BSBLDR602 Provide Leadership Across

the Organisation
Mode | Classroom Delivery
LEARNER’S GUIDE

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BSBLDR602 Provide Leadership Across the Organisation
Supporting a range of BSB qualifications – refer to each qualification packaging rules for unit selection. May also support other
qualifications based on respective packaging rules.

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Copyright: This section must be retained on all versions/amended copies

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NOVA Institute of Technology
Melbourne
, VIC, 3205, Australia

Provider Code:
21984| CRICOS Code:
02856B

Delivery Mode Combined in-person and independent study

Assessments have been contextualised to produce skills

and knowledge that are relevant to the target student’s
industry or work context.
Audience: International students on student visa Profile:
Academic level – Year 12 or above, young to matured
groups
Context: Undertaking this unit as part of a structured and
instructor-led course towards obtaining a formal
Context qualification. Assessed in a face-to-face mode with
performance observed under required assessment
conditions. Assessment and unit outcomes aligned with
unit element and underpinning knowledge.

Refer to the trainer and assessment strategy for further

information on target audience characteristics, delivery
plans, schedules, and supported job roles.

Table of Contents

1. Introduction......................................................................................................................................................................... 4
2. Unit Overview..................................................................................................................................................................... 4
3. Competency Standards........................................................................................................................................................5
4. Delivery Plan....................................................................................................................................................................... 8
Delivery Arrangement........................................................................................................................................................ 8
Delivery Conditions............................................................................................................................................................8
Lesson Topics and Plan......................................................................................................................................................8
Suggested Learner Resources...........................................................................................................................................10
5. Assessment Plan................................................................................................................................................................ 17
Assessment Method..........................................................................................................................................................17
Submission of Work......................................................................................................................................................... 18
6. Assessment Tasks.............................................................................................................................................................. 20

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 Assessment Task 1:........................................................................................................................................................... 20
Assessment Task 2:........................................................................................................................................................... 22
Assessment Task 3:........................................................................................................................................................... 24
7. Academic Policies and Processes.......................................................................................................................................27
Assignment Cover Sheet........................................................................................................................................................29

1. Introduction

Welcome to the learner’s guide for this unit of competency from the Business Services (BSB) training package.
This guide provides you with essential information on competency standards, delivery plan and schedule,
assessment plan, assessment tasks and learning resources for this unit of competency.

The purpose of this learner’s guide is to:

▪ Provide you with information on delivery schedule and plan of this unit
▪ Ensure that you understand how students will be assessed in this unit
▪ Provide information on assessment methods, strategies, and evidence requirements
▪ Provide information on learning activities and assessment tasks
▪ List resources which may assist in student learning and assessment tasks

2. Unit Overview

This unit describes the skills and knowledge required to demonstrate senior leadership behaviour and personal
and professional competence. Business ethics are also addressed in this unit.

The unit applies to individuals who have a role in modelling professionalism in their organisation and industry
and inspiring and motivating others to achieve organisational goals. Leadership is seen in the context of the
organisational mission.

Learning Outcomes

On successful completion of this unit, the learner/trainee will be able to;

▪ Communicate organisational mission and goals

▪ Influence groups and individuals
▪ Build and support teams
▪ Demonstrate personal and professional competence

As well as demonstrating the performance criteria, to be assessed as competent, the learner must
demonstrate their ability to apply the required knowledge and skills in a range of situations. These are
summarised in the Competency Standards section below.

Prerequisite Requirements

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This unit does not have a pre-requisite.

Skill Recognition and Credit Transfer

Appropriate credit(s) may be granted to eligible students against each unit of competency on presentation of
evidence of successful completion of the same unit in an equivalent or higher qualification. Under the
Australian Qualifications Framework, this qualification recognises competencies achieved as part of a
Nationally Recognised Qualification from other institutes or universities.
Students may also apply for Recognition of Prior Learning (RPL) by providing evidence that they have the
required skills and knowledge in the specific areas of competency through work/industry experience and/or
completed eligible assessments in equivalent or higher qualification.

Please refer to college’s RPL/Credit Transfer Policy for more information and applicable procedures. The policy
is available either through the faculty coordinator or college’s website.

3. Competency Standards

This unit is derived from the Business Service training package BSB.

Competency standards for this unit are made up of unit descriptor (As provided in the Unit Overview),
performance criteria, required skills, required knowledge, embedded employability skills components,
assessment requirements and evidence guide.

They can also be viewed at:

View Unit

The learners must familiarise themselves with all the competency requirements for this unit of competency
and ensure that they have received all the relevant information and support from the trainer and assessor that
might be detrimental to their academic performance and outcomes.

Requirements for student competency records are described in Sections 7 & 8 of this guide.

Refer to your college’s additional policies and procedure in regard to assessments, re-assessment and training
and assessment strategies.

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Performance Criteria

The following performance criteria specify the required level of performance for each of the elements of
competency:

Element Performance Criteria

1.1 Confirm objectives, values and standards according to

organisation’s strategic direction
1.2 Establish links between organisational objectives, values and
standards and the responsibilities of relevant groups and
individuals
1. Communicate organisational 1.3 Confirm that media and language used for communicating
mission and goals organisational mission and goals meets the needs of individuals
and group
1.4 State expectations of internal groups and individuals
1.5 Investigate incidents and communicate results to relevant
groups and individuals according to organisational policies and
procedures

2.1 Make decisions according to organisational policies and

procedures and work task timeframes
2.2 Facilitate improvements to organisational and workplace
2. Influence groups and individuals policies and procedures
2.3 Facilitate integration of global environment and new
technology into work activities
2.4 Represent organisation in the media and community

3.1 Assign accountabilities and responsibilities to teams

according to competencies and operational plans
3.2 Resource teams to allow them to achieve their objectives
3. Build and support teams
3.3 Create and maintain a positive work environment
3.4 Encourage teams and individuals to develop innovative
approaches to work tasks

4.1 Model ethical conduct in own work and encourage others to

adopt business ethics
4.2 Adapt interpersonal and leadership styles to meet
4. Demonstrate personal and circumstances and situations
professional competence 4.3 Set and aim to achieve personal objectives and work
program outcomes
4.4 Engage in professional development activities and industry
and professional networks and groups

Performance Evidence

Evidence of the ability to:

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 ▪ Influence, support and provide resources for at least two individuals ▪ Influence, support and provide
resources for at least one team.
In the course of the above, the candidate must:

▪ Communicate the organisation’s objectives, values and standards to a range of stakeholders using
appropriate media and language
▪ Assign accountabilities to teams according to competencies and operational plans
▪ Resource teams according to work objectives
▪ Demonstrate ethical conduct and professional competence and continuing professional development
▪ Encourage others to adopt business ethics and build their commitment to the organisation.

Knowledge Evidence

The following knowledge must be assessed as part of this unit:

▪ Organisational and workplace policies and procedures related to providing leadership in the
organisation
▪ Business ethics and its application to leadership styles and the organisation’s mission, objectives and
values
▪ Organisational research and implementation methods
▪ Processes to establish and maintain a positive work environment for individuals and teams
▪ Organisational mission, purpose and values
▪ Organisational objectives, plans and strategies and regulatory requirements ▪ Organisational change
processes.

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4. Delivery Plan

Delivery is in the form of instructor-led, classroom-based training sessions supported by simulated learning
and/or project sessions. Within the classroom environment, delivery is supported by classroom-based
activities, tasks, lectures and structured lessons. Strategies for classroom-based learning focus on development
of skills and underpinning knowledge through practice, formative tasks, interaction, discussion, reading,
feedback, and practical examples of the theory.

Delivery Arrangement

The unit will be delivered over a prescribed period (term/semester) in a class-room training environment
through a structured learning program comprising of (but not limited to) lectures, presentations, case studies,
practical projects, group discussion and classroom-based activities. Delivery schedule of this unit of
competency is provided at the beginning of this guide. Timetables will be advised at the beginning of each
academic term and posted on the notice board and college’s website.

It is expected that training/learning sessions will incorporate group/collaborative activities and tasks that are
relevant to the learning and evidence outcomes in this unit. The emphasis of learning, where possible, will be
on linking theoretical concepts and models with real-life situations to provide the learners with an opportunity
to gain an insight into key technological processes, professional environment and workplace practices.

Delivery Conditions

▪ Learners are required to attend the prescribed delivery sessions, in particular where assessment plan,
schedule, projects, and in-class activities and tasks are planned
▪ On commencement, the learners should review and understand all the course related information
including course structure, prerequisites and competency requirements for each unit of competency
▪ This unit of competency must be completed within the prescribed duration at the beginning of this
document. Due dates for the assessments will be set by respective assessors on commencement of
the unit and must be adhered to by all the learners
▪ The learners have the responsibility to maintain the required attendance and participate in all the
inclass activities and assessment/project tasks to be able to develop the required skills and
knowledge.
▪ The learners must keep record of their activities, assessments and research and take an active
interest in exploring new concepts and ideas
▪ On expiry of the prescribed due dates for assessment, the learners will not be able to attempt any
assessments or the learning materials and must apply for a course extension. Learners should also
refer to other prevailing terms and conditions of delivery and assessment of this course and contact
the administration for further information if required.

Lesson Topics and Plan

The following lesson plans are planned for this unit. According to session times, trainers may expand these
lesson plans into their own session plans. Trainers must take a special note of the activities planned in the
right-hand column. These activities form part of “Formative Assessments”. The formative assessments are not
marked (assessed) but they contribute towards learning that prepares them for summative tasks.

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The following topics are covered in the classroom training sessions. The topics for this unit include;

Lesson Topics Activities

Unit overview, assessment information, assessment Who is your favourite leader? Write a few points
conditions and discuss in the class.
Key concepts and definitions
Leadership concepts and theories
1
Examples of famous leaders
What is means to be a leader
Commonly known leadership qualities
Lewin’s leadership styles

Contingency Theories of Leadership: Pick some of the well-known leaders discuss

Fiedler’s contingency theory which leadership style applies to them.
Path-goal theory
Situation leadership theory

Leadership Styles:
Directive leadership
Consultative leadership
2-3 Participative leadership
Negotiative leadership
Delegative leadership

New Leadership Models:

Transactional leadership
Transformational leadership
Charismatic leadership
Visionary leadership

Communicating within the organisation Video Presentation: Speeches from famous

Leadership responsibilities leaders
Characteristics of an effective leader
4 Providing strategic management and direction
Delegating responsibilities
Leadership in a team-based environment
Communicating organisational vision to employees

Leadership by example Discuss workplace diversity.

Motivational leadership
Influencing people and wining trusts Provide examples of
Involving employees in a decision-making process
Promoting collaborative culture
5-6
Managing diversity
Building and projecting organisation’s image
Managing external relationships

Case Study: Leadership by example

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 Managing organisation’s resources Research and provide examples of leaders
Managing social commitments and responsibilities personally involved in community projects
Managing environmental responsibilities

Providing continuous improvement opportunities

Developing organisational culture

Building effective teams Discuss corporate ethics

Encouraging innovation at workplace
Promoting values and ethics Discuss examples of failed corporate leaders in
Conducting self-evaluation and identifying Australia and overseas
8-9 development needs
Essential leadership skills and traits
Developing public speaking and communication skills
Delegating work and achieving results
Building professional networks

Review and revision Assessment follow up

10
Student questions and answers

Note: When developing their session plans, the trainers/assessors are advised to incorporate assessment tasks that need to
be, or are scheduled to be, conducted during the prescribed sessions (e.g., in-class project or team/group work,
presentations etc.). Provisions should also be made for classroom activities and practice.

The above lesson plan can be adjusted to align with timetabling requirements – with lessons spread over allocated sessions
(e.g., 4-hour sessions or 2- hour sessions). Sessions plans should be developed accordingly.

This is a suggested lesson plan and trainers may modify or improve the activities and topics to enhance unit outcomes and
classroom learning; especially where any current affairs, change in the market situation or legislation, case studies or
examples need to be added. Trainers are encouraged to develop hands-on activities and use a variety of delivery tools
including audio-visual resources. Any changes or modifications should be reported to the academic Manager/Coordinator
for version update.

Trainers/assessors should also take note of major assessments that need to be handed out or commenced early in the term
– in particular projects and team tasks – and assessment plan and scheduled discussed and agreed with students at the
start of the term/unit.

Suggested Learner Resources

Maxwell J.C., 2005, The 21 Irrefutable Laws of Leadership: Follow Them and People Will Follow You, Thomas
Nelson

Northhouse P.G., 2009, Leadership: Theory and Practice, Sage Publications

Lencioni P., 2002, The Five Dysfunctions of a Team: A Leadership Fable, Jossey-Bass

What Makes for An Effective Leader: http://managementhelp.org/leadership/traits/leader.htm

Top 10 Characteristics of An Effective Leader:

http://www.revenuejournal.com/2010/01/top_10_characteristics_of_an_e.php

Wikipedia: http://en.wikipedia.org/wiki/Leadership

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Business Balls: http://www.businessballs.com/leadership.htm

Leadership Styles: http://www.mindtools.com/pages/article/newLDR_84.htm

Referencing Guide

Harvard Referencing Generator: http://www.harvardgenerator.com/

http://www.citethisforme.com/au/referencing-generator/harvard
Misc. Videos and Online Educational Channels (General ref)

List of some of the online educational channels. Search for the relevant topics and concepts.
Khan Academy Channel https://www.youtube.com/user/khanacademy

#Education https://www.youtube.com/channel/UC3yA8nDwraeOfnYfBWun83g

TED Talks https://www.youtube.com/user/TEDtalksDirector/channels

TED ED https://www.youtube.com/user/TEDEducation

Massachusetts Institute of Technology (MIT) https://www.youtube.com/user/MIT

Channel

Google for Education https://www.youtube.com/user/eduatgoogle

Big Think https://www.youtube.com/user/bigthink/videos

CrashCourse https://www.youtube.com/user/crashcourse/videos

Microsoft Education https://www.youtube.com/user/Microsoftedu

Stanford University Channel https://www.youtube.com/user/StanfordUniversity/videos

Management Skills Courses https://www.youtube.com/channel/UChA8eZOWYhdLsv8HlBrJcg/videos

Harvard Business Review https://www.youtube.com/user/HarvardBusiness/videos

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5. Assessment Plan

Assessments for this unit have been developed by taking into account assessment guidelines as provided in the
training package and evidence requirements stipulated in this unit of competency. Assessment is an ongoing
process of gathering evidence to determine what each student/learner knows, understands and can do in
order to inform teaching and support learning of the intended curriculum.

The purposes of this assessment are;

▪ To collect evidence that demonstrate competency in the performance criteria of the unit and satisfy
skill, knowledge and employability skills requirements
▪ To provide feedback to the learners/trainees indicating the areas of improvement and professional
development
▪ To measure the effectiveness of the delivery plan and evaluate the learning outcomes

The required assessment criteria are provided in each assessment task for learner’s information.

Assessment Method

Assessment in this unit is based on assessment and evidence guidelines provided in the unit of competency
and the training package. The evidence is generated through summative assessment tasks. However, the role
of Formative Tasks is crucial in developing the required skills and knowledge in completing the summative
tasks. Formative tasks enable the trainers to evaluate their own delivery and adjust their facilitation based on
the outcomes from these tasks. The role of formative assessments is to improve learning and adapt to student
needs.

These tasks and activities usually take place throughout the unit and planned in accordance with the
summative assessment plan/schedule. The formative tasks are generally referred to as “Portfolio” tasks.
Portfolio is a collection of all the formative tasks completed during the learning sessions. The portfolio can be
used by students as an evidence of participation or example of work completed as part of their learning.

Formative tasks are not assessed.

For summative tasks, the following assessment methods are available to collect the aforementioned evidence
to demonstrate satisfactory performance in this unit;

▪ Written Assessment Tasks

▪ Practical/Analytical Tasks
▪ Test/Examinations
▪ Projects
▪ Observation
▪ Integrated Assessment

The Written Assessment Tasks and Tests have been developed to address various parts of Performance
Criteria as well as Required Knowledge.

The Practical Tasks are developed to demonstrate competence in Required Skills. These assessment tasks and
activities are mostly designed as in-class assessments, enabling the trainers to observe the work being
undertaken and completed (i.e. demonstration of a specific/required skill). Practical tasks may also include use
of online learning tools, equipment, activities, or use of software. Instructions for practical tasks are generally
provided within the task description. However, trainers/assessor may set certain conditions for conducting and
observing these tasks.

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The Project (Individual or Group based) addresses various aspects of competency standard including
Performance Criteria, Required Skills and Employability Skills. The role of the project in assessment strategy is
to measure student/trainee competence as a form of Summative Assessment. It demonstrates the efficacy of
instructions and learning in the prescribed delivery period by assessing the overall performance of the
students/trainees for the purpose of grading/final results.

The Test/Exam is generally designed to test the Required Knowledge component of the unit of competency. It
may also be used to reinforce learning and test specific aspects of other part of competency where knowledge
of certain processes/procedures is required. A knowledge test may be verbal or written as specified in the task
description. Examinations are conducted under set conditions.

Observation forms part of in-class activities, participation in designated group processes, presentation and
provides an option where specific skills need to be demonstrated to the assessor.

Some of the assessments in this course may be used as Integrated Assessments; i.e. to use evidence created in
one unit/task to determine competency in another unit/task. The concept behind the design of the integrated
assessment is to limit repetitive tasks that test the same or similar competency elements in different units of
competency.

Optional/Supplementary Assessments

In addition to the above assessment instruments, the following methods can be used, if required, in the
context of assessment for this unit of competence, especially in the circumstances where assessment involved
components of online learning as well as actual workplace activities and/or performance.

▪ Workplace Verification through RPL application

▪ Competency Conversation at completion of the unit

To successfully complete this unit, learners must demonstrate that they have the skills and knowledge needed
as indicated in the Competency Standards (2).

Assessment can be both a formative and summative process. Formative assessment is used to provide
feedback to students and teachers to promote further learning. Summative assessment contributes to the
judgement of student learning for competency/award purposes.

Submission of Work

All the written works must be submitted in a hard copy, and an additional soft/electronic copy if required by
the trainer/assessor, with an accompanying “Assessment Cover Sheet”. Each Assessment Cover Sheet should
be signed by the student and must contain student details and date of submission. Assessment Cover Sheets
are available at the reception.

Material submitted for assessment—Word processed or handwritten assignments, reports, essays, projects,
etc. must contain student’s name, ID (if available), address and contact details. Within the context of these
assessment tasks, the assessor fulfils the role of client, manager or supervisor, as applicable. Work submitted
for “approval” within this context must demonstrate care and attention to detail, such that the student
inspires confidence that the work is being undertaken competently.

Where soft copy/electronic files are submitted, students are encouraged to name the files according to
established procedure. This would typically include a course or unit code, assessment or submission code, and
in the case of multiple files an alphanumeric identifier. Multiple files may also be required to be submitted

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within an enclosing folder (with similar, appropriate naming conventions) or archive format—e.g. zip or rar.
Follow submission guidelines in each assessment task for specific instructions.

Assessment Tasks and Schedule

The following assessments are planned for this unit;

# Assessment Task/Activity Type Assessment Method

1 Leadership Communications Individual Presentation

2 Paper: “I The Leader” Individual Written

3 Collaborative Leadership Team Project Group Written

These assessment tasks/activities have been described in detail in the following section.

Task schedule to be advised by trainer/assessor based on the lesson and session plans.

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 ▪
▪

6. Assessment Tasks

Assessment Task 1:

Assessment Task Leadership Communications

Schedule TBA

Performance Criteria:

1.1, 1.2, 1.3, 1.4, 1.5

Outcomes Assessed
Addresses some elements of required skills and knowledge as
shown in the Assessment Matrix

Description:

Surveys in medium to large organisations have shown that a large number of employees either do not know
what their organisation’s mission and vision statement are or fail to clearly describe them. Mission and vision
statements can be guiding documents for the organisation as they set organisation’s intent, purpose and
future aspirations. As a leader, it is critical that these statements are communicated to the employees at all
levels of the organisation.

This assessment task is a scenario-based task in which you will read a scenario provided below and prepare a
presentation for the class, assuming the role of an executive officer. The class will act as a group of employees
of the organisation.

Scenario

ABC Pty Ltd is a private Australian company engaged in production and sale of natural body care and
aromatherapy products. The company is based in Melbourne with thirty (30) stores Australia-wide, supplied by
a large manufacturing facility in Hobart, Tasmania. The company employs a total of 600 employees
nationwide. At top level, the company is managed by its CEO, Mr Smith and has an efficient management team
in place comprising of CFO, COO, and various directors. At state level the businesses are structured under a
state manager followed by store managers and operations managers.

In the last few years, the company has grown rapidly from 10 stores nationwide and a total of 180 employees
to current 30 stores and 600 employees. The sudden growth has prompted the management to devise a
corporate communications strategy to ensure that company’s values, ethical principles, mission and vision are
communicated to employees at all levels. The company takes pride in its community focus, ethical values and
quality service, and considers them vital for their competitive position in the market.

Task

The company has decided to hold a national convention and assign their Executive officer - Communications to
prepare a presentation for the group, communicating company’s values, mission and vision at the convention.

Assuming the role of the Executive Officer, prepare a presentation for the class that includes;

▪ A brief company profile

Underlying values and ethical principles
Mission Statement
Vision Statement

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 Company goals and objectives
Expectations from Employees
Company Responsibilities

Duration: Twenty (20) minutes maximum

You will need to develop the required value statements, principles, mission, and vision statements for your
task. You may use examples of similar organisations but must prepare the materials in your own words and
style. All external sources must be properly cited and referenced using Harvard Referencing System; your
trainer/assessor will provide you with referencing guidelines.

Assessment Criteria

The following assessment criteria will be used for marking this assessment task. Ensure that you have
addressed all of the criteria in your work.

▪ Adapted to the given scenario and effectively played the required role of Executive Officer
▪ Developed organisation profile
▪ Organisational values are consistent with fundamental principles
▪ Ethical principles outline company’s commitment to honesty, integrity, and commitment to the
environment
▪ Mission statement clearly defines company’s activities and business intent
▪ Vision statement outlines company’s direction for the future
▪ Goals and objectives reflect company’s mission and vision statements
▪ Company’s expectations from employees in maintaining its culture and values is outlined
▪ Company’s responsibilities towards its employees, community and other stakeholders are outlined
▪ Presentation is well structured and audience-friendly
▪ Presentation style and manner reflect corporate expectation and communication expectations

Submission Guidelines

Submit:

▪ Copies of presentation slides

▪ Accompanying notes, if used

Electronic versions of the assessment task and email/electronic submission arrangements are at further
discretion of the trainer/assessor.

Assessment Task 2:

Assessment Task Paper: I The Leader

Schedule TBA
Outcomes Assessed Performance Criteria:

1.2, 2.3, 2.8, 4.1, 4.2, 4.3, 4.4

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Addresses some elements of required skills and knowledge as

shown in the Assessment Matrix

Description:

The old-fashioned view of leadership is that leaders are marked out for leadership from early on in their lives;
and that if you are not a born leader, there's little you can do to become one. However, the modern view of
the leadership is that through patience, persistence and hard work, you can be a truly effective leader, just as
long as you make the effort needed (mindtools).

In this assessment task, you will be required to write a paper on self, “I The Leader”, visualising yourself as a
future leader and discussing your own leadership style and qualities based on your own perception of self. This
exercise will also be useful in identifying self-development opportunities in the subsequent assessment task.

The paper must be written in your own words and appropriate referencing and citation must be used in all
external references (preferred: Harvard referencing system: Your trainer/assessor will provide you with
referencing guidelines. There is no specific structure of paper but it will be expected that you will present your
paper with at least three identifiable sections; Introduction, body (main headings) and conclusion.

The paper must contain your own views on the topic and not just the review of the literature. The contents
must be coherent and presented in a logical sequence (not just copy and paste from various sources) leading
to a conclusion.

Your paper must cover the following elements;

▪ A review of current concepts and theories of Leadership

▪ Discussion on leadership types and styles
▪ Examples and comparison of leadership style of two current business/management leaders
▪ Your own views on leadership
▪ How do you see or will see yourself as a leader
▪ What would make you an effective leader
▪ How would you define your leadership style, ethics and characteristics
▪ How would you inspire and motivate people
▪ Own goals and objectives as a future/developing leader
▪ Personal and professional development needs

Word Limit: Up to 1000 words (maximum)

Introduction:
Self-leadership can be defined as the capacity to guide one's own professional and personal
goals while also contributing to the expansion and success of one's business. To achieve
success, you need to know yourself, your goals, and your abilities, and you must also be
able to control your emotions and act in a way that supports those goals. Leadership style
and Qualities:
It's a truth of leadership that different individuals will look to you for decisions, and if you
can't make them on time, your organization will suffer. Obtain high-level summaries,
investigate your alternatives, and then settle on a course of action.

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 - Your role as a trailblazer requires you to actively pursue innovation rather than resist it.
Why? Because technological progress can instantly upend industries worth billions, and
you won't be able to see it coming if you're too entrenched in your ways. Being proactive
about making improvements when things are going well is a crucial part of "seeing around
corners," especially when problems arise.

- Trusting that things will work out in the end is essential in trying times. Of course, they
take heart and strength from their ancestors. To keep the organization on track, pioneers
must instill trust and inspiration while also fending off deficit, skepticism, and sloppy
work. If you have faith in your skills and seem impressive, people will be drawn to you.

- It's very likely that if you're at the helm of a company, a team of experts is actively trying
to get in touch with you. Never trust someone who claims to know more than you about
how to run your business or complete your job. When it comes to what actually counts, the
future, most so-called "experts" know just what "safe" procedures have been utilised in the
past. Trust your instincts, not the advice of people who are attempting to sell you
something.

You may rest assured that people will pay much more attention to what you do than to
what you say. Those who declare themselves pioneers but do nothing to make change are
doomed to failure. There's an air of authority in the room, so be ready to do some
governing. Maintain forward momentum and always stay focused on your objectives.

- It's not in the neighborhood, that's for sure. When you're at the helm of a huge
corporation, it can be tempting to accept the compliments of those around you.

- Some early adopters learn to feign a laid-back attitude that is seen as more "leader-like"
as time goes on. People frequently make this mistake. Even while people who are

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thoughtful, outgoing, humorous, or serious can all be pioneers, the only way to earn respect
is to always be true to yourself. Don't waste time pretending to be someone you're not if
you don't want to be let down.

What Makes a Successful Leader?

Those who hold leadership positions should have the capacity for empathy, or the ability to
feel and understand the feelings of their followers. Integrity. Every choice and action of a
great leader is informed by their core values. They always do the right thing, they're a
moral example to others, and they never compromise on ethics.

Characteristics, strengths, and ethics :

Imagination, Curiosity, and a Desire to Learn Emotional intelligence, or EQ, Open-
mindedness, Perspective, Kindness, Love, Fairness

How to influence others as a successful leader?

The mood, demeanor, and communication of a great leader may do wonders for the morale
of the team he or she leads. The finest managers constantly push their teams to better
themselves professionally, have an optimistic outlook no matter what challenges they face,
and keep moving forward.

Personal and professional development needs:

Increases one's sense of self-awareness. Possessing a healthy dose of self-awareness is
crucial in many different aspects of one's life. When you give yourself time to reflect, you
may evaluate the different contexts in which you thrive and the ones in which you don't.
Focusing on your strengths while acknowledging when you need help is a sign of having a
high level of self-awareness. It helps you see things from a fresh angle. You can better
understand and empathize with the struggles of others if you have a firm grasp on your
own strengths and weaknesses. To better appreciate the thoughts and feelings of those
around you, it helps to have a firm grasp of who you are and what motivates you as an
individual.

It helps you zero in on problem spots so you can start fixing them. We may have an
instinctual understanding of where we need to improve, but we rarely take the initiative to

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 genuinely make those changes. Deep and creative introspection on your existing skills and
areas for improvement is essential for boosting your motivation.

Improvements are made to both outlook and verbal fluency. Putting your skills on paper is
a great way to learn new words and develop the language you'll need to describe yourself
positively. The words we use to describe ourselves have a significant bearing on our level
of contentment. Science has linked positive self-talk to substantial beneficial changes in
one's thinking and actions.

Conclusion:
Improvements are made to both outlook and verbal fluency. Putting your skills on paper is
a great way to learn new words and develop the language you'll need to describe yourself
positively. The words we use to describe ourselves have a significant bearing on our level
of contentment. Science has linked positive self-talk to substantial beneficial changes in
one's thinking and actions.

Assessment Criteria

The following assessment criteria will be used for marking this assessment task;

Structure and composition of the paper

Coherence and logical flow of the contents
Originality and uniqueness in writing
Concise analysis of leadership literature/theory in own words
Own views on leadership including ethical principles
Self-analysis and construction of own leadership perspective
▪ Identification of leadership challenges
▪ Identification/visualisation of own leader styles and traits
▪ Development of personal/professional goals and objectives
▪ Identification of own development needs

Submission Guidelines

Submit:

▪ A hard copy of the paper with appropriate assessment cover sheet

Electronic versions of the assessment task and email/electronic submission arrangements are at further
discretion of the trainer/assessor.

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Assessment Task 3:

Assessment Task Collaborative Leadership Team Project

Schedule TBA
Performance Criteria:

1.6, 2.1, 2.2, 2.3, 2.4, 2.5, 2.6, 2.7, 2.8, 3.1, 3.2, 3.3, 3.4, 3.5, 4.1,
Outcomes Assessed 4.2, 4.3, 4.4, 4.5

Addresses some elements of required skills and knowledge as

shown in the Assessment Matrix

Description:

In an Australian Institute of Management (AIM) Survey of Australian Business Leadership, it was found that
Australian executives use all aspects of transformational leadership - particularly individualised consideration
and inspirational motivation. Active and passive management by exception are much less frequently used.
Australian executives also generally rate their leadership styles more highly than their counterparts overseas.

In this leadership project, you will have an opportunity to work with a small team of classmates (in a role play)
in completing a chosen project and evaluate your own leadership style and capabilities in the process.

This task will be based on collaborative leadership principles and all the team members will assume
responsibility for their assigned tasks. All the decision within the team will be made by consensus. Individual
behaviour and work style will be evaluated through a leadership survey at the end of the project.

The project starts by selection of a team project task that can be completed in a relatively small time frame (12
days) and does not involve use of any specialist equipment or external resources. Ideally, the project task
should be completed within the college environment. Some of the examples of project task can be;

▪ Preparing a presentation brochure

▪ Presenting a new product design
▪ Cleaning up a cluttered area
▪ Putting up a garden bed (small area)
▪ Conducting a seminar for college students
▪ Organising a party or get together

Your team may think of other project tasks that would require a small team of people. Any expenses should be
avoided, and the existing college resources must be used where possible. Your project task selection will need
to be approved by your trainer/assessor before you commence.

The project should be initiated early in the term to allow for timely preparation and completion of the task by
the end of the term.

The project flow includes;

▪ Select project task and obtain approval

▪ Form team
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 ▪
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▪ Communicate and organise a meeting

▪ Take meeting notes
▪ Designate tasks and responsibilities Set team communication guidelines
Identify safety and resource requirements
Set project quality guidelines and expectations
Organise required resources
Commence the project
Monitor progress and provide assistance
▪ Maintain communication with the team and resolve problems
▪ Maintain a positive team environment and motivate each other
▪ Complete the task
▪ Assess outcome and work quality

Through this project, each team member, at some point of time – and in their designated work area – will have
an opportunity to provide leadership to the team.

At the end of the project, write a brief report of the project highlighting contribution of each of the team
members and the team process. The report must be brief (1-2 pages) and word processed with appropriate
headings.

Leadership Survey

Leadership Development Needs Assessment (LEADNA) is developed by volunteers of the US Department of

Energy (DOE) Carlsbad Area Office (CAO) and WEC. LEADNA (provided as a separate Word template) will be
used to conduct the leadership survey.

Instructions to use the survey and guide to survey results are contained within the instrument. A key to
successful completion of this tool is to read each behavioural scale closely and then go with your first
impression. If you encounter a scale covering behaviour that you have not had the opportunity to observe,
simply skip that scale.

Each group member will conduct the survey for themselves. In effect, all the team members will provide
feedback on each other’s leadership style and characteristics.

Completed surveys must be submitted along with the group documentation.

Assessment Criteria

The following assessment criteria will be used for marking this assessment task;

▪ Appropriate project task is selected and approved for the leadership project
▪ Project plan is discussed and documented in a team meeting
▪ Key project tasks are identified and designated to team members
▪ Team communication guidelines are established
▪ Project cost and resource requirements are determined and agreed
▪ Project resources are organised
▪ Project commences as per the set timeline and members resume their roles
▪ Team communication is maintained throughout
▪ Project is completed as per the schedule and set quality expectations
▪ Team operated in a coherent environment and maintained performance
▪ Project report is appropriately structured and presented
▪ Project report highlights key processes, records and team dynamics
▪ LEADNA survey is conducted and completed

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 ▪ Survey results are evaluated to determine own leadership development needs

Submission Guidelines

Submit:

▪ Copies of all communications between team members

▪ Copies of minutes or notes of team meetings
▪ Project planning documents (hand-written notes etc.) where available

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 ▪ Project task list
▪ Project resource list
▪ Project report
▪ Completed LEADNA surveys

Electronic versions of the assessment task and email/electronic submission arrangements are at further
discretion of the trainer/assessor.

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7. Academic Policies and Processes

Students with Special Needs

If leaners/learners have any special needs (e.g., physical disability, learning difficulty) regarding assessment,
they should be directed to discuss these with the Course Coordinator. The college will endeavour to make all
possible and reasonable adjustments to any aspect of assessment in order to address those needs. Some
examples of additional support could include:

▪ Language, literacy and numeracy (LLN)

▪ Assistive technology
▪ Additional materials or tutorials
▪ Assistance in using technology for online delivery components.

Reasonable adjustment

Reasonable adjustment refers to any modification made to the learning environment, certification
requirements, training delivery or assessment method to help learners with a disability access and participate
in education and training on the same basis as those without disability (IBSA, 2015).

The Disability Standards for Education 2005 were formed under the Disability Discrimination Act 1992. They
clarify the obligations of training providers to ensure that learners who have a disability are able to access and
participate in education and training on the same basis as those without disability.

Some examples of reasonable adjustments could include:

▪ Personal support services, e.g., a reader, Auslan interpreter, a scribe

▪ assistive technology or special equipment, e.g., screen readers, magnifiers, alternative keyboards
▪ modifying the presentation method, e.g., visual, oral, print, electronic
▪ adjustments to timeframes, e.g., providing materials prior to class, extended time limits ▪
adjustment of the physical environment, e.g., specific furniture, arrangement of classroom.

The determination of “reasonableness” requires judgement that must take into account the impact on the RTO
and the need to maintain the integrity of the qualification. While reasonable adjustments can be made to the
ways in which evidence of performance is gathered and demonstrated, the criteria for making Competent/Not
Yet Competent decisions (and/or awarding grades) should not be altered in any way. That is to say, the
standards expected should be the same irrespective of the group and/or individual being assessed (Disability
Standards for Education 2005).

Recognition of Prior Learning (RPL) and Credit Transfers

Learners may apply for Recognition of Prior Learning (RPL) by providing evidence that they have the required
skills and knowledge in the specific areas of competency through work/industry experience and/or completed
eligible assessments in equivalent or higher qualification.

Appropriate credit transfer may be granted to eligible learners against each unit of competency on evidence to
successful completion of the same unit in an equivalent or higher nationally endorsed qualification. Credit
transfer learners will finish the course in a shorter duration and are advised to consult appropriate
authorities/bodies for applicable criteria if planning further study or stay in Australia.

Applicants who have completed formal training or who have relevant and current work or life experience and
consider they are able to meet the unit purpose may seek recognition.

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The college acknowledges skills and knowledge obtained through:

▪ Formal training (conducted by industry or educational institutions in Australia or overseas)

▪ Work experience
▪ Life experience

The main focus is on the learning outcomes of these experiences, not on how, when or where the learning
occurred.

To be granted RPL, applicants will be asked to:

1. Present evidence of their achievement; and/or

2. Undertake a challenge test; and/or
3. Attend an interview with specialist staff.

This evidence will be validated through either satisfactory supporting documentation of support from a
recognised industry or workplace representative or challenge testing

Academic Policies and Procedures

Applicable policies and procedure related to this course including plagiarism, assessments, appeals and
complaints, can be found with the course coordinator as well as in the “Policies and Procedures” section of the
college’s website.

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Assignment Cover Sheet
Student ID

Student Name

Unit

Assessment Task - Title/Number

Trainer/Assessor

Date Submitted

Note: Plagiarism/Cheating is a serious offence. If a student is found plagiarising/cheating, it may result in a penalty of
suspension/cancellation of student’s enrolment. In submitting their work, students must be aware of college’s Plagiarism
and Academic Misconduct Policy available in student handbook, college’s website and student administration.

Declaration of Originality:

By submitting this assignment for assessment, I acknowledge and agree that:

▪ This assessment task/work is submitted in accordance with the college’s Plagiarism and Academic Misconduct
Policy. I also understand the serious nature of academic dishonesty (such as plagiarism) and the penalties
attached to being found guilty of committing such offence
▪ No part of this assessment task/work has been copied from any other source without acknowledgement of the
source
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▪ No part of this assessment task/work has been written by any other person, except to the extent of team and/or
group work as defined in the unit/assessment task
▪ A copy of the original assessment task/work is retained by me and that I may be required to submit the original
assignment to the trainer/assessor upon request
▪ The trainer/assessor may, for the purpose of assessing this assessment task/work: o Provide a copy of this
assignment to another member of the faculty for review and feedback; and/or o Submit a copy of this
assignment to a plagiarism checking service. I acknowledge that a plagiarism checking service provider may then
retain a copy of this assessment task/work on its database for the purpose of future plagiarism checking

Late submission: Late submission without a prior approval of the trainer/assessor will not be accepted and
may delay the assessment outcome. You may also need to resubmit work as per college’s Reassessment
Policy.

I declare that this assessment is my own work.

Student
Date:
signature:

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