The Evidence Guide provides advice on assessment and must be read in conjunction with the performance criteria, required skills and knowledge, range statement and the Assessment Guidelines for the Training Package.

Overview of assessment

Critical aspects for assessment and evidence required to demonstrate competency in this unit

Evidence of the following is essential:

capacity to improve own development, personal leadership style and self-management skills

demonstrated application of leadership style and approach appropriate to individuals involved, outcomes being sought and context

knowledge of relevant legislation.

Context of and specific resources for assessment

Assessment must ensure:

access to an actual workplace or simulated environment

competence is consistently demonstrated over time, and over a range and variety of complex tasks/projects and situations

access to appropriate documentation and resources normally used in the workplacesuch as organisational policies and procedures, relevant legislation

access to clients.

Method of assessment

A range of assessment methods should be used to assess practical skills and knowledge. The following examples are appropriate for this unit:

direct questioning combined with review of portfolios of evidence and third party workplace reports of on-the-job performance by the candidate

review of applied projects and learning activities such as reports and case studies

direct observation of contextual application and presentations to a range of stakeholders

oral or written questioning to assess knowledge of leadership styles

analysis of personal reflection and self-awareness of leadership styles and impact of this approach on task completion and others

review of personal development plan.

Guidance information for assessment

Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example:

BSBINN501A Establish systems that support innovation

BSBINN601B Manage organisational change

BSBINN801A Lead innovative thinking and practice

BSBLED702A Lead learning strategy implementation

PSPHR616A Manage performance management system.

Required skills

problem-solving, initiative and enterprise skills to:

direct, motivate, consult and delegate appropriate to the circumstances

collect, analyse and interpret data using a range of methods

shape strategic thinking and inspire others through a shared vision

work with teams with diverse emotional and multiple intelligences and thinking (cognition) skills

teamwork skills to lead a team, workgroup or unit, being aware of employee needs and requirements

self-management skills to:

provide leadership in occupational health and safety (OHS) practice, ethical standards, legislative requirements and corporate governance

review own personal and professional competence against personal development objectives

support and use participative arrangements aimed at establishing trust

communication skills to:

maintain appropriate relationships with colleagues and others

value and be open to, the opinions of others

work as part of a team

model collaborative communication and learning

use active listening and negotiation skills

encourage participation across all levels of personnel and clients

seek opinions and elicit feedback from a range of stakeholders

develop written texts which deal with complex ideas and concepts

technology skills to use office computer applications

Required knowledge

relevant legislation that affects the business operation, especially in regard to OHS and environmental issues, equal opportunity and anti-discrimination, industrial relations

organisation mission, purpose and values

organisation objectives, plans and strategies

leadership styles

personal development planning methodologies

data collection methods

external environment scanning relating to social, political, economic and technological developments

emotional intelligence and its relationship to individual and team effectiveness

organisational transformation and the management of the stages of change

organisational design and building in responsiveness of operations to change in customer or market conditions

The range statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Bold italicised wording, if used in the performance criteria, is detailed below. Essential operating conditions that may be present with training and assessment (depending on the work situation, needs of the candidate, accessibility of the item, and local industry and regional contexts) may also be included.

Personal efficacy may include:

accurately reflecting and performing self-assessment

having self-confidence

recognising personal emotional responses in a given context.

Personal competence may include:

accessibility

adaptability to change

decisiveness

flexibility

personal performance appraisal

self-analysis.

Relevant individuals may include:

employees, staff

employers

government agencies and departments

industry associations and employer bodies

industry representatives

national Industry Skills Councils

professional associations

regulatory, licensing and compliance authorities

research agencies

students

state and territory industry training advisory bodies

subject or technical specialists and experts

trade unions

universities.

Accountabilities and responsibilities may include:

clarifying who is to be accountable for a decision or action prior to its execution

identifying groups, individuals and activities for which a person is responsible for managing.

Controlling and appropriately regulating disruptive emotions and impulses may include:

avoiding personal responses that may be insensitive or inappropriate in a given context

managing disruptive emotions and impulses

positively shaping interpersonal relationships

self-control.

Cognitions may include:

thinking through personal and other team member's responses to given situations

thinking through problems and plans.

Leadership style will usually be differentiated by five classical approaches:

autocratic (non-participative)

charismatic flexibility

democratic (participative)

laissez faire (free reign)

paternalistic.

Intelligence refers to:

emotional and decision making intelligence.

Relevant stakeholders may include:

administrative and regulatory bodies

coordinators, teachers, assessors, coaches, mentors and support staff

experts

industry, employees, employer, professional and peak bodies or associations

other employers

public or private sector enterprises

students

suppliers and business partners

training and assessment organisation.

Risks may include:

issues, concerns or actions likely to result in a negative outcome, for example preventing the organisation to meet its objectives

likely consequences of such an event on organisational performance and business continuity management.