Graduate Diploma Not For Profit Management
Leading and Facilitating Teams
Assessment Requirements 2015
Assignment 1
Design, facilitate and self evaluate a 15-20 minute presentation on your
organisation or on an aspect of your organisation’s work.
These presentations will be made on day 6 of the course in groups of about 7
participants. Full training is given for this assignment on Day 2 of the course.
The session should have:
 Clear objectives
 Incorporate at least one interactive activity where participants are actively
involved.
This is a chance to try out and/or practice presentation skills in a supportive
environment and receive helpful feedback on the session.
 A written plan must be produced as part of your session.
Date due: .
Assignment 2
Keep a learning journal throughout the 6 training days which describes
What you learnt – one key
learning on the
content/process of the day
“A key learning for me was the importance of checking
assumptions in group discussions . . .
 Reflection on the learning
“I now realise that we don’t spend enough time checking
on our understandings to make sure we do not make
assumptions. I can see not why we had so much conflict in
our team last year …..”
 Personal responses to the
content/process
“I couldn’t believe my own reactions to the others in the
group exercise. I now realise how others feel when I brush
over issues raised. Checking assumptions is really
important to ensure that we all understand what we need
to do and why... … ”
 What you will do differently
as a result of this learning
” I am going to practice reflective listening skills and model
them within the team as a way to encourage others ….”
Suggested 200 words per day to capture key reflections and learnings
Date due: Days 1, 2, 3 due:
Days 5 and 6 are due with final assignment on
Assignment 3
Complete ONE of the two options outlined below
Either Option 1
Reading portfolios
Due Date:
Prepare a reading portfolio. In this portfolio complete the learning tasks for Reading 9
and at least four others. In other words, five readings in total.
Your reading portfolio is a collection of reflections, analysis and application of
readings. It is the goal of this assessment to not only encourage you to read about
topics relevant to your management and leadership, but to provide a framework for
you to apply the content as well as be critical of others’ ideas.
On page 5 and 6 of this booklet are the tasks for each of the readings
For each reading:
1. Provide an introduction paragraph where you briefly outline the purpose of the
reading and summarise the main points. You are not expected to provide
details of the content but to capture what the main theme of the reading is.
2. Complete the reading task associated with the reading.
3. Provide a conclusion which makes a comment on what you learnt from the
reading.
Each set of reading tasks should take approximately 2 typed pages.
OR Option 2
Peer Mentoring Group
Due Date:


Participate in a peer mentoring group for a minimum of 3 X 1.5 hour sessions.
Complete a reflective record after each group session and hand in as
evidence of your attendance and your own learning.
Each person in the group must complete their own record for each session.
Be quite detailed in your reflections. You are not required to give details of what the
issues were that were discussed but to reflect on:
 Your own personal experience of being a mentee (what you got out of it)
 What changes you will make in your practice as a result of the mentoring
 The process itself (what worked well, what did not work so well)
The headings for your reflection records are on page 4
Assignment Submission
Learning Journal: you can complete your learning journal online if you wish to receive
your journal feedback by email. Please ensure you tick this option when setting up
your profile on your profile page, otherwise just hand in your hand or type written
journals.
Reading portfolios or Peer Mentoring Records: these need to be uploaded onto
moodle and/or a soft copy emailed to: sthompson@unitec.ac.nz
Sandy Thompson
Graduate Diploma Not for Profit Management
Department of Community and Health Services
UNITEC
Private Bag 92 025
Auckland
sthompson@unitec.ac.nz
8154321X5091
Option 2 Peer Mentoring Group Session: Reflective Record
For each session provide details on the following
1. Date and time of session
2. Pre group reflection: What did you take to the peer mentoring group?
(Refer to ‘what to bring to peer mentoring’ on page 4)
3. Who was present:
4. Facilitator:
5. Different tools that were used during the session
6. Post group reflection: How did I find the session? What have I learnt from
reflecting on my topic, situation or issue? What did I learn from being present
at the group? What might I do differently as a result?
7. Review of the peer mentoring session process: How did we do as a group?
What made it effective? What might we do differently next time to make it
more effective?
Option 1 Learning tasks.
You must do reading 9 and four others of your choice
#
Readings
Learning Tasks
1 Hunter, D. “Facilitating a
Use Hunters article to reflect on yourself as a facilitator. Consider the guidelines that she provides for facilitators. (page 12
Group.”
to18?)
 Identify three that you demonstrate as doing well when you are in a facilitation role, (give clear specific examples of when
you have done them well).
 Choose three that you would like to develop in your facilitation.
 Why have you chosen these areas to develop (give examples )
 What strategies would you like to put into place to support this development?
2 Metge, J. (2001) Talking
In her book Joan Metge suggest the Maori pattern for discussion can be adapted for general settings. Choose one of the
together – Koreo tahi “The
processes: going round the circle, criss-cross exchange, passing the stick, decision making or use of songs and humour. Apply
work of discussion: Modes and the process to a group in your organisation
General Rules”
 In what situation could this pattern be used in your workplace?
 What is it about the pattern that would benefit your group (ie what are the advantages)?
 Thinking about your group- what would you need to be mindful of as a facilitator using that process (ie what are some of the
disadvantages for your particular group that may need to be considered)?
What do you need to do to establish it as a successful process with your group?
3 Kaner, S. (2007). Facilitators
Analyse Kaner et als’ model of participatory groups and apply it to groups that you work with.
Guide To Participatory
 Provide a short summary of the key characteristics of participatory groups
Decision Making
 Outline the key benefits of participatory groups.
 Consider the participatory values that Kaner et al present. Reflect on a group or groups that you are part of – which of the
values are demonstrated by the group? (give examples to illustrate)
 Which areas would need to be developed (give examples of why you think they are not in place).
 Provide three key strategies for developing the group to be more participatory and give reasons why you have chosen those
strategies.
 Make some comments on whether the model of participatory groups would be effective in your workplace.
4 Bens, I. (2005). “Meeting
Reflect on a meeting that you regularly participate in and evaluate its effectiveness.
Management”
 Describe the meeting, who meets, when and why
 Identify 3 strengths and provide examples of how you know they are strengths.
 Identify 3 areas for improvement. Provide examples which illustrate why you think improvement is needed
 Create an action plan of strategies that would benefit the meeting. Provide reasons why you have chosen those strategies
5
Levi, D. (2001). “Managing
Conflict”
Create a mindmap about team conflict based on the material in this chapter.
A mindmap is a visual display of the ideas in the chapter and can incorporate colour, symbols, drawings, key words and
phrases… The map usually shows the relationships between the ideas.
7
Ministry of Justice (2001).
He Hinatore Ki te Ao
Maori: a glimpse into the
Maori world. Maori
perspectives on Justice.
Ministry of Justice
9
Levi, D. (2001).
“Understanding the basic team
process” .
Discuss your experience of participating in or facilitating a conflict resolution situation
 What are your thoughts on what the article has to say?
 Describe a session you were involved in.
 How does it compare to the descriptions in the article?
 In light of the comments made in the article, were these sessions effective?
 What aspects of the values or processes as outlined in the article do you or could you incorporate into your practice?
 What differences could it make?
Consider the basic team processes outlined by Levi. Choose one of the processes and apply it to a team you lead or are part of.
 What team processes have you observed in action in your team? Give examples that demonstrate it is evident.
 In your experience, what processes do you think are not true for your team? Give examples to support why you think this.
 Choose one process that you would like to develop further in your team. Provide examples to explain why you think this
needs development.
 What strategies will you put in place to do this?
Evaluate your team in relation to the characteristics of effective teams described in this reading.
 What characteristics does your team have and which does it not? Provide examples to illustrate why you think this.
 Identify at least 3 areas in which your team could be more effective and say how it might improve its functioning in these
areas.
 Comment on the research process used by Salas et al to compile the team competencies.
Anlayse Schwarz’s model of facilitative leadership
 Provide a short definition of facilitative leadership
 What does Schwarz see as the advantages of facilitative leadership?
 What key characteristics or attributes do you think a facilitative leader needs to have?
 Do you see yourself as a facilitative leader? Why or why not – provide examples.
 What areas of our own leadership style would you like to develop in light of what the article says about leadership?
10 Salas, et al. (2008) “The
wisdom of Collectives in
Organisations”
12 Schwarz, R. (2002) “The
Facilitative Leader”
Graduate Diploma Not for Profit Management Leading and Facilitating Teams
Assignment Marking Criteria
2013
Please note all three parts of the assignment must receive a pass for an overall pass grade.
Overall grade:
Score
0-7
8-10
11-13
Grade
D
C
B
14-16
A
Part one Presentation session
Presentation and
plan
Audience
participation
Not Satisfactory
0
Presentation plan not completed and
presentation attempted with limited
demonstration of session criteria
Plan does not include an audience
participation activity
Satisfactory
1
Presentation plan submitted,
presentation completed and most
session criteria demonstrated
Plan includes a participation
exercise
Exemplary
2
Presentation completed with plan submitted and
satisfactory completion of the session criteria
Not Satisfactory
0
Learning journal not submitted or heavy
reliance on description of content. Little
or no reflection on practice included.
Satisfactory
1
Reflection on practice includes
examples and personal responses
to the content or process of the day.
Little or no suggestion for change in
practice as a result of the learning
Reference to a change in practice
as a result of the learning
Exemplary
2
Reflection on practice is evident with frequent
examples provided to support comments. Personal
responses to the content and process of the day
are included and evidence of new learning is
provided through the articulation of insights or new
thoughts on theory or practice.
Clear identification of changes to practice as a
result of the learning
Plan includes a participation exercise and
demonstrates a range of strategies to engage
audience
Part Two Learning Journal
Reflection
Application
Part Three
Option 1: Readings Portfolio
Completion
Understandin
g
Examples
Originality
Not Satisfactory 0
Some parts of the assignment are omitted
Responses to the learning tasks are brief
or too inadequate to show that the
readings have been digested and
understood
There are no or few examples given to
support comments made
There is a high reliance on retelling of
source material.
Satisfactory 1
All 5 learning tasks are completed
satisfactorily
The responses show that the readings
have been read and mostly understood
Exemplary 2
All 5 tasks are completed fully and comprehensively
There are examples to support
comments made which come from the
student’s own (or organisational)
experience
Incorporates personal comments on
own experience through completing the
tasks.
There are frequent examples and personal
connections are made between the content of the
readings and the student’s own (or organisational)
experience
Incorporates personal insights and shows creativity or
new theoretical positions which are explored and
supported as a result of the tasks.
Answers to the learning tasks demonstrate a full and in
depth understanding of the readings
Or Option 2: Peer Mentoring Group Sessions
Not satisfactory 0
Less than 3 sessions are attended
Satisfactory 1
3 peer mentoring group sessions are
attended
Participation
Reflective records are completed for
less than 3 sessions or limited reflection
is recorded about each session
Learning
Little or no evidence of new learning as
a result of the sessions.
Application
Little or no evidence of reflection of
application of learning as a result of the
sessions.
Reflective records are completed for 3
sessions and reflective comments are
made in each section which demonstrate
effective use of peer mentoring for
personal/professional learning.
Reflective records show evidence of
openness to new learning about self and
organisation.
Records show evidence of reflection of
application of new learning to own
practice or organisation.
Completion
Exemplary 2
More than 3 peer mentoring sessions are attended or
there is evidence of extra effort made or obstacles to
attendance overcome
Reflective records for 3 sessions demonstrate effective
participation in the group and an understanding of
effective peer group mentoring practice. Evidence of
participating as a convener or facilitator of the group
session.
Reflective records show evidence of openness to new
learning about self and organisation and increased
understanding of peer group mentoring effectiveness.
Records contain critical discussion of application of
new learning to own practice or organisation.