Elements and Performance Criteria

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.
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.

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
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.