- BSBLED701A - Lead personal and strategic transformation
Lead personal and strategic transformation
This unit applies to leaders or managers working in organisations where learning is used to build capabilities. Their effectiveness is based on professional expertise and personal integrity, and they provide a role model for others.
The unit may relate to learning activities within a small to medium sized organisation or a significant unit of activity in a large organisation.
Leaders in learning must be able to respond strategically, acting as transformational agents in response to multiple drivers for change - they seek to improve competitive advantage through transformation of individual, team and operational capabilities.
Elements and Performance Criteria
1. Reflect on personal efficacy
1.1. Identify and apply strategies to create a climate that encourages and allows for the receiving and giving of effective feedback
1.2. Regularly review personal efficacy, personal competence, and attainment of professional competence outcomes and personal development objectives and priorities
1.3. Review capacity as a role model in terms of ability to build trust, confidence and respect of diverse groups and relevant individuals
1.4. Evaluate personal efficacy and ability to build an effective organisational and workplace culture
1.5. Analyse and evaluate personal effectiveness in developing the competence required to achieve operational accountabilities and responsibilities
2. Lead in a transformational manner
2.1. Apply transformational and transactional leadership practices in a given context
2.2. Demonstrate empathy in personal communication relationships and day-to-day leadership role
2.3. Lead consistently, in an inclusive manner that is respectful of individual differences
2.4. Control and appropriately regulate own potentially disruptive emotions and impulses
2.5. Manage work-based relationships effectively
2.6. Integrate emotions with cognitions in personal leadership style
2.7. Evaluate personal leadership style and apply to a given context
3. Model and cultivate collaborative thinking
3.1. Display judgement, intelligence and commonsense when undertaking day-to-day leadership role
3.2. Analyse relevant legislation, information and intelligence sources when evaluating business opportunities
3.3. Draw upon personal expertise of self and relevant individuals to achieve strategic results
3.4. Seek and encourage contributions from relevant individuals
3.5. Use collaborative communication and learning approaches to model and encourage such practices in the workplace
3.6. Cultivate existing and new, collaborative and participative work relationships
4. Provide strategic leadership during change processes
4.1. Convey organisational direction and values positively to relevant individuals and relevant stakeholders
4.2. Analyse impact and role of leadership during organisational change
4.3. Analyse and confirm capacity and competence of relevant individuals consistent with their ability to contribute to change processes and plans
4.4. Develop learning and communication solutions to address problems and risks arising for individuals during organisational change
4.5. Identify leadership styles and develop approaches to best respond to the impact of change on people and processes
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
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
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 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.
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
recognising personal emotional responses in a given context.
Personal competence may include:
adaptability to change
personal performance appraisal
Relevant individuals may include:
government agencies and departments
industry associations and employer bodies
national Industry Skills Councils
regulatory, licensing and compliance authorities
state and territory industry training advisory bodies
subject or technical specialists and experts
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
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:
laissez faire (free reign)
Intelligence refers to:
emotional and decision making intelligence.
Relevant stakeholders may include:
administrative and regulatory bodies
coordinators, teachers, assessors, coaches, mentors and support staff
industry, employees, employer, professional and peak bodies or associations
public or private sector enterprises
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.
Workforce Development - Learning and Development
This unit contains employability skills.