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Evidence Guide: MTMBUS702A - Provide strategic leadership

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

 

MTMBUS702A - Provide strategic leadership

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

Reflect on personal effectiveness and efficacy

  1. Strategies are identified and applied to create a culture that encourages and allows for the receiving and giving of effective feedback.
  2. Personal efficacy and attainment of professional and personal development objectives and priorities are reviewed regularly.
  3. Capacity as a role model is reviewed in terms of ability to build trust, confidence and respect of diverse and relevant individuals and groups.
  4. Personal efficacy and capability to build an effective organisational and workplace culture are evaluated.
  5. Personal effectiveness in developing the competence required to achieve operational responsibilities is analysed and evaluated.
  6. Personal responsibility for environmental sustainability is modelled and developed in others.
Strategies are identified and applied to create a culture that encourages and allows for the receiving and giving of effective feedback.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Personal efficacy and attainment of professional and personal development objectives and priorities are reviewed regularly.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Capacity as a role model is reviewed in terms of ability to build trust, confidence and respect of diverse and relevant individuals and groups.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Personal efficacy and capability to build an effective organisational and workplace culture are evaluated.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Personal effectiveness in developing the competence required to achieve operational responsibilities is analysed and evaluated.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Personal responsibility for environmental sustainability is modelled and developed in others.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Lead in a transformational manner

  1. Transformational leadership practices are applied in a given context.
  2. Empathy in personal communication relationships and day-to-day leadership role is demonstrated.
  3. Leadership is demonstrated, which is inclusive and respectful of individual differences.
  4. Own potentially disruptive emotions and impulses are controlled and appropriately regulated.
  5. Work-based relationships are managed effectively.
Transformational leadership practices are applied in a given context.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Empathy in personal communication relationships and day-to-day leadership role is demonstrated.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Leadership is demonstrated, which is inclusive and respectful of individual differences.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Own potentially disruptive emotions and impulses are controlled and appropriately regulated.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Work-based relationships are managed effectively.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Cultivate collaborative thinking

  1. Judgement and commonsense are displayed when undertaking day-to-day leadership role.
  2. Relevant legislation, information and intelligence sources are analysed when evaluating business opportunities.
  3. Personal expertise and relevant individuals are drawn upon to achieve strategic results.
  4. Contributions from relevant individuals are sought and encouraged.
  5. Collaborative communication and learning approaches are used to model and encourage such practices in the workplace.
  6. Collaborative and participative work relationships are cultivated.
Judgement and commonsense are displayed when undertaking day-to-day leadership role.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Relevant legislation, information and intelligence sources are analysed when evaluating business opportunities.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Personal expertise and relevant individuals are drawn upon to achieve strategic results.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Contributions from relevant individuals are sought and encouraged.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Collaborative communication and learning approaches are used to model and encourage such practices in the workplace.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Collaborative and participative work relationships are cultivated.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Provide strategic leadership during change processes

  1. Organisational direction and values are conveyed positively to relevant individuals and relevant stakeholders.
  2. Impact and role of leadership during organisational change is analysed.
  3. Capacity and competence of relevant individuals are analysed and confirmed consistent with their ability to contribute to change processes and plans.
  4. Learning and communication solutions are developed to address problems and risks arising for individuals during organisational change.
  5. Leadership styles are identified and approaches developed to best respond to the impact of change on people and processes.
Organisational direction and values are conveyed positively to relevant individuals and relevant stakeholders.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Impact and role of leadership during organisational change is analysed.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Capacity and competence of relevant individuals are analysed and confirmed consistent with their ability to contribute to change processes and plans.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Learning and communication solutions are developed to address problems and risks arising for individuals during organisational change.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Leadership styles are identified and approaches developed to best respond to the impact of change on people and processes.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Assessed

Teacher: ___________________________________ Date: _________

Signature: ________________________________________________

Comments:

 

 

 

 

 

 

 

 

Instructions to Assessors

Evidence Guide

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

resources normally used in the workplace, such as organisational policies and procedures, and 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

series of workplace activities and projects developed and implemented as part of the organisation's strategic development

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, with other units in the qualification in which this unit is packaged.

Required Skills and Knowledge

Required skills

Ability to:

use 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

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

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

review own personal and professional competence against personal development objectives

support and use participative arrangements aimed at establishing trust

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 plain English written texts which deal with complex ideas and concepts

use workplace technology.

Required knowledge

Knowledge of:

relevant legislation that affects the business operation, especially in regard to OHS and environmental issues, Equal Employment Opportunity (EEO) and anti-discrimination, industrial relations and regulatory requirements

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, regulatory 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 to changes in customer or market conditions

environmental sustainability principles.

Range Statement

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.

Efficacy may include:

accurately reflecting and performing self-assessment

having self-confidence

recognising personal emotional responses in a given context.

Personal efficacy may include:

accessibility

adaptability to change

decisiveness

flexibility

personal performance appraisal

self-analysis.

Relevant individualsand groups may include:

employees and staff

employers

government agencies and departments

industry associations and employer bodies

industry representatives

national Industry Skills Councils (ISCs)

professional associations

regulatory, licensing and compliance authorities

research agencies

students

state and territory industry training advisory bodies (ITABs)

subject or technical specialists and experts

trade unions

universities.

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 has management responsibility.

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.

Relevant stakeholders may include:

administrative and regulatory bodies

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

experts

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

public or private sector enterprises

students

suppliers and business partners

training and assessment organisations.

Risks may include:

issues, concerns or actions likely to result in a negative outcome, such as preventing the organisation from meeting its objectives

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

Leadership style will usually be differentiated by five classical approaches:

autocratic (non-participative)

charismatic flexibility

democratic (participative)

laissez faire (free reign)

paternalistic.