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Evidence Guide: PSPGOV604A - Foster leadership and innovation

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

 

PSPGOV604A - Foster leadership and innovation

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

Provide a model of innovative practice

  1. The value placed by the organisation on leadership and innovation is promoted and reinforced
  2. Effective leadership styles and the use and benefits of innovative work practices within workgroups are identified and shared with workgroup members
  3. Effective leaders reflective of a range of leadership styles are identified and workgroup members are provided with opportunities to learn from them
  4. Innovative work practices are modelled and encouraged in the workgroup
  5. Barriers to innovation are identified and addressed with the workgroup
The value placed by the organisation on leadership and innovation is promoted and reinforced

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Effective leadership styles and the use and benefits of innovative work practices within workgroups are identified and shared with workgroup members

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Effective leaders reflective of a range of leadership styles are identified and workgroup members are provided with opportunities to learn from them

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Innovative work practices are modelled and encouraged in the workgroup

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Barriers to innovation are identified and addressed with the workgroup

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Organise workgroups to develop innovation and leadership

  1. Performance requirements for the workgroup are analysed
  2. Information is gathered about workgroup members in accordance with legislation, policy and procedures
  3. Strengths and weaknesses of individual workgroup members are identified in a manner that takes account of cultural and individual differences
  4. Workgroup roles are assigned to match individual capacities and leadership styles to work requirements
  5. Selection and assignment of workgroup members is made to foster sharing of ideas
Performance requirements for the workgroup are analysed

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Information is gathered about workgroup members in accordance with legislation, policy and procedures

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Strengths and weaknesses of individual workgroup members are identified in a manner that takes account of cultural and individual differences

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Workgroup roles are assigned to match individual capacities and leadership styles to work requirements

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Selection and assignment of workgroup members is made to foster sharing of ideas

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Organise work assignments to facilitate innovation

  1. Work is structured and allocated to support rather than hamper innovation
  2. Work assignments are communicated to workgroup members in ways that encourage and reinforce workgroup-based innovation
  3. Tasks and activities are allocated to ensure the best use of workgroup skills
  4. Timeframes and resources that allow for innovation are included in work assignments
Work is structured and allocated to support rather than hamper innovation

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Work assignments are communicated to workgroup members in ways that encourage and reinforce workgroup-based innovation

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Tasks and activities are allocated to ensure the best use of workgroup skills

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Timeframes and resources that allow for innovation are included in work assignments

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Support workgroup to develop leadership and innovation

  1. Workgroup members are encouraged to work collaboratively on work assignments
  2. Workgroup members are encouraged to share work information, knowledge and experiences in their day-to-day work
  3. Workgroup members are encouraged to seek external stimuli and knowledge and to set up and maintain networks that support the development of leadership and innovation
  4. Guidance is provided to workgroup members in ways suited to their current knowledge and experience on the use of innovation skills
  5. Workgroup members are encouraged to take a leadership role at different times throughout work assignments in accordance with their strengths or development needs
  6. Workgroup members are coached to ensure they have the enabling skills to underpin the development of leadership and innovation skills
Workgroup members are encouraged to work collaboratively on work assignments

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Workgroup members are encouraged to share work information, knowledge and experiences in their day-to-day work

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Workgroup members are encouraged to seek external stimuli and knowledge and to set up and maintain networks that support the development of leadership and innovation

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Guidance is provided to workgroup members in ways suited to their current knowledge and experience on the use of innovation skills

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Workgroup members are encouraged to take a leadership role at different times throughout work assignments in accordance with their strengths or development needs

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Workgroup members are coached to ensure they have the enabling skills to underpin the development of leadership and innovation skills

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Monitor innovation and leadership development

  1. Workgroup members are actively encouraged to reflect on activities and opportunities for innovation
  2. Workgroup activities are evaluated based on feedback from workgroup members, management, clients and other interested people
  3. Suggestions for work improvements made by workgroup members are encouraged and implemented in line with organisational requirements
  4. Reviews of the application of innovation and leadership skills are recorded and presented as required
  5. The development process is reviewed and both positive and negative outcomes are discussed and constructively analysed
Workgroup members are actively encouraged to reflect on activities and opportunities for innovation

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Workgroup activities are evaluated based on feedback from workgroup members, management, clients and other interested people

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Suggestions for work improvements made by workgroup members are encouraged and implemented in line with organisational requirements

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Reviews of the application of innovation and leadership skills are recorded and presented as required

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

The development process is reviewed and both positive and negative outcomes are discussed and constructively analysed

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Provide feedback on innovation and leadership development

  1. Feedback from review processes is discussed within the group and used to inform future innovation and leadership planning
  2. Different leadership styles and their value in providing inspiration or closure at various points in the innovative process are acknowledged
  3. Successful innovations are celebrated in accordance with organisational policy and procedures
  4. Problems in the use of innovation skills are discussed and resolved in a constructive way
Feedback from review processes is discussed within the group and used to inform future innovation and leadership planning

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Different leadership styles and their value in providing inspiration or closure at various points in the innovative process are acknowledged

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Successful innovations are celebrated in accordance with organisational policy and procedures

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Problems in the use of innovation skills are discussed and resolved in a constructive way

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Provide a model of innovative practice

  1. The value placed by the organisation on leadership and innovation is promoted and reinforced.
  2. Effective leadership styles and the use and benefits of innovative work practices within workgroups are identified and shared with workgroup members.
  3. Effective leaders reflective of a range of leadership styles are identified and workgroup members are provided with opportunities to learn from them.
  4. Innovative work practices are modelled and encouraged in the workgroup.
  5. Barriers to innovation are identified and addressed with the workgroup.
The value placed by the organisation on leadership and innovation is promoted and reinforced.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Effective leadership styles and the use and benefits of innovative work practices within workgroups are identified and shared with workgroup members.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Effective leaders reflective of a range of leadership styles are identified and workgroup members are provided with opportunities to learn from them.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Innovative work practices are modelled and encouraged in the workgroup.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Barriers to innovation are identified and addressed with the workgroup.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Organise workgroups to develop innovation and leadership

  1. Performance requirements for the workgroup are analysed.
  2. Information is gathered about workgroup members in accordance with legislation, policy and procedures.
  3. Strengths and weaknesses of individual workgroup members are identified in a manner that takes account of cultural and individual differences.
  4. Workgroup roles are assigned to match individual capacities and leadership styles to work requirements.
  5. Selection and assignment of workgroup members is made to foster sharing of ideas.
Performance requirements for the workgroup are analysed.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Information is gathered about workgroup members in accordance with legislation, policy and procedures.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Strengths and weaknesses of individual workgroup members are identified in a manner that takes account of cultural and individual differences.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Workgroup roles are assigned to match individual capacities and leadership styles to work requirements.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Selection and assignment of workgroup members is made to foster sharing of ideas.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Organise work assignments to facilitate innovation

  1. Work is structured and allocated to support rather than hamper innovation.
  2. Work assignments are communicated to workgroup members in ways that encourage and reinforce workgroup-based innovation.
  3. Tasks and activities are allocated to ensure the best use of workgroup skills.
  4. Timeframes and resources that allow for innovation are included in work assignments.
Work is structured and allocated to support rather than hamper innovation.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Work assignments are communicated to workgroup members in ways that encourage and reinforce workgroup-based innovation.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Tasks and activities are allocated to ensure the best use of workgroup skills.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Timeframes and resources that allow for innovation are included in work assignments.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Support workgroup to develop leadership and innovation

  1. Workgroup members are encouraged to work collaboratively on work assignments.
  2. Workgroup members are encouraged to share work information, knowledge and experiences in their day-to-day work.
  3. Workgroup members are encouraged to seek external stimuli and knowledge and to set up and maintain networks that support the development of leadership and innovation.
  4. Guidance is provided to workgroup members in ways suited to their current knowledge and experience on the use of innovation skills.
  5. Workgroup members are encouraged to take a leadership role at different times throughout work assignments in accordance with their strengths or development needs.
  6. Workgroup members are coached to ensure they have the enabling skills to underpin the development of leadership and innovation skills.
Workgroup members are encouraged to work collaboratively on work assignments.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Workgroup members are encouraged to share work information, knowledge and experiences in their day-to-day work.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Workgroup members are encouraged to seek external stimuli and knowledge and to set up and maintain networks that support the development of leadership and innovation.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Guidance is provided to workgroup members in ways suited to their current knowledge and experience on the use of innovation skills.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Workgroup members are encouraged to take a leadership role at different times throughout work assignments in accordance with their strengths or development needs.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Workgroup members are coached to ensure they have the enabling skills to underpin the development of leadership and innovation skills.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Monitor innovation and leadership development

  1. Workgroup members are actively encouraged to reflect on activities and opportunities for innovation.
  2. Workgroup activities are evaluated based on feedback from workgroup members, management, clients and other interested people.
  3. Suggestions for work improvements made by workgroup members are encouraged and implemented in line with organisational requirements.
  4. Reviews of the application of innovation and leadership skills are recorded and presented as required.
  5. The development process is reviewed and both positive and negative outcomes are discussed and constructively analysed.
Workgroup members are actively encouraged to reflect on activities and opportunities for innovation.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Workgroup activities are evaluated based on feedback from workgroup members, management, clients and other interested people.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Suggestions for work improvements made by workgroup members are encouraged and implemented in line with organisational requirements.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Reviews of the application of innovation and leadership skills are recorded and presented as required.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

The development process is reviewed and both positive and negative outcomes are discussed and constructively analysed.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Provide feedback on innovation and leadership development

  1. Feedback from review processes is discussed within the group and used to inform future innovation and leadership planning.
  2. Different leadership styles and their value in providing inspiration or closure at various points in the innovative process are acknowledged.
  3. Successful innovations are celebrated in accordance with organisational policy and procedures.
  4. Problems in the use of innovation skills are discussed and resolved in a constructive way.
Feedback from review processes is discussed within the group and used to inform future innovation and leadership planning.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Different leadership styles and their value in providing inspiration or closure at various points in the innovative process are acknowledged.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Successful innovations are celebrated in accordance with organisational policy and procedures.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Problems in the use of innovation skills are discussed and resolved in a constructive way.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Assessed

Teacher: ___________________________________ Date: _________

Signature: ________________________________________________

Comments:

 

 

 

 

 

 

 

 

Instructions to Assessors

Evidence Guide

The Evidence Guide specifies the evidence required to demonstrate achievement in the unit of competency as a whole. It must be read in conjunction with the Unit descriptor, Performance Criteria, the Range Statement and the Assessment Guidelines for the Public Sector Training Package.

Units to be assessed together

Pre-requisite units that must be achieved prior to this unit:Nil

Co-requisite units that must be assessed with this unit:Nil

Co-assessed units that may be assessed with this unit to increase the efficiency and realism of the assessment process include, but are not limited to:

PSPETHC601B Maintain and enhance confidence in public service

PSPGOV602B Establish and maintain strategic networks

PSPGOV605A Persuade and influence opinion

PSPMNGT602B Manage resources

PSPMNGT604B Manage change

PSPMNGT605B Manage diversity

PSPMNGT608B Manage risk

PSPMNGT609B Formulate business strategies

PSPMNGT613A Develop partnering arrangements

PSPMNGT615A Influence workforce effectiveness

PSPLEGN601B Manage compliance with legislation in the public sector

Overview of evidence requirements

In addition to integrated demonstration of the elements and their related performance criteria, look for evidence that confirms:

the knowledge requirements of this unit

the skill requirements of this unit

application of Employability Skills as they relate to this unit

leadership and innovation fostered in a range of (3 or more) contexts (or occasions, over time)

Resources required to carry out assessment

These resources include:

legislation, policy, procedures and protocols relating to the public sector

case studies and workplace scenarios to capture the range of situations likely to be encountered when fostering leadership and innovation

Where and how to assess evidence

Valid assessment of this unit requires:

a workplace environment or one that closely resembles normal work practice and replicates the range of conditions likely to be encountered when fostering leadership and innovation, including coping with difficulties, irregularities and breakdowns in routine

leadership and innovation fostered in a range of (3 or more) contexts (or occasions, over time).

Assessment methods should reflect workplace demands, such as literacy, and the needs of particular groups, such as:

people with disabilities

people from culturally and linguistically diverse backgrounds

Aboriginal and Torres Strait Islander people

women

young people

older people

people in rural and remote locations.

Assessment methods suitable for valid and reliable assessment of this competency may include, but are not limited to, a combination of 2 or more of:

case studies

portfolios

projects

questioning

scenarios

authenticated evidence from the workplace and/or training courses

For consistency of assessment

Evidence must be gathered over time in a range of contexts to ensure the person can achieve the unit outcome and apply the competency in different situations or environments

Required Skills and Knowledge

This section describes the essential skills and knowledge and their level, required for this unit.

Skill requirements

Look for evidence that confirms skills in:

applying legislation, regulations and policies relating to the public sector

providing leadership and delegation

applying innovation in own work

communicating with a diverse workforce including listening, giving and receiving feedback and conflict resolution

mentoring and motivating others

undertaking evaluation

matching staff competence to task requirements

responding to diversity, including gender and disability

applying procedures relating to occupational health and safety and environment in the context of fostering leadership and innovation

Knowledge requirements

Look for evidence that confirms knowledge and understanding of:

legislation, regulations, policies, procedures and guidelines relating to the public sector

innovation and its application in the workplace

leadership principles

techniques for evaluating performance

group dynamics

mentoring and learning principles

equal employment opportunity, equity and diversity principles

public sector legislation such as occupational health and safety and environment and sustainability practices in the context of fostering leadership and innovation

Range Statement

The Range Statement provides information about the context in which the unit of competency is carried out. The variables cater for differences between States and Territories and the Commonwealth, and between organisations and workplaces. They allow for different work requirements, work practices and knowledge. The Range Statement also provides a focus for assessment. It relates to the unit as a whole. Text in bold italics in the Performance Criteria is explained here.

Innovation is:

the capacity to come up with and develop new ideas or the new use of an old idea

conceptualisation

generation of ideas

risk taking

interpretation

collaboration

representation

reflection

evaluation.

Encouraging innovation may include:

providing supportive communication

allowing follow through with ideas

providing enough but not too much guidance and structure

providing training and learning opportunities

encouraging risk taking

providing time and resources

Barriers to innovation may include:

conservative organisational culture

risk averse rather than risk management approaches

lack of time and resources available to assess the impact of possible innovations

Information about team members may include:

work preferences

past jobs

interests

working styles

lifestyle preferences

skills and expertise

Legislation, policy and procedures may include:

State/Territory and Commonwealth legislation and regulations such as:

public sector management acts

financial management acts

privacy legislation

equal employment opportunity, anti-discrimination and harassment legislation

occupational health and safety legislation

consumer legislation

environment legislation

sustainability practices

risk management guidelines

ethics and accountability standards

public sector standards

fraud control standards

government security standards

organisational policy, procedures and protocols

work agreements

External stimuli and knowledge might come from:

technical experts

other organisations

fellow team members

life experience

journals

the Internet

networks

Guidance may include:

action learning

coaching

mentoring

counselling

skills training

modelling

Work activities that can benefit from innovationmay include:

products

processes

services

systems

tools

work practices in all fields of work

Evaluation may include:

feedback from team members or other staff

feedback from clients or work-based managers

work related statistics and reports

Leadership styles may include:

capacity to:

delegate

think laterally

communicate

trust team members

capacity to be:

open-minded

fair

responsible

collaborative

inspirational

reflective

empathetic

equitable

visionary

Innovation may be celebrated through:

positive feedback from fellow staff and clients

presentation to peers and higher management

articles in newsletters

improved work practices