may start to find
shortcuts or slack off if they believe that their hard work goes unrecognised. However, if there
are no penalties for underperformance, some employees may feel they can “get away with”
turning work in late or half-heartedly done.
Example: We had a staff that left work recently, he used to see a patient for dispense and
forgets to print the order slip, after 2-3 patient tries to contact the store to find why their
glasses are not ready. When we check in the lab, there is no tray for the patient or on the
system it shows the order is still not placed. For his underperformance, we had to monitor for
a couple of weeks and then we were given warning by the manager, as it was affecting the
store from frustrated customers asking for compensation or refunds.
An employee may be bored or burned out doing the same tasks day after day. Being bored
out is not a free pass for doing sub-par work, but it is a red flag to a good manager that the
employee’s talents may be underutilised.
Example: Staff members do the everyday routine every day, there are couple staff members
who we managers need to tell them to do it. Otherwise, they will not do it. Like we need to do
the next day advising patient for their appointments, doing the bins, filling the frame gaps.
Employees who are lacking the time, money, personnel, or supplies to complete a task, they
will not be able to achieve it, no matter how much he wants to. Inadequate distribution or lack
of resources may lead to underperformance as they are not able to complete the task or may
complete it imperfectly.
Example: We have a staff who has a habit to given his half left work to others colleagues to
finish, Everyday he will have so many notes in his pockets, and at the end, he will forget what
he had to do with all the pieces of papers. He used order customer dispenses glasses, but
after a couple of months, his sales dropped down drastically, and we had to take action of his
underperformance that he used to talk to one patient longer while other staff can see 2-3
patients. We had to stop him for what he was doing, asked him to stay on the shop floor and
see more customers and dispense.
Employees who may have been promoted beyond their ability or too soon or into an
unsuitable role may lack the skills to complete tasks. Poor training might be an indicator of
these as an individual who excelled at sales and now promoted into a management position
with a different job role may lack the people-building skills which can inhibit their
performance.
Example: Our previous supervisor, who was promoted to this role, as he had some
responsibilities as previously, worked in opticians for 13 years as an optical assistant. He
could not manage the staff as he used to boss around everyone. He made so many mistakes
that he could not make right decisions or improve himself. The directors realised that his
performance is not right and then he was given a warning twice, but at their warning, he was
demoted.
Personality clashes, workplace harassment, a conflict between job requirements work, e.g.
exerting control over others or to 'look busy' and poor management of the team group. All
this can lead to conflict and reduce productivity due to conflict as individuals could have
resentment or reduced communication with each other therefore there is no clear direction.
Example: One of our staff member she comes to work five minutes to opening hours, then try
to get ready, she takes 5-10 minutes more for lunch breaks. We noticed it a couple of times.
When we ask her, she would be that she did not make any mistakes. We had to call her for a
meeting with myself and the manager that these are what we have noticed. You try to come
just when we are about to open up. Moreover, you take long for lunch. We were warning you
so that you do not repeat this in the future.
There might be personal outside influences restricting the individual from performing the role
to the required standards such as depression; someone closes passing away, inadequate
sleep, financial problems or family problems etc. This causes their mind to be engaged

ILM Level 2 – Improving team performance
Assignment
elsewhere not concentrating on the task at hand.
Example: We had a staff member who had problems at work, and his performance was
dropping drastically, and then we arranged an investigational meeting with him, He used to
drink to work, and then some days patients complained, and we had no option but to fire him.
6. List actions that could be taken to rectify underperformance
The first step of rectifying underperformance to first identifying the cause of the
underperformance of the individual or team members.
An example of an action that could be taken to rectify under-performance is creating an
informal one to one review plan. The employee is clear as to what is expected of them, and
they are provided feedback on their performance. They are also made clear about the gap
between their performance and the required performance and an agreed plan outlining what
improvements that are expected of staff and by when, and the assistance you have
implemented to help them improve. It will have to be made clear to the employee about what
will happen if their performance does not improve.
Under-Performance may be a result of an employee being unprepared for the job due to the
employee was hired without possessing the necessary skill or new job role. Correct training is
essential to rectify the underperformance. Sending the employee (s) on training courses,
informal training sessions, demonstrating how to do specific tasks or even supervising how a
task is completed is all ways of providing training, to ensure that the individual (s) are
competent enough to perform better.
Example: A new starter started work in February, who had experience in optician previously,
she started to work in our store, but she could not use any types of equipment properly or do
dispense properly. We delegated the In-store trainer to organise a session for the new starter
to Pre-test, speak to customers, dispense and to know general offers.
After three months we saw her progress, and she was taking too long for pre-testing. Not
giving right information and dispensing the wrong type of glasses, instead of reading
dispensing distance glasses. So we had to speak to her, to know what her problems were, She
explained that she is struggling to take measurements and challenging to understand the
customers and so that she needs to improve on it so we ask her to sit down with the In-store
trainer so that she can mould her properly.
She is doing well, and her sales have gone higher, Customers mention her a lot, and she does
not take long to dispense, and she can solve problems, and she has got more responsibilities
like contact lens teaches and healthcare advising.
A mentoring program can be implemented to rectify underperformance; this is done by
matching employees with someone who has more experienced within the company or field
that can help the employee acquire the skills and attitudes needed to do the job. A mentor
can seek to inspire a passion for the work of the employee, provide encouragement and any
advice to perform better.

ILM Level 2 – Improving team performance
Assignment
7. Outline a recognised theory of motivation
**********************************************REFERRAL***********************************************
One major theory of motivation is the Maslow’s Hierarchy of Motivation. According to the theory,
human beings have needs that can be ranked from top to bottom. The most basic needs of human are
the psychological needs that comprise of water, food and other biological needs. In the absence of
these needs, all other needs are insatiable. Thus, they must be satisfied first before other needs are
satisfied. After these needs are satisfied, the next need is safety needs. At this point, the individual
needs to feel secure. Mainly, this can be achieved through ensuring that they are free from pain,
danger, and uncertainty in the foreseeable future. Once this need has been achieved, the individual
moves forward to satisfy their social needs. As such, humans need to bond with other people and
experience the feeling of love and engage in long-lasting attachments with others. Once the social
needs have been achieved, what follows is the satisfaction of self-esteem needs. Predominantly, this
comprises of satisfying the need to be respected by others, feeling appreciated and being important.
When all these needs have been satisfied, then the individual can progress and satisfy the need for
self-actualisation. In this theory, Maslow argues that once a lower need has been satisfied by the
individual, it no longer serves as a motivator, and there is a desire to satisfy higher and greater needs
of motivation.
8. Describe actions that can be taken to motivate own team and improve performance linked to a
theory of motivation
The team leaders put their efforts to develop the high level of motivation for retaining their staffs and
enhance their performance level. Some of the specific actions undertaken by the leaders can motivate the
staffs in a significant way. The actions are described below:
 The first and foremost responsibility of the leader is to share the vision of the organization with each
of the team members. When the employees are aware of the organizational vision, it helps them to
understand their responsibilities of achieving the vision4.
 Another most important action is to communicate more appropriately with the staffs. It is sometimes
difficult for the leaders to understand the attitudes and beliefs of the associated staffs who are
involved in a project. Therefore, the establishment of the effective communicational transparency is
essential. Communication makes the approach clear and develops the systematic actions to
4 Porter, Tracy H., Kelly Diane Riesenmy, and Dail Fields. "Work environment and employee motivation to lead: Moderating
effects of personal characteristics." American Journal of Business 31.2 (2016): 66-84.

ILM Level 2 – Improving team performance
Assignment
accomplish the goals.
 As per the motivational theory, it is noticeable that the employees need to feel appreciated by the
leaders. One of the greatest needs is to recognize the contribution5. The leaders thus need to
appreciate the effort of the employees by rewarding them with monetary or non-monetary benefits.
 Supporting the new ideas presented by the employees from different background is also one of the
most motivational factors that one leader could adopt. When the employee provides any suggestion,
the leaders need to pay attention towards this. It generates the sense of reliability, which ensures the
high level of motivation.
 Providing the appropriate working environment is one of the basic needs of each employee. The
employees need to feel comfortable enough to work in a working environment where they can
strengthen their learning skills without any obstacles6.
 Empowering the individual is also much appreciated motivational aspect to be considered. In fact,
when the employees will receive the opportunities to grow, it will be helpful for them to stay
committed towards their work.
The above actions are much helpful for the leaders to retain their employees and build the team bonding.
These actions will also be helpful in managing the performance level to accomplish the business goals.
Maintaining these specific parameters would help in growing more skilled employees for the future
prospects.
B. Watson and B. Skinner,[Personality and Spirituality], 2018, http://personalityspirituality.net/articles/the-
hierarchy-of-human-needs-maslows-model-of-motivation/, (accessed 11 June 2018).
By submitting I confirm that this assignment is my own work
5 Lazaroiu, George. "Employee motivation and job performance." Linguistic and Philosophical Investigations 14 (2015): 97.
6 Njoroge, Caroline Ngonyo, and Rashad Yazdanifard. "The impact of social and emotional intelligence on employee motivation
in a multigenerational workplace." Global Journal of Management And Business Research (2014).

ILM Level 2 – Improving team performance
Assignment
MARK SHEET –Improving performance of the work team
INSTRUCTIONS FOR ASSESSMENT AND USE OF MARK SHEET
Assessment must be conducted with reference to the assessment criteria (AC). In order to pass the unit, every AC must be met.
Assessors will normally award marks for every AC and then total them into a percentage. However, for greater simplicity, there is the
option to not use marks at all and merely indicate with a ‘Pass’ or ‘Referral’ in the box (below right). In order to pass the unit every AC must
receive a ‘Pass’
Where marks are awarded according to the degree to which the learner’s evidence in the submission meets each AC, every AC
must be met, i.e. receive at least half marks (e.g. min 10/20). Any AC awarded less than the minimum produces an automatic
referral for the submission (regardless of the overall mark achieved).
Sufficiency descriptors are provided as guidance. If 20 marks are available for an AC and the evidence in the submission approximates to
the ‘pass’ descriptor, that indicates it should attract 10 marks out of 20, if a ‘good pass’ then ca. 15 out of 20. The descriptors are not
comprehensive, and cannot be, as there are many ways in which a submission can exceed or fall short of the requirements.
1. Learner named above confirms authenticity of
submission.
2. ILM uses learners’ submissions – on an
anonymous basis – for assessment
standardisation. By submitting, I agree that ILM
may use this script on condition that all
information which may identify me is removed.
However, if you are unwilling to allow ILM use your
script, please refuse by ticking the box: □
Learning Outcome / Section 1: Understand the organisation’s requirements in relation to team performance [40 Marks]
Assessment Criteria (AC) Sufficiency Descriptors
[Typical standard that , if replicated across the whole submission, would produce a referral, borderline pass or good pass
result]
Assessor feedback on AC
[comments not necessary in every box]
Referral [ca.3/12] Pass [6/12] Good Pass [ca.9/12] The organisation’s requirements of the team
are described. However, for a higher mark
how those requirements are linked to
relevant organisational policy needed to be
more clearly explained particularly in relation
to performance levels, completion of
individual objectives.
 The organisation’s
expectations in relation
to the team are merely
listed with no outline
description
 There is no reference to
any company policy
 The organisation’s
requirements of the team
are appropriately and
briefly described
although the link to
relevant organisational
policy (e.g. relating to
time-keeping,
 As specified by company
policy, the organisation’s
requirements in relation
to the team (e.g. relating
to time-keeping,
absenteeism, conduct,
level of performance,
attitude or behaviour) are

ILM Level 2 – Improving team performance
Assignment
AC 1.1
 Outline the
organisations
requirements of
the team in line
with company
policy
absenteeism, conduct,
level of performance,
attitude or behaviour)
may not be clear
explained appropriately
and in detail, and
perhaps quantified, and
not merely outlined
 How the requirements of
the team are linked to
relevant organisational
policy is clearly explained
and good examples are
provided
7 / 12
(min. of 6) Pass
AC 1.2
 Outline the team’s
objectives in
achieving
organisational
targets
Referral [ca.3/12] Pass [6/12] Good Pass [ca.9/12] The change to this section is noted.
However, this section refers more to
organisational aims and ambitions than
targets. A typical organisational target would
be, for example, to increase sales by 10%
during the 12 months ending December
2018. The organisation would then expect
teams to contribute to the achievement of
that objective by, for example, one team
increasing sales of X by 30% and sales of Y
by 10% during the 12 months ending
December 2018. To pass there needs to be
a clearer focus on describing team
objectives and clarifying how they would
contribute to the achievement of
organisational targets.
 No team objectives
or organisational
targets are given
 The team objectives
and organisational
targets are merely
listed with no link
made between the
two
 The team’s objectives are
appropriately briefly
described and, although
limited, there is also
some clarification of their
contribution to
organisational targets
 Team objectives and/or
organisational targets are
described in detail, as
opposed to merely
outlined
 The way(s) in which the
team’s objectives help to
achieve organisational
targets are explained
with clearly described
links between the two
 Examples clearly support
the explanation of these
2 / 12
(min. of 6) Referral
AC 1.3
 Explain how the
individual
performance of
team members
affects the
overall
performance of
the team
Referral [ca.4/16] Pass [8/16] Good Pass [ca.12/16] The way the work of individual team
members contributes to the overall
performance of the team is explained. That
explanation is brief however and more
detailed explanation of a variety of ways was
needed for a higher mark.
 There is no mention
of how individual
team member
performance affects
the overall
performance of the
team or it is merely
listed as opposed to
explained
 There is explanation of the
ways in which the work of
individual team members
contributes to the overall
performance of the team,
although it may be limited
and the link is not made
explicit
 There is clear, detailed
explanation of a variety
of ways in which
individual team members’
performance affects the
overall performance of
the team both positively
and negatively
 Good example(s) are 8 / 16 Pass

ILM Level 2 – Improving team performance
Assignment
 The explanation is
incorrect, or there is
description of
individual team
member performance
but it is not linked to
overall performance
of the team
provided
(min. of 8)
Assessment comments (optional): Verification comments (optional):
Learning Outcome / Section 2: Understand how to address underperformance [28 Marks]
Assessment Criteria (AC) Sufficiency Descriptors
[Typical standard that , if replicated across the whole submission, would produce a referral, borderline pass or good pass
result]
Assessor feedback on AC
[comments not necessary in every box]
AC 2.1
 Identify indicators of
underperformance in
relation to own team
Referral [ca.2/8] Pass [4/8] Good Pass [ca.6/8] Appropriate indicators of underperformance
are identified. A clearer focus on indicators
could have been helpful though. For
example, rather than reports. Indicators and
important features of the underperformance
needed to be described for a higher mark.
 No ways to identify
performance concerns in
relation to own team are
identified
 The provided indicators
are inappropriate
 Appropriate indicators of
underperformance are
identified. However they
may be brief and lack
any measure
 Appropriate measurable
indicators of
underperformance that
relate to own team are
described, perhaps in
detail, as opposed to
merely identified
 The link to team
underperformance is
made explicit and the
important features of the
underperformance
described
 Good examples are
provided
4 / 8
(min. of 4) Pass
AC 2.2
 Explain the possible
causes of
underperformance
Referral [ca.3/12] Pass [6/12] Good Pass [ca.9/12] Possible causes of underperformance are
identified. Full and detailed explanation was
needed for a higher mark however, No possible causes
of underperformance
are given
 Possible causes are
merely listed as
opposed to
described
 A few possible causes of
underperformance are
identified; they are
correct and appropriate
and there is some
explanation through
descriptions of their
important features
 Possible causes of
underperformance are
fully explained in detail
and they are correct and
appropriate
 The important features of
possible causes are
7 / 12
(min. of 6)
Pass

ILM Level 2 – Improving team performance
Assignment
 Possible causes of
underperformance
are incorrect or
inappropriate
described, perhaps with
examples (e.g.
Interpersonal behaviour
and its impact), and the
link between cause and
effect of
underperformance is
made explicit
AC 2.3
 List actions that could
be taken to rectify
underperformance
Referral [ca.2/8] Pass [4/8] Good Pass [ca.6/8] Clear and appropriate actions to rectify
causes of underperformance are listed.
More detail was needed for a higher mark
though together with more explanation at
times of how the action would rectify
underperformance.
 No actions to rectify
the causes of
underperformance
are given
 Actions given are
incorrect or
inappropriate for
rectifying
underperformance
 Clear and appropriate
actions to rectify the
causes of
underperformance are
listed
 Clear and appropriate
actions to rectify the
causes of
underperformance are
detailed with additional
explanation of
implementation and
supporting examples.
The team leader’s
authority to address
performance problems is
perhaps discussed
 Clear and appropriate
actions are detailed
along with an explanation
of how and why they
would rectify
underperformance
4 / 8
(min. of 4) Pass
Assessment comments (optional): Verification comments (optional):
Learning Outcome / Section 3: Understand the role of motivation in improving performance [32 Marks]
Assessment Criteria (AC) Sufficiency Descriptors
[Typical standard that , if replicated across the whole submission, would produce a referral, borderline pass or good pass
result]
Assessor feedback on AC
[comments not necessary in every box]
AC 3.1
Outline a recognised
theory of motivation
Referral [ca.3/12] Pass [6/12] Good Pass [ca.9/12] The change to this section is noted.
Maslow’s Hierarchy of Needs is now briefly
described. More detailed description and
explanation was needed for a higher mark.
 A recognised theory of
motivation is not outlined
 A theory is given but is
merely stated with no
description or the theory
is described incorrectly
 The key features of a
recognised theory of
motivation are correctly
and briefly described
 The key features of a
recognised theory of
motivation are correctly
described in detail
 The theory of motivation
is explained, as opposed
6 / 12
(min. of 6)
Pass

ILM Level 2 – Improving team performance
Assignment
to merely described,
perhaps with examples
given to illustrate
AC 3.2
Describe actions that can
be taken to motivate own
team and improve
performance linked to a
theory of motivation
Referral [ca.5/20] Pass [10/20] Good Pass [ca.15/20] The change to this section is noted.
However, the actions are only minimally
described and it isn’t clear how most of them
are linked to Maslow’s Hierarchy of Needs.
To pass each action needs to be more
appropriately described and that description
needs to make it clear how each action links
to your chosen theory of motivation.
 No actions are given, or
only one action is given,
to motivate own team to
improve performance
using a theory of
motivation
 Actions to motivate own
team are merely
identified with no
description
 The actions are
inappropriate to motivate
and improve
performance
 The actions are not
linked to a motivational
theory
 Actions are given that
would motivate own team
and improve
performance and their
link to a theory of
motivation is also given.
Those actions are
appropriately described,
although the description
may be limited to their
key features and the link
to theory may be more
implicit than explicit
 Several appropriate
actions to motivate own
team (e.g. using rewards
(behavioural) and
positive feedback) to
improve performance are
fully described and how
they are based on an
identified theory of
motivation is made
explicit in some detail
 Having identified the
theory on which they are
based, there is detailed
explanation of how and
why the actions relate to
that theory and would
motivate the team to
improve performance (e
blending personal
objectives with
organisational objectives)
6 / 20
(min. of 10) Referral
Assessment comments (optional): Verification comments (optional):
44/ 100 TOTALMARKS
Assessor’s Decision Quality Assurance Use
Outcome: REFERRAL AC 1.2, 3.2.
Signature of Assessor:
Sandra Cunliffe
Date:24.6.18
Outcome (delete as applicable):
REFERRAL AC1.2 and 3.2
Signature of QA: S Robson
Date of QA check: 05/07/18

ILM Level 2 – Improving team performance
Assignment
References
Bryson, John M. Strategic planning for public and nonprofit organizations: A guide to strengthening and sustaining organizational achievement.
John Wiley & Sons, 2018.
Katzenbach, Jon R., and Douglas K. Smith. The wisdom of teams: Creating the high-performance organization. Harvard Business
Review Press, 2015.
Lazaroiu, George. "Employee motivation and job performance." Linguistic and Philosophical Investigations 14 (2015): 97.
Mihalache, Oli R., et al. "Top management team shared leadership and organizational ambidexterity: A moderated mediation
framework." Strategic Entrepreneurship Journal 8.2 (2014): 128-148.
Njoroge, Caroline Ngonyo, and Rashad Yazdanifard. "The impact of social and emotional intelligence on employee motivation in a
multigenerational workplace." Global Journal of Management And Business Research (2014).
Porter, Tracy H., Kelly Diane Riesenmy, and Dail Fields. "Work environment and employee motivation to lead: Moderating effects of personal
characteristics." American Journal of Business 31.2 (2016): 66-84.