- SIRXQUA002A - Lead a team to foster innovation
Unit of Competency Mapping – Information for Teachers/Assessors – Information for Learners
SIRXQUA002A Mapping and Delivery Guide
Lead a team to foster innovation
Version 1.0
Issue Date: June 2024
Qualification | - |
Unit of Competency | SIRXQUA002A - Lead a team to foster innovation |
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Description | This unit describes the performance outcomes, skills and knowledge required to lead a workplace team in ways that foster innovative work practices. | ||
Employability Skills | This unit contains employability skills. | ||
Learning Outcomes and Application | This unit applies to individuals leading work teams on individual projects or for work in general. The skills encompass the requirements for encouraging innovation within individual team members as well as a team as a whole. They include how to put a team together and keep it working well, how to structure work and monitor progress, how to ensure the team members have the information and skills they need and how to apply innovative work skills to the leadership role. | ||
Duration and Setting | X weeks, nominally xx hours, delivered in a classroom/online/blended learning setting. |
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Prerequisites/co-requisites | Nil | ||
Competency Field | Quality and Innovation |
Development and validation strategy and guide for assessors and learners | Student Learning Resources | Handouts Activities |
Slides PPT |
Assessment 1 | Assessment 2 | Assessment 3 | Assessment 4 | |
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Elements of Competency | Performance Criteria | |||||||
Element: Organise team to maximise innovation. |
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Element: Organise work assignments within team to facilitate innovative work practices. |
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Element: Provide guidance and coaching to team members on innovation in the workplace. |
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Element: Provide a model of innovative work practice. |
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Element: Monitor the team’s ongoing use of innovative work practices. |
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Element: Provide feedback on the use of innovative work skills. |
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Evidence Required
List the assessment methods to be used and the context and resources required for assessment. Copy and paste the relevant sections from the evidence guide below and then re-write these in plain English.
The evidence guide provides advice on assessment and must be read in conjunction with the performance criteria, required skills and knowledge, the range statement and the Assessment Guidelines for this Training Package. | |
Critical aspects for assessment and evidence required to demonstrate competency in this unit | Evidence of the following is essential: organises team to maximise innovation, including gathering information on team members, assigning team roles and selecting team members organises work assignments within team to foster innovation provides guidance and coaching to team members on innovation in the workplace provides a model of innovative work practice monitors the team's ongoing use of innovative work practice. |
Context of and specific resources for assessment | Assessment must ensure access to: a retail work environment relevant documentation, such as store policy and procedures manuals a range of communication equipment a team. |
Methods of assessment | A range of assessment methods should be used to assess practical skills and knowledge. The following examples are appropriate for this unit: observation of performance in the workplace third-party reports from a supervisor written or verbal questioning to assess knowledge and understanding review of portfolios of evidence and third-party workplace reports of on-the-job performance. |
Guidance information for assessment | Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended. |
Submission Requirements
List each assessment task's title, type (eg project, observation/demonstration, essay, assignment, checklist) and due date here
Assessment task 1: [title] Due date:
(add new lines for each of the assessment tasks)
Assessment Tasks
Copy and paste from the following data to produce each assessment task. Write these in plain English and spell out how, when and where the task is to be carried out, under what conditions, and what resources are needed. Include guidelines about how well the candidate has to perform a task for it to be judged satisfactory.
This section describes the essential skills and knowledge and their level, required for this unit. |
Required skills |
interpersonal skills to: communicate work assignments provide guidance and coaching and provide feedback through clear and direct communication ask questions to identify and confirm requirements share information give instructions use language and concepts appropriate to cultural differences use and interpret non-verbal communication leadership skills to: ability to apply innovative work skills in own work motivate team encourage innovation apply conflict resolution techniques apply counselling and consoling techniques match staff competencies to task requirements |
Required knowledge |
innovative work skills leadership principles techniques for evaluating team performance an understanding of group dynamics in a team coaching and learning principles |
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 in the performance criteria is detailed below. | |
Team may include: | small work team store team corporate team. |
Information may include: | work preferences past jobs interests working styles lifestyle preferences. |
Team members may: | come from a variety of social, cultural or ethnic backgrounds vary in literacy and numeracy skills vary in competencies. |
Methods used to communicate may include: | writing a proposal building a model showing a film presenting a talk preparing a report drawing a diagram. |
Ways to encourage and reinforce team-based innovation may include: | supportive communication allowing follow-through with ideas providing enough but not too much guidance and structure providing training and learning opportunities. |
External stimuli and knowledge may come from: | technical experts other organisations journals the internet networks. |
Guidance may include: | coaching mentoring counselling skills training modelling. |
Qualities of an effective team member may include capacity to be: | fair responsible collaborative reflective sympathetic equitable hardworking. |
Feedback may be sought and given: | verbally in writing through presentations at informal and formal meetings. |
Clients may include: | new and existing clients internal or external clients customers with a range of social, cultural and ethnic backgrounds and physical and mental abilities customers with routine or special needs. |
Evidence may include: | feedback from team members or other staff feedback from clients or work-based managers work-related statistics and reports. |
Suggestions for work improvements may be received from: | supervisors team members peers clients the learners subject experts. |
Training and evaluation may: | relate to: existing staff competencies level of competencies required by staff be supervised by: supervisor or manager training coordinator external consultant. |
Rewards and promotion of innovation may include: | positive feedback presentation to peers and higher management prizes certificates positive reinforcement through articles in newsletters. |
Copy and paste from the following performance criteria to create an observation checklist for each task. When you have finished writing your assessment tool every one of these must have been addressed, preferably several times in a variety of contexts. To ensure this occurs download the assessment matrix for the unit; enter each assessment task as a column header and place check marks against each performance criteria that task addresses.
Observation Checklist
Tasks to be observed according to workplace/college/TAFE policy and procedures, relevant legislation and Codes of Practice | Yes | No | Comments/feedback |
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Analyse the performance requirements for the team. | |||
Gather information about team members. | |||
Acknowledge strengths and weaknesses of individual team members. | |||
Assign team roles to ensure a match between work requirements and individual team members’ capacities. | |||
Select team members to foster cross-fertilisation of ideas. | |||
Structure and organise work to enable innovation. | |||
Communicate work assignments to team members in ways that encourage and reinforce team based innovation. | |||
Allocate tasks and activities to ensure the best use of team skills. | |||
Ensure work assignments include timelines that allow for innovation. | |||
Encourage team members to work collaboratively on work assignments. | |||
Encourage team members to share work information, knowledge and experiences in their day-to-day work. | |||
Encourage team members to seek external stimuli and knowledge and to set up and maintain networks. | |||
Provide appropriate guidance to team members on the use of innovation in the workplace. | |||
Coach team members to ensure they have the enabling skills to implement innovation in the workplace. | |||
Share case studies and examples of the use and benefits of innovative work practices within teams with team members. | |||
Ensure examples of the way innovative skills can be applied in the workplace are provided by the team leader. | |||
Demonstrate the qualities of an effective team member, as team leader in working with the team. | |||
Promote and reinforce the value placed by the organisation on innovation. | |||
Actively encourage team members to reflect on team activities and opportunities for improvement and innovation. | |||
Evaluate team activities based on feedback from team members, management, clients and other interested people. | |||
Receive suggestions for work improvements in a positive manner, and act on them where appropriate. | |||
Review and record evidence of the application of innovative work skills, and present findings as appropriate. | |||
Review the innovation process and discuss and constructively analyse both positive and negative outcomes. | |||
Debrief team members after work and training and evaluation exercises. | |||
Discuss feedback from review processes within the team and use it to inform future planning. | |||
Celebrate successful innovations and reward the team appropriately. | |||
Discuss problems in the use of innovation in a constructive way. |
Forms
Assessment Cover Sheet
SIRXQUA002A - Lead a team to foster innovation
Assessment task 1: [title]
Student name:
Student ID:
I declare that the assessment tasks submitted for this unit are my own work.
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Result: Competent Not yet competent
Feedback to student
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Assessment Record Sheet
SIRXQUA002A - Lead a team to foster innovation
Student name:
Student ID:
Assessment task 1: [title] Result: Competent Not yet competent
(add lines for each task)
Feedback to student:
Overall assessment result: Competent Not yet competent
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Date:
Student signature:
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