The Evidence Guide provides advice to inform and support appropriate assessment of this unit. It contains an overview of the assessment requirements followed by identification of specific aspects of evidence that will need to be addressed in determining competence. The Evidence Guide is an integral part of the unit and should be read and interpreted in conjunction with the other components of competency. Assessment must reflect the endorsed Assessment Guidelines of the parent Training Package.
Overview of Assessment Requirements
A person who demonstrates competence in this unit must be able to provide evidence that they are able to demonstrate leadership in developing plans, in leading and facilitating team work and in actively engaging with stakeholders. They must also provide evidence that team work is actively promoted, supported and encouraged within the work team; and their own performance serves as a role model for others and enhances the organisation's image.
Specific Evidence Requirements
Required knowledge and understanding include:
relevant legislation from all levels of government that affects business operation, especially in regard to occupational health and safety and environmental issues, equal opportunity, industrial relations and anti-discrimination
organisational policies and procedures
organisational goals, objectives and plans
organisational structure and organisational chart
the principles and techniques involved in:
- contingency planning
- performance planning
- problem identification and resolution
- consultation and communication
- record keeping and management
- relationship management including motivation and negotiation
- group dynamics, processes and politics
methods for collecting and utilising feedback development of strategies, processes and procedures to facilitate and monitor team effectiveness
learning and development options available within and through organisation
strategies that contribute to the elimination of discrimination/bias
Required skills and attributes include:
ability to relate to people from a range of social, cultural and ethnic backgrounds and physical and mental abilities
communication skills
basic training skills, including mentoring and coaching
planning and organising skills
problem solving skills
leadership skills
skills to identify needs, goals and aspirations of others
group facilitation skills
attributes:
- assertive
- persuasive
- empathic
- communicative
- showing positive leadership
- self-aware
- supportive
- trusting
- open
- flexible
- accommodating
- initiating
- loyal
- recognising achievement
- fair
- adaptable
Key competencies or generic skills relevant to this unit
The seven key competencies represent generic skills considered essential for effective work participation. Innovation skills represent a further area of generic competence. The bracketed numbering indicates the performance level required in this unit:
Level (1) represents the competence to undertake tasks effectively
Level (2) represents the competence to manage tasks
Level (3) represents the competence to use concepts for evaluating and reshaping tasks. The bulleted points provide examples of how the key competencies can be applied for this unit.
Communicating ideas and information (3)
communicating verbally to lead a team including negotiating, basic training, participating in meetings
communicating in writing including report writing, communicating with management, identifying issues and concerns in writing
Collecting, analysing and organising information (3)
developing systems to maintaining records of own knowledge and skills and that of team members relevant to organisation
planning undertaking analysis following planning activities
developing systems and processes for monitoring and review
Planning and organising activities (3)
planning for own work and the work of team members across a range of teams
contributing to the effectiveness of other teams and the organisation as a whole
Working in a team (3)
leading and representing the team
consulting team members for their input on team effectiveness strategies and feedback
working with others including external parties and team members
Using mathematical ideas and techniques (1)
using calculation skills associated with data manipulation relevant to work of team, including financial data
Solving problems (3)
applying problem solving skills as required to address issues and conflicting requirements arising from inter and intro team activities
assisting others to solve problems arising within and between teams
Using technology (2)
using word processing packages, spreadsheets, databases, and other packages to produce written correspondence and reports of activities, financial reporting and data collation.
understanding assistive technologies, as necessary
Innovation skills (3)
developing an innovative approach to the development of strategies to improve team effectiveness
Products that could be used as evidence include:
documentation produced in ensuring team effectiveness, such as:
- reports
- minutes or records of meetings
- work journals or diaries
- learning and development plans developed with team members
- records of actions taken to address issues raised by team members
Processes that could be used as evidence include:
how communication process was managed and implemented to ensure that consultation takes place
how team members were supported and encouraged to meet expected outcomes
strategies to develop and facilitate team cohesion
how performance plans were developed
how team members were guided and supported in performing their role, including induction process for new team members
how performance management system was implemented within work team
how problems and issues within the work team have been addressed
how input and advice was provided to management in relation to human resource management of the work team
how own people management processes were reviewed and evaluated, and improvements identified, reported and acted upon
Resource implications for assessment include:
access by the learner and trainer to appropriate documentation and resources normally used in the workplace
access to team members' input in relation to leadership of frontline manager
Validity and sufficiency of evidence requires:
that this unit can be assessed in the workplace or in a closely simulated work environment
that where assessment is part of a learning experience, evidence will need to be collected over a period of time, involving both formative and summative assessment
that examples of actions taken by the candidate to ensure team effectiveness are provided
Integrated competency assessment means:
that this unit should be assessed with other frontline management units taken as part of this qualification, as applicable to the candidate's leadership role in a work team and as part of an integrated assessment activity
The Evidence Guide provides advice to inform and support appropriate assessment of this unit. It contains an overview of the assessment requirements followed by identification of specific aspects of evidence that will need to be addressed in determining competence. The Evidence Guide is an integral part of the unit and should be read and interpreted in conjunction with the other components of competency. Assessment must reflect the endorsed Assessment Guidelines of the parent Training Package.
Overview of Assessment Requirements
A person who demonstrates competence in this unit must be able to provide evidence that they are able to demonstrate leadership in developing plans, in leading and facilitating team work and in actively engaging with stakeholders. They must also provide evidence that team work is actively promoted, supported and encouraged within the work team; and their own performance serves as a role model for others and enhances the organisation's image.
Specific Evidence Requirements
Required knowledge and understanding include:
relevant legislation from all levels of government that affects business operation, especially in regard to occupational health and safety and environmental issues, equal opportunity, industrial relations and anti-discrimination
organisational policies and procedures
organisational goals, objectives and plans
organisational structure and organisational chart
the principles and techniques involved in:
- contingency planning
- performance planning
- problem identification and resolution
- consultation and communication
- record keeping and management
- relationship management including motivation and negotiation
- group dynamics, processes and politics
methods for collecting and utilising feedback development of strategies, processes and procedures to facilitate and monitor team effectiveness
learning and development options available within and through organisation
strategies that contribute to the elimination of discrimination/bias
Required skills and attributes include:
ability to relate to people from a range of social, cultural and ethnic backgrounds and physical and mental abilities
communication skills
basic training skills, including mentoring and coaching
planning and organising skills
problem solving skills
leadership skills
skills to identify needs, goals and aspirations of others
group facilitation skills
attributes:
- assertive
- persuasive
- empathic
- communicative
- showing positive leadership
- self-aware
- supportive
- trusting
- open
- flexible
- accommodating
- initiating
- loyal
- recognising achievement
- fair
- adaptable
Key competencies or generic skills relevant to this unit
The seven key competencies represent generic skills considered essential for effective work participation. Innovation skills represent a further area of generic competence. The bracketed numbering indicates the performance level required in this unit:
Level (1) represents the competence to undertake tasks effectively
Level (2) represents the competence to manage tasks
Level (3) represents the competence to use concepts for evaluating and reshaping tasks. The bulleted points provide examples of how the key competencies can be applied for this unit.
Communicating ideas and information (3)
communicating verbally to lead a team including negotiating, basic training, participating in meetings
communicating in writing including report writing, communicating with management, identifying issues and concerns in writing
Collecting, analysing and organising information (3)
developing systems to maintaining records of own knowledge and skills and that of team members relevant to organisation
planning undertaking analysis following planning activities
developing systems and processes for monitoring and review
Planning and organising activities (3)
planning for own work and the work of team members across a range of teams
contributing to the effectiveness of other teams and the organisation as a whole
Working in a team (3)
leading and representing the team
consulting team members for their input on team effectiveness strategies and feedback
working with others including external parties and team members
Using mathematical ideas and techniques (1)
using calculation skills associated with data manipulation relevant to work of team, including financial data
Solving problems (3)
applying problem solving skills as required to address issues and conflicting requirements arising from inter and intro team activities
assisting others to solve problems arising within and between teams
Using technology (2)
using word processing packages, spreadsheets, databases, and other packages to produce written correspondence and reports of activities, financial reporting and data collation.
understanding assistive technologies, as necessary
Innovation skills (3)
developing an innovative approach to the development of strategies to improve team effectiveness
Products that could be used as evidence include:
documentation produced in ensuring team effectiveness, such as:
- reports
- minutes or records of meetings
- work journals or diaries
- learning and development plans developed with team members
- records of actions taken to address issues raised by team members
Processes that could be used as evidence include:
how communication process was managed and implemented to ensure that consultation takes place
how team members were supported and encouraged to meet expected outcomes
strategies to develop and facilitate team cohesion
how performance plans were developed
how team members were guided and supported in performing their role, including induction process for new team members
how performance management system was implemented within work team
how problems and issues within the work team have been addressed
how input and advice was provided to management in relation to human resource management of the work team
how own people management processes were reviewed and evaluated, and improvements identified, reported and acted upon
Resource implications for assessment include:
access by the learner and trainer to appropriate documentation and resources normally used in the workplace
access to team members' input in relation to leadership of frontline manager
Validity and sufficiency of evidence requires:
that this unit can be assessed in the workplace or in a closely simulated work environment
that where assessment is part of a learning experience, evidence will need to be collected over a period of time, involving both formative and summative assessment
that examples of actions taken by the candidate to ensure team effectiveness are provided
Integrated competency assessment means:
that this unit should be assessed with other frontline management units taken as part of this qualification, as applicable to the candidate's leadership role in a work team and as part of an integrated assessment activity