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Evidence Guide: BSBPMG617 - Provide leadership for the program

Student: __________________________________________________

Signature: _________________________________________________

Tips for gathering evidence to demonstrate your skills

The important thing to remember when gathering evidence is that the more evidence the better - that is, the more evidence you gather to demonstrate your skills, the more confident an assessor can be that you have learned the skills not just at one point in time, but are continuing to apply and develop those skills (as opposed to just learning for the test!). Furthermore, one piece of evidence that you collect will not usualy demonstrate all the required criteria for a unit of competency, whereas multiple overlapping pieces of evidence will usually do the trick!

From the Wiki University

 

BSBPMG617 - Provide leadership for the program

What evidence can you provide to prove your understanding of each of the following citeria?

Promote the program vision

  1. Maintain alignment of the program vision with the sponsoring organisation mission and values
  2. Conduct ongoing negotiations with stakeholders to maintain program vision
  3. Demonstrate commitment to the program vision
Maintain alignment of the program vision with the sponsoring organisation mission and values

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Conduct ongoing negotiations with stakeholders to maintain program vision

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Demonstrate commitment to the program vision

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Build an environment of confidence and trust within the program

  1. Treat stakeholders fairly and equitably
  2. Encourage and facilitate open discussion
  3. Manage differences constructively
  4. Attend to issues and concerns in a timely manner
  5. Choose and apply interpersonal and leadership styles based on the circumstances
  6. Honour realistic personal commitments
Treat stakeholders fairly and equitably

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Encourage and facilitate open discussion

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Manage differences constructively

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Attend to issues and concerns in a timely manner

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Choose and apply interpersonal and leadership styles based on the circumstances

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Honour realistic personal commitments

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Embed socially responsible practice into the program

  1. Communicate explicit expectations for socially responsible practice to constituent projects and other pertinent stakeholders
  2. Design policies and procedures to allow individuals to safely report breaches of socially responsible practice without fear of retaliation
  3. Identify and address threats to socially responsible practice within the program
Communicate explicit expectations for socially responsible practice to constituent projects and other pertinent stakeholders

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Design policies and procedures to allow individuals to safely report breaches of socially responsible practice without fear of retaliation

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify and address threats to socially responsible practice within the program

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Develop the potential of program staff

  1. Establish individual behavioural expectations for constituent project managers
  2. Define, document and communicate agreed individual program roles
  3. Encourage desirable behaviours and discourage undesirable behaviours
Establish individual behavioural expectations for constituent project managers

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Define, document and communicate agreed individual program roles

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Encourage desirable behaviours and discourage undesirable behaviours

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Support a learning environment

  1. View program planning and program plan implementation as a learning process
  2. Treat errors, mistakes and expressed concerns as learning opportunities
  3. Develop and maintain plans for identifying, capturing, disseminating and exchanging knowledge
  4. Implement program knowledge as planned
  5. Encourage reflection on and review of practice as a basis for learning
View program planning and program plan implementation as a learning process

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Treat errors, mistakes and expressed concerns as learning opportunities

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Develop and maintain plans for identifying, capturing, disseminating and exchanging knowledge

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Implement program knowledge as planned

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Encourage reflection on and review of practice as a basis for learning

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Assessed

Teacher: ___________________________________ Date: _________

Signature: ________________________________________________

Comments:

 

 

 

 

 

 

 

 

Instructions to Assessors

Evidence Guide

ELEMENT

PERFORMANCE CRITERIA

Elements describe the essential outcomes.

Performance criteria describe the performance needed to demonstrate achievement of the element.

1. Promote the program vision

1.1 Maintain alignment of the program vision with the sponsoring organisation mission and values

1.2 Conduct ongoing negotiations with stakeholders to maintain program vision

1.3 Demonstrate commitment to the program vision

2. Build an environment of confidence and trust within the program

2.1 Treat stakeholders fairly and equitably

2.2 Encourage and facilitate open discussion

2.3 Manage differences constructively

2.4 Attend to issues and concerns in a timely manner

2.5 Choose and apply interpersonal and leadership styles based on the circumstances

2.6 Honour realistic personal commitments

3. Embed socially responsible practice into the program

3.1 Communicate explicit expectations for socially responsible practice to constituent projects and other pertinent stakeholders

3.2 Design policies and procedures to allow individuals to safely report breaches of socially responsible practice without fear of retaliation

3.3 Identify and address threats to socially responsible practice within the program

4. Develop the potential of program staff

4.1 Establish individual behavioural expectations for constituent project managers

4.2 Define, document and communicate agreed individual program roles

4.3 Encourage desirable behaviours and discourage undesirable behaviours

5. Support a learning environment

5.1 View program planning and program plan implementation as a learning process

5.2 Treat errors, mistakes and expressed concerns as learning opportunities

5.3 Develop and maintain plans for identifying, capturing, disseminating and exchanging knowledge

5.4 Implement program knowledge as planned

5.5 Encourage reflection on and review of practice as a basis for learning

Required Skills and Knowledge

ELEMENT

PERFORMANCE CRITERIA

Elements describe the essential outcomes.

Performance criteria describe the performance needed to demonstrate achievement of the element.

1. Promote the program vision

1.1 Maintain alignment of the program vision with the sponsoring organisation mission and values

1.2 Conduct ongoing negotiations with stakeholders to maintain program vision

1.3 Demonstrate commitment to the program vision

2. Build an environment of confidence and trust within the program

2.1 Treat stakeholders fairly and equitably

2.2 Encourage and facilitate open discussion

2.3 Manage differences constructively

2.4 Attend to issues and concerns in a timely manner

2.5 Choose and apply interpersonal and leadership styles based on the circumstances

2.6 Honour realistic personal commitments

3. Embed socially responsible practice into the program

3.1 Communicate explicit expectations for socially responsible practice to constituent projects and other pertinent stakeholders

3.2 Design policies and procedures to allow individuals to safely report breaches of socially responsible practice without fear of retaliation

3.3 Identify and address threats to socially responsible practice within the program

4. Develop the potential of program staff

4.1 Establish individual behavioural expectations for constituent project managers

4.2 Define, document and communicate agreed individual program roles

4.3 Encourage desirable behaviours and discourage undesirable behaviours

5. Support a learning environment

5.1 View program planning and program plan implementation as a learning process

5.2 Treat errors, mistakes and expressed concerns as learning opportunities

5.3 Develop and maintain plans for identifying, capturing, disseminating and exchanging knowledge

5.4 Implement program knowledge as planned

5.5 Encourage reflection on and review of practice as a basis for learning